Welcome Back! — Helping Students Return After Suspension

-by Krista Taylor

Corey was returning to school after a three-day suspension. He had missed three days of instruction, was angry with his teachers for issuing the consequence, and was embarrassed by the problem that had occurred in front of his peers. Though this situation is far from a set-up for success, how he walks through the door of the classroom on that first day back will impact the rest of his school year. Too often, as teachers and administrators, we miss this critical moment for connection and problem-solving

In all school settings, student misbehavior – breaking the rules – is a daily occurrence. This runs the gamut from minor infractions such as dress code violations, chewing gum and off-task talking to more major incidents like disrespectful communication and verbal or physical conflict.

 I am often asked, “Why do they [students] behave like that?!” My answer is always, “Because it’s their job.” Or as Jack phrases it, “because they are adolescenting.”

What we both mean by these comments is that they are working it out – who they are, how they fit, what they believe in . . . and they are discovering the boundaries of what is acceptable in a variety of situations and with a variety of people. This is their work, and in the process of this work, they must successmake mistakes, for that is how learning occurs. For some, this learning comes harder than it does for others; their mistakes are bigger.

School is both a relatively safe environment in which to make these mistakes, as well as a place so full of rules that it is easy to find ways to break them. There are few other environments that have so many restrictions on behavior – no talking while you are working, restroom breaks are limited and only allowable with permission, lateness of even just a few seconds comes with a consequence, food consumption is limited to specific times and locations, etc. Where do we ever see adult environments that mirror this level of rigid expectation? Prison? I don’t mean this as a critique of schools – it is difficult, if not impossible, to manage a large group of adolescents in the absence of an abundance of rules – however this also creates a near-perfect storm: individuals hell-bent on boundary-pushing in a setting with a tremendous amount of boundaries!

So our adolescents, in the process of growing up, break our rules – in small ways and in large ones, and as their guides, we are charged with addressing and correcting their misbehavior. This runs the gamut from simply redirecting behavior to suspending a child from school.

While suspension should always be a weighty decision – there are few educational messages as strong as “You can’t be in my classroom right now” – it can be a powerful tool that allows for a cooling-off period, a space in which a student can regroup and school staff can consider how to best address the situation.

But the removal from school is just the beginning of the process, and, by my measure, it is not the most important component of the school response. Rather, what takes place when the student returns to school is the most critical factor.

Put yourself in the shoes of a teenager and consider this scenario:

You have made a mistake – a pretty big one. You have missed several days of school – and therefore have missed out on both the academic instruction and the social dynamic that has taken place in your absence. It is likely that your peers have some awareness of the situation and why you haven’t been at school. Your teachers or administrators have been in touch with your parents, who are pretty upset with you. Additionally, you probably feel, rationally or irrationally, that you have been mistreated. You are embarrassed, angry, and anxious, and now you have to return to school and face your peers, teachers, and administrators once more.

This is not a good set-up in which to have a fresh start, and yet a fresh start is exactly what we are hoping our students will experience.

At Gamble, we have established a Re-Entry Conference procedure to help ease the transition back to the classroom after a removal from school. It is intentionally a formal, and formulaic, process in an attempt to simultaneously address the misbehavior and set the student up for future success. This is a tricky tightrope to walk. To assist us in doing that successfully and efficiently, we use a structured form to guide the process. That form is linked here, and the accompanying process is outlined below. Each section correlates, in order, to a numbered step on the form.

The Goal

“To assist the student in smoothly returning to the school setting by reviewing the problem behavior, re-teaching expectations, and identifying any necessary supports”

This goal statement was a recent addition to the form. We included it at the top of the form because sometimes we get confused about what the goal of the conference is, and become overly caught up in discussing all the things the child had done wrong. This adds insult to injury and runs counter to the purpose of the conference. The reading of a goal statement is an important reminder that helps everyone to remain on track.

Strengths of the Student

This is perhaps the most important piece of the meeting. It is important for everyone in the room to remember what the student does well before moving on to the mistakes the student has made. The words that are shared in these moments establish a possibility to be lived into, and reinforce the inherent worth of the child.

This risk here, however, is in what I call the “Yeah, but . . . phenomenon.” The temptation to follow a compliment with a related criticism can be so strong. I recently had to quite literally bite my tongue when I realized that I was falling prey to this very thing. I was sitting in a re-entry conference with Lashawnda and her mother. Lashawnda had been removed from school for bullying. Her actions matched all 3 bullying criteria: continued over time, included a power imbalance, and demonstrated the intent to harm. This behavior was shocking coming from this particular student, and we sent the appropriately strong message that it would not be tolerated and that she couldn’t be part of our school community until she had a problem-solving conversation with her teachers and her parent.

