Wow! Two discovered blog sites this week where the authors clearly understand what is really happening in today’s classroom. The good in this post is more than just the positive message about the wonderful effect a teacher’s “voice” can have on students — even if we might never realize that impact unless we happen to meet the student years later. The best part to me is the author’s obvious understanding that the same teacher voice is often silenced effectively, to out-of-school ears, by administrators and career DoE bureaucrats.
Based upon this article, I recommend any readers who share my blog’s effort to let a teacher’s perspective on education be heard, please visit CityNeighborsFoundationOrg for the posts by Bobbi Macdonald and Mike Chalupa.
This reblog discovery could not have happened at a better time for me. Tonight I am posting a looooooooooong blog article on just how effective admins and bureaucrats are at silencing teachers, paralleling the CityNeighborsFoundationOrg message.
The other day, I heard someone say, “We need to give teachers voice.” At the risk of offending that well-meaning educator, that statement seems so silly to me.
Teachers have voice. And, by the nature of their work, their experience, and their proximity to the students, their voice is informed, filled with invaluable observation and knowledge, and powerfully in the present. In schools, no matter the structure, teachers find ways to use that voice and its embedded expertise to respond to students’ needs, adapt curriculum (whether they are ‘allowed to’ or not), work with families, influence practice (whether they are invited to or not), set culture, create and problem-solve with colleagues, and so much more. In schools where that teacher voice is suppressed, dismissed, or disregarded by systems, leaders, or practices, the voice does…
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