Definition of a #teacherfangirl: when Teacher A thinks Teacher B is so amazing that they spend time trying to teach more like Teacher A. In this situation, Cris Tovani, a talented, thoughtful English teacher (and book writer) with decades of teaching experience is teacher A and I am teacher B (but you probably figured that out by now).
Cris has been working with my school district over the past two years to improve our literacy programming. Consequently, Gretchen and I have had the chance to delve into her work and to hear her speak on multiple occasions. She's fantastic and has altered my teaching practice in so many positive ways. So for our 100th blog post (yes -- you heard me right -- one hundred!), Gretchen and I thought we would share the love by sharing with our readers some of the truths we've learned from Cris (yes, I can call her Cris because I am her #fangirl). Because as you know, when teachers share great ideas Bubbleup.
Happy Valentine's Day Week! While kids are busy handing out Valentines and eating treats, we're focused on improving classroom instruction and increasing classroom engagement. In this week's post we explore the "Tyranny of Being on Task", the power of Global Connections for students of all age, and what happens when legislators make laws without teacher input. Plus, we've got a guide for understanding SnapChat (your students get it, shouldn't you at least understand it?) and a way to better understand yourself: Are you a Curator or Dumper? So give yourself a Valentine and Take5 (hint: it pairs well with a piece of chocolate).
Strong, instructionally-focused school library programs are not shush-y places. They are loud, vibrant, and dynamic. Their librarians barely sit down during the course of a day -- juggling a whole range of classes, tasks, meetings, and responsibilities. And still, the perception persists that libraries are quiet and still. How do we break this stereotype? How do we provide evidence of the work we do each and every day? One answer is #LibraryHourbyHour.
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