As always, we began the meeting by describing her strengths. Her mother had tears running down her face as I described the powerful and positive leadership qualities that Lashawnda possesses. Midway through a sentence that sounded like, “Lashawnda has such tremendous gifts as a leader,” I realized that my next words were about to be, “which is why I am so very disappointed by the choices she has recently made.” I caught myself mere milliseconds before having these words tumble out of my mouth. I did need to address the behavior, but not yet, and not at the expense of undermining her strengths. The moment that I link her leadership strengths with the problem behavior, I inadvertently remove all the power from the positive feedback. I basically give her the messCoach Reed on positive feedbackage, “Well, not really,” and what she will remember is the criticism and not the compliment. This is true in teaching, in coaching, and in parenting. Reed Maltbie describes it thusly in his blog on coaching young people. (You can read more of his thoughts at www.coachreed.com)

Describing a student’s strengths may be the most important part of the meeting; don’t dilute it’s power by adding a “yeah, but . . . “

School Concerns

Once every person at the table has identified some of the student’s strengths, the meeting facilitator transitions to the second step of the process – describing why the student was removed from school.

NOW it’s time to talk about the problem behavior.   Remember that this is a re-teach moment, not a “bring’em down” moment. Be careful of double jeopardy; the consequence has already been served.

Because Gamble is a team-based school, re-entry conferences tend to include many staff people – often an entire teaching team as well as an administrator. This is important to ensure a singular voice and clear and consistent communication, but it risks making the student feel teamed-up on. Resist the urge to pile on a lengthy list of infractions, or having multiple adults provide essentially the same negative message. Choose words carefully, focus on the impact of the misbehavior and on teaching how the situation could have been handled better.

Keep in mind that the student does not have to agree with you in order for your point to be heard. You are not obligated to convince the student that the behavior was a serious problem. It is, of course, ideal if the student is able to take responsibility for the situation and seek to make amends; however this does not always occur.   Trying to force the issue is akin to trying to make a finicky toddler eat a disliked food. All you will wind up doing is engaging in an unwinnable control battle, and while it can be tempting to belabor your point until a student appears to agree with you, this is similar to obligating students to apologize. They will do it if they sense it is required, but that does not make it genuine or valuable.

Remember the goal of the conference is to help the child return to school – creating a deeper divide is counteractive to your purpose. Speak your truth. The student does not have to share in it for your words to be impactful.  As with all forms of education, you are planting seeds. Even if those seeds don’t find immediate purchase, trust that they have been received and will, at the least, lay the groundwork for future growth.

Parent Concerns

Allow the parent(s) to share any concerns they might have. Be prepared that this might include a critique of how school staff handled the situation. Fight against the natural inclination to be defensive. You’ve had your turn. Offer clarification when warranted, but just as you and the student do not need to agree on an interpretation of the situation, neither do you and the parent.

It is also possible that the parent will share the same concerns as school staff. Here, too, it is important to not revisit school concerns and “gang up on” the student. Allow the parents’ concerns to stand separately.

Student Concerns

This is the student’s turn to speak. Although it is where you hope to hear the student take responsibility for the misbehavior, this may or may not occur. Depending on the student’s response, the same potential pitfalls exist that arise during the parent concern part of the meeting. Often students do not choose to express any concerns. Encourage them to contribute – this is a potential moment of self-advocacy, and students’ comments may lead to the best problem-solving strategies, as there is no one at the table who has better insight into the situation than the student himself.

 Action Plan

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The next part of the meeting is spent looking at what each party can do differently to help the student to make better choices going forward.

The order remains the same: first school staff identifies available supports from which the student might benefit, and explores how to put them in place; then the parent identifies ways in which they can assist the student in making improvements, and lastly the student is asked to provide strategies she or he can use to prevent the same situation from occurring again.

Bringing it all together

The final element of the conference brings the conversation full-circle. The form states, “Summarize action plan and strengths of the student in a way that encourages the student to succeed moving forward.” It provides for a revisiting of the student’s strengths coupled with the identified action plan to allow for an optimistic vision of the student’s success in the future.

For Corey, this meeting was revealing. During the conversation, Corey’s mom noted that she needed to be more involved in her son’s schooling, Corey shared that he often felt targeted for his behaviors, and his teachers set up a process where Corey identified a trusted adult to whom he could turn to for assistance when he had behaved inappropriately.

At the end of this discussion, Corey, his mother, and school staff were all on the same page, and all parties were ready for him to return to the classroom in a positive manner.

The Reality

Re-entry conferences are not a magic elixir, and, like most things, they take time and effort. Behavioral change is a lengthy process, especially for our neediest students. These re-entry conferences are a way to heal the rift that occurred with the misbehavior and the ensuing consequence, help the student transition successfully back into the classroom community, and provide an opportunity to reteach the correct behavior and the classroom expectations. It’s not an easy process, but it is powerful and worth the time and energy it entails.

Differentiation: The Latest Great Debate

-by Krista Taylor

Educational pedagogy can be as faddish as the fashion industry – what is de rigueur one year, can become passé just as quickly. We are all looking for the perfect teaching methodology that works for every student, every time.

