April 3, 2016
“You’ll get worms if you eat poop!”
This is the sage advice given to me from Max – a kindergarten student at the International School of Belgrade – just as I was leaving campus.
March 27, 2016
I may not be able to buy a cup of coffee with my good looks – but at the American International School of Budapest I was able to purchase a double latte with a poem.
March 18, 2016
It was an exciting three days and the students engagement was matched by the teachers who after a full day of teaching stayed after school for a PD session with us. I am always impressed with the dedication of the educators we come across in our work and their eagerness to seek out new classroom strategies.
March 15, 2016
Somewhere along the way we teach young adults to hate poetry.
March 6, 2016
We all want our kids to be college or career ready right? So why do so many of us – parents and teachers – actively support a practice that diminishes this outcome?
March 5, 2016
Everything is bigger in Texas! Especially the hospitality. Sara and I have just returned from two jam-packed days working with students and teachers at Sulfur Springs Middle School – about 80 miles outside of Dallas. We were treated like rock stars! Arriving at the hotel we found a gift basket that would have buckled the […]
February 25, 2016
Sara Holbrook and I do what teachers would do if they had more time. We come up with lessons. We create engagement strategies centered on writing frameworks.
February 20, 2016
There’s a bit of magical thinking around the whole topic of mentor text, particularly when it comes to poetry.
February 20, 2016
This is how to make a visiting instructor’s session work – participate with your students – let your expertise and knowledge of your classroom’s dynamics keep things rolling along on track.
February 18, 2016
Our first day, after the assemblies, we dove into some writing clinics in the classrooms. We wrote list poems with the first graders – did some questioning poems with second graders – worked on understanding the difference between subjective and objective with the third grade and then composed personification pieces with the year nines.
