I love the idea of questioning, challenging beliefs. So much of what I'm seeing these days seems to come from people whose views are unassailable.
I wonder, having never been an admin, whether it would be useful to start from "What do I believe about effective teaching and learning in general?" before narrowing it to “What do I currently believe about teaching readers and reading?” In order to maintain consistency.
I also wonder whether too much time is spent arguing about techniques, when it might be better spent clarifying goals. For some, students who are "disengaged and compliant test passers" might be all they need. Especially if that's what's bosses notice.
I don't see one-size-fits-all, surface level teaching and learning going away until the expectations are different. In fact, those things seem to have made a huge comeback under the guise of "guaranteed and viable".
Thanks JK for commenting. I think your initial question ("What do I believe about effective teaching and learning in general?") would be a great way to engage in schoolwide conversations that go beneath the surface of our collective practices. At the very least, all educators would benefit from developing their professional philosophy. Then let one's beliefs drive practice.
I love the idea of questioning, challenging beliefs. So much of what I'm seeing these days seems to come from people whose views are unassailable.
I wonder, having never been an admin, whether it would be useful to start from "What do I believe about effective teaching and learning in general?" before narrowing it to “What do I currently believe about teaching readers and reading?” In order to maintain consistency.
I also wonder whether too much time is spent arguing about techniques, when it might be better spent clarifying goals. For some, students who are "disengaged and compliant test passers" might be all they need. Especially if that's what's bosses notice.
I don't see one-size-fits-all, surface level teaching and learning going away until the expectations are different. In fact, those things seem to have made a huge comeback under the guise of "guaranteed and viable".
Thanks JK for commenting. I think your initial question ("What do I believe about effective teaching and learning in general?") would be a great way to engage in schoolwide conversations that go beneath the surface of our collective practices. At the very least, all educators would benefit from developing their professional philosophy. Then let one's beliefs drive practice.