Educators spend a good deal of time determining what curriculum will be used in each subject area. It has become an industry unto itself, with companies creating and updating textbooks and curricula. A curriculum serves as a means to an end, and the end is, theoretically, learning.
The more we learn about the science of learning, the more we know that learning does not happen in a straight line, nor does everyone learn in the same way or at the same pace. Following a strictly defined curriculum does not leave room for these differences in learning. If tied to a content delivery system and a specified curriculum, a school or school district can guarantee that information was taught. What they can’t guarantee is that the content was learned. Those are two completely different goals. Continue reading
Children spend more time in school than in any place other than their homes. Schools strive to make this time productive and worthwhile, but too many schools define productivity and success through the subjects they teach and the grades children earn.
Assessments are performed at the beginning of each school year. Teachers use them to determine what children remember after a long summer, which skills are strong and where additional support might be needed. Most of the assessments are measured against the “norm,” or the average student of that grade or age. When the results are favorable, the student is deemed to be on the right path; when they are less than optimal, it is determined what skills are lacking and what help is needed to reach that benchmark or average. Though this information may be useful in determining an instructional path for the development of specific skills, it cannot serve as the guiding force for learning. 
Nothing is more gratifying than quietly working and hearing the soft voice of a teacher strolling down the hallway singing with toddlers, “I’ve got joy like a fountain in my heart.” Moments such as these literally fill our hearts. Working with young children can be delightful, frustrating, enjoyable, difficult and rewarding. After all, they are children, which means they are all of these things and more. People often ask how one can work with children every day or say they could never be a teacher. Isn’t it hard work? You bet it is, but there is no work that is more important or satisfying than working with children and watching them grow. When was the last time you had the pleasure of hearing sweet voices singing the next verse of a well loved song or asking the teacher to sing it one more time? If your job doesn’t provide this opportunity, ask a teacher what delighted her today, sit back and enjoy listening to the response. You’ll be glad you asked. 
Early in my teaching career, I had a parent tell me in utter frustration that her son had received the same comments on his report card since he was 2 years old; he was 12 at the time. In other words, he was true to himself. This child was incredible in so many ways. He was kind, caring, hard working, socially adept and inquisitive. He was the mayor of the school. Everyone knew and appreciated him. He also had a hard time staying on task and getting his work done… because he was busy working the room. And that is who he is; sometimes there is no escaping. 
I used some of spring break to catch up on my reading. I am an avid reader and, as most avid readers know, there are far more books, blogs, publications and news stories to read than can be accomplished in any amount of time. Typically a print magazine falls to the bottom of the pile as it will always be there (whereas online content could be changed or removed at any time). This week, I was fortunate to have read an 
I have had the great pleasure of working with a small group of students during the past few weeks. Our focus is on math, specifically fractions. I haven’t been in the classroom full time for a few years and, although I knew that children pretty much remain the same, I wondered how I would adjust to the “new ways of doing business.” I found some constants and some things that made my “work” a bit simpler. 
The Montessori Message 