Gettin' my groove back...

Eight years out of the classroom can be a long time, but didn't really step out of the loop pedagogically. In fact, some of my presentations the last few years have been on the most trendy educational topics such as Differentiated Instruction and Response to Intervention. My chops were in reasonably good shape when I unexpectedly landed back in a classroom in October, but I still felt a bit rusty. My lessons felt shallow and ineffective, rushed and meaningless to the kids. I fretted over this considerably. Was I fraudulently doling out advice to teachers, just spinning tales like a stereotypical consultant? When I reentered the classroom I promised myself not to be the martyr, the super-teacher, the rebel, or the overachiever. I swore that below the radar was exactly where I wanted to be. And I still do. But in my desire to lay low I thought I'd march to the tempo and tune of the "learning calendar." This cyclical, shallow, fragmented, one-size-fits all prescription for best practices is anything but. I'm not interested in rebel, martyr, or overachiever, but I need to do what I know is right. With the collaboration of my co-teacher and the blessings of my administrator I've been striking out with lessons I planned myself. I have been teaching them thoroughly and I taking all the time that the kids need to do it, and I've been seeing results. The kids are smiling and feeling more successes, and for me...it feels good to think that maybe I've still got it.