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Every teacher, young or old, knows what the first few years of teaching feels like- exhausting. And, if you’re anything like me, in my first year teaching there were very few days that I left the building with a feeling of success. I was acutely aware of each failure, every day.
Visible Thinking is a common language of sorts – a translator of all things difficult to conceive and process – in a classroom full of fruity ideas.
This is my second week in Junior Kindergarden at St. George’s and I think I’m in love. Any place I can sing, dance, and talk in silly voices is all-right with me. I will admit it was hard to let myself go, and really enjoy all the wonders of littles.
I’m in a toxic relationship. It’s an addiction of sorts, a dependency. My state of mind, my physical well-being, my day-to-day, minute-to-minute functioning depends on it. My family has noticed, and my friends are concerned. My students are picking up on it.
So I've got a thing for centers. I plan a lesson, I plan for centers. Centers for math, centers for reading, centers for science. Centers for enrichment, centers for review. Just, centers.
If you've read any of my previous posts about my classroom aims at building invested learners in relevant contexts, then you have already heard my soapbox spiel on developing students as thinkers and do-ers, not meer data-savvy, assessment-driven learners.