Of course, such a utopian ideal doesn’t exist, and can’t ever exist, because education is about people, and people will never fit into a one-size-fits-all model because people are messy.

Differentiation is the latest practice to run the risk of having the proverbial baby thrown out with the bathwater.differentiation sign

Recently in Education Week, James Delisle boldly titled his article, “Differentiation Doesn’t Work.” He wrote, “Differentiation is a failure, a farce, and the ultimate educational joke.”[1]

Whoops . . . the bathwater and the baby!

Delisle primarily critiques differentiation on two grounds: the difficulty for teachers (or as he notes, impossibility) of implementing differentiation practices, and a concern that heterogeneous student groupings (the structure on which differentiation is based) does a disservice to all students.

There is some merit to his first claim. Effective differentiation is hard, hard work. It is true that planning differentiated lessons and assignments is like preparing multiple lessons for each class, and I agree that it may be a near impossible task for a teacher operating alone. Co-teaching and teaming structures are an important way to make the task feasible.

Differentiation is made easier in a co-teaching model. Co-teachers are able to share the extra work that comes with differentiation, and differentiation practices maximize the benefits of co-teaching. Other forms of teaming can also lighten the differentiation burden through collaboration and the sharing of lessons and materials.

I find Delisle’s second claim more worrying as it touches on fairness and equity in education. The homogenous groupings he proposes are more commonly called “tracking.” In non-education parlance, this means grouping students of similar abilities together – often identified as “honors,” “grade-level,” and “remedial” tracks. This implies that the only measure of a student’s ability is an academic one, and that students benefit when they are surrounded by others most like them in terms of academic skill.

This is backward progress. Studies have established that students placed in lower-track programs do not perform as well as students in mixed-ability settings.[2] Neuroscience has proven that the brain is malleable, that high expectations yield high outcomes, and that knowledge is developed through repeated practice and challenging content. In light of this, it is particularly concerning that lower-track classes are disproportionately composed of students of color and low-income students, while higher-tracked classes tend to be made up of predominately white or Asian, middle-class students.[3] In this way, our educational system mirrors, and reinforces, the inequity seen in our society as a whole. As educators, we are fundamentally charged with helping to level the playing field for our students, not contributing to the uphill battle. If we know that tracked programming yields poor outcomes, and potentially serves to maintain the racially-linked economic disparity so prevalent in this country, we simply must not do it. First, do no harm.

But what about the accelerated students? The argument that differentiation disservices high-functioning students holds no water. When differentiation practices are fully implemented, they are used to expand the learning of these students in the same way that they support the learning of struggling students. Sometimes this means that homogenous groupings are used within a heterogeneous classroom to allow accelerated students to work together. Sometimes it means that extension work is assigned, or that the highest level of an assignment incorporates greater amounts of complexity, or that lesson content is compacted and taught separately to this group so they can move more quickly. There is no singular differentiation strategy, but the idea that it is only effective for low-level students is an erroneous one.

However, none of this gets to the real heart of the issue. Exposing our students on a daily basis to people who are different from themselves is perhaps the greatest society-changing influence we can have. Our biggest work is to guide our students into becoming noble citizens; we must provide them with constant opportunities to see all the gifts (not just the academic ones) that each individual possesses. When looking through the Gamble Moments books, it is remarkable how many of those powerful stories involve students interacting with others who have greater challenges. It is in these moments that we see the greatest growth in our students; not having these opportunities would be a tragic loss for all students – equally detrimental to our high-achieving students as to our struggling learners.

So if we reject tracking as an acceptable mode, and, after all, “separate but equal” was thrown out as an appropriate option in 1954 with Brown v. Board of Education, we are left with the conundrum of how to educate students with a disparate range of skills, abilities, and experiences within the same classroom. This is not something that is going to go away, and it is a reality in the vast majority of classrooms across the country. We must embrace differentiation as a strategy to meet the many needs of our students.

Differentiation is the means through which students with a broad-range of learning needs can benefit from a diverse classroom environment while simultaneously making academic gains. We have already established that it is not a panacea; however it is the best strategy teachers have for making instruction accessible to all.differentiation chartThere are many ways to differentiate, and, like all instructional practices, it takes time to develop expertise. Speaking from my personal experience, developing differentiation techniques was my number one professional aspiration for years. After three years of actively pushing myself in this area, I finally felt like I had achieved the goals I had set for myself in my initial vision, but, of course, by then, my goals had changed and evolved — the more work I did, the more work I saw that I had yet to do! As Carol Ann Tomlinson writes in “Differentiation Does, In Fact, Work,” “The pursuit of expertise in teaching is a career-long endeavor. They [Teachers] aren’t sprinters expecting quick success, so much as marathoners in the race for the long haul.[4]

Getting started, or doing more, with differentiation can feel like a daunting task. It is