A Network Connecting School Leaders From Around The Globe
Before going to speak to a group of soon-to-be teachers, I had my students write
messages. My fifth graders felt they had some advice for these college students who were about to enter their first classrooms. Who knows more about good teaching than those little bodies who learn in our classrooms every day? Below is what they wrote (prepare to fluctuate between tears and chuckles):
Professionalism:
Classroom environment:
Rigor:
Building rapport:
My personal favorites...now posted over my desk:
As I read through the advice, a couple of things jumped out at me. First, I noticed that a majority of their advice centered around building rapport. I don’t know what
emphasis we give this in education and evaluation discussions regarding student impact, but I—and obviously my students—believe that rapport and relationship most certainly do matter.
Secondly, kids can provide us with a great vision of professionalism and practice, whether we are a novice or an experienced teacher. Their advice really is packed full of wisdom and is meaningful feedback to all educators. Maybe it’s time to ask our students about great teaching more often.
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Mentors.net - a Professional Development Resource
Mentors.net was founded in 1995 as a professional development resource for school administrators leading new teacher induction programs. It soon evolved into a destination where both new and student teachers could reflect on their teaching experiences. Now, nearly thirty years later, Mentors.net has taken on a new direction—serving as a platform for beginning teachers, preservice educators, and
other professionals to share their insights and experiences from the early years of teaching, with a focus on integrating artificial intelligence. We invite you to contribute by sharing your experiences in the form of a journal article, story, reflection, or timely tips, especially on how you incorporate AI into your teaching
practice. Submissions may range from a 500-word personal reflection to a 2,000-word article with formal citations.
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