Category Archives: Students

halfway out, and still fighting the bad rap

Halfway through the sixty days’ resignation to retirement, I’m thinking about the posts I’ve written as a map of where my mind has been. Surprised that I’m still reflecting so much on teaching–still infuriated over new teacher evaluation systems and … Continue reading

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high stakes testing: stone walled vs. living stones

High-stakes testing really makes my blood boil. (If you’ve kindly read the past few posts: Can you tell?) More than that. It makes my stomach turn. A good student (summa cum laude graduate), I was a lousy test taker—a tried-and-true … Continue reading

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high-stakes testing hurts

It had been quite a six months for our son. His paternal grandfather had died twelve days before his ninth birthday in December; his maternal grandfather was hospitalized with misdiagnosed strokes in January; his father was diagnosed in February with … Continue reading

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testing tunnel vision

Surprised to see the head high school guidance counselor walk into my classroom on a particular February morning, I was immediately puffed up when he explained the reason for his arrival, delivering, in hushed tones, a confidential message. A young … Continue reading

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tests and measurements–what’s valid?

No apologies. Certified psychology teacher that I am, this post, nevertheless, does not pretend to use “invalid” in its psychometric sense. No concern here with validity or reliability of test measurements, either. No. This post makes an argument about the … Continue reading

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…”can never tell”…

A teacher affects eternity; he can never tell where his influence stops. From the first moments of my teaching career, I was challenged and affirmed by those words of Henry Adams’ spoken to me by my undergraduate methods professor in … Continue reading

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identity thieves

Not to minimize the economic and social havoc that today’s headliner “identity thieves” create in their victim’s lives; nevertheless, there is a whole other breed of identity thieves, around for centuries, I suppose, whose work often goes unspoken about—except, perhaps, … Continue reading

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thanks for understanding

One of the interesting dynamics of being an elementary school librarian is the number of daily thank you’s received from students, with this clarification. Invariably at the end of each library session, as part of the lining-up departure protocol, classroom … Continue reading

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role reversal

As unimaginably sad as it is when a teacher loses a current or former students, so unimaginably joyful it is for a teacher to encounter a former student who validates time spent in the classroom. I had that unexpected joy … Continue reading

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retirement downer: outliving one’s children

Just as popular wisdom says that parents shouldn’t outlive their children, it strikes me that teachers shouldn’t outlive their classroom-children, either. (As an adult school GED teacher, as well as university adjunct, I have had students older than I, including … Continue reading

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