Unique Perspectives of K-12 Educators

Welcome to the latest edition of the Stories that Inspired Us newsletter, where we take a look back at some stories that had a strong impact on us and our readers.

This month we’re revisiting some fresh and unique perspectives offered by K-12 educators and thought leaders. We hope you take something valuable away from their willingness to share their experiences!

Mastery Learning Can Help You Stop Taking Papers Home to Grade

By Jon Bergmann, Educator and Flipped Learning Pioneer

“In my science class, we practice Mastery Learning: Students must master objectives before moving on to the next topic, and they know that they must demonstrate mastery via what we call a “mastery check.” To that end, they know that for them to get a learning objective checked off, they must come to me with evidence of mastery. So when they are ready to get checked off, this is when I “grade” their work.”

Read Mastery Learning Can Help You Stop Taking Papers Home to Grade here.

5 Guidelines to Live by When You Have Native American Students in Your Classroom

Jackie Cope, Ed.D., Lead Teacher

“It is a custom in America to make eye contact with the person one is speaking to. However, in many American Indian tribes, direct eye contact is not always the norm. In many tribes, it is common to show respect by looking down while being addressed by an elder or higher official. In my personal teaching experience, I saw many student-teacher relationships meet a breakdown in a simple form of communication because the teacher demanded eye contact without realizing that was making the student uncomfortable and pushing the student outside of their culture norms of respect.”

Read 5 Guidelines to Live by When You Have Native American Students in Your Classroom here.

Teaching Executive Functioning Skills to Increase Student Agency

By Stephanie Howell and Tara Ruckman, Educators

“As the teachers became facilitators of learning, what we realized was something was missing as implementation was attempted. The missing piece was executive functioning. Students did not have the skills to take over control and ownership of their learning.”

Read Teaching Executive Functioning Skills to Increase Student Agency here.

Teaching Habits for Democracy

By Tyler Pare, Social Studies Teacher

“The teaching of literacy and writing naturally lend themselves to the establishment of the habit of staying informed. When being taught literacy and writing techniques, students naturally learn to increase their neuroplasticity and come to terms with information they did not know nor originally understand.”

Read Teaching Habits for Democracy here.