Now on Teacher Voice: Process, Process, Process
[…]more about the process behind teacher storytelling, listen to Teacher Voice: The Podcast. Download Article Download Podcast […]
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Progressing Towards Mastery: Reflections on Implementing a Proficiency-Based Grading System
[…]themselves in a clear and concise way. Students researched locations around the world, looking for places as diverse as the best areas to see migratory birds in South America to the most gay-friendly cities in Asia. Our implementation of proficiency-based teaching and grading has allowed us to be more flexible with our content, giving more choice to students and letting their interests drive what they are learning. This has pushed us to focus our attention on what is most essential: the skills students will be using in the future long after they have (perhaps) forgotten the content through which they practiced and developed these skills. In this new approach, we always […]
The “Invisible Knapsack”: Rip it open. Spend it down.
[…]a bit in his stand-up routine where he talks about knowing your “what” versus knowing your “why” (Michael Jr., 2015). For me, the “what” has always been teaching, but the “why” has been harder to articulate. If you had asked me six years ago why I wanted to be a teacher, I would have said something about loving to work with kids; about how satisfying it is when a student finally “gets” a concept. For a long time, the why behind my desire to teach was self-motivated, rooted in the personal satisfaction I got from helping others. Now my why is […]
Knowles Announces 2018 Cohort of Teaching Fellows
Christopher Monschauer
[…]working with students to develop the conceptual understanding and key mathematical skills needed for future success.” Professional Experience Before beginning his teaching career, Christopher worked as an intern in the Rhode Island Department of Education in the office of Educator Excellence. His work focused around teacher certification, including supporting the ways the state reviews and supports teacher preparation programs. He also worked as an educational research assistant on projects related to teacher coaching, classroom interruptions, and teacher strikes. Christopher held many positions as an undergraduate student. For four years, he worked as an in-class high school tutor, and for several […]
Emily Gilden
[…]enjoys going to the beach, playing frisbee, diving under waves, and reading a good book. Academic Background University of California, Berkeley (Master of Arts in Math Education) University of California, Berkeley (Bachelor of Science in […]
Camille Erskine
[…]school year. Hobbies Camille enjoys backpacking, spending time with my family, and reading new books outside in her hammock. Academic Background Stanford University (Master of Arts in Education) University of California, San Diego (Bachelor of Science in Biochemistry and Cell […]
Ian Hagmann
[…]his teaching career, Ian worked as the mineral separation lab manager and as a teaching assistant for “Intro Geology” and “Journey to the Center of the Earth” at Stanford University. Also, he worked as a chemistry and math tutor. Ian began teaching at San Lorenzo High School during the 2017–2018 school year. Hobbies Ian enjoys hiking and volcanoes; he once hiked around a volcano in Hawaii. Academic Background Stanford University (Master of Arts in Education) Stanford University (Master of Science in Geological and Environmental Sciences) Franklin and Marshall College (Bachelor of Arts in […]
Moving Beyond Dropbox: Designing Powerfully Shareable Curriculum Materials
[…]include curricula developed by other teachers in their classrooms, as well as novel materials for new courses. Many of the teachers working with our materials design their own curricula, but they look to our curated materials for strong models of an instructional method they are working to incorporate. In my role, I draw on my experience as a teacher leader to make the curriculum easier to make sense of, use, adapt, and learn from. As with the resources I shared on my course team, the goal isn’t to direct other teachers in how the materials must be used, but to […]
Finding Sustainability, Joy, and Connection in Teaching Through Mindfulness and Self-Compassion
[…]most of my classes was, “Why are we doing this in a science class?” and some students were uncomfortable the first time. It took most of my students about two sessions to buy in to the ideas, but there were still one to three students in each class that I am not sure ever fully accepted them. As I built a routine of practicing mindfulness and self-compassion with my students, the atmosphere of my classroom changed tremendously to become an environment where the emotional well-being of both my students and myself was valued. For example, after one month of doing […]
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