“He has a rough home life, he will always struggle.”
“He can’t do the work, so I only make him do a portion of it.”
“He will never be able to do it, so why should I even bother?”
The three statements above didn’t come from a journal article or from observing a teacher. Each one was made about me as I was growing up as a knucklehead in Miami, FL: The first statement was made by my 1st grade teacher, the second by my 4th grade teacher, and the third by my 9th grade Algebra teacher. All three affected my psyche in various ways, all negative. However, these comments aren’t just about me. The statements above illustrate a much larger issue in public education today.
Katanna Conley, Ph.D.
The last time I did a curriculum implementation walkthrough with a district, the finding that stuck with me was both one of the most inspiring and the most frustrating. At schools where ELA scores were rising, the curriculum resources were in the hands of teachers and students alike. Books were open, student journals were marked up, stories were full of sticky note annotations. In schools where scores were stagnant or dropping, on the other hand, these same resources were pristine, unused, tucked away under desks or languishing on shelves. It was heartbreaking, frankly, to see materials that were clearly making a difference in some locations completely wasted and ignored in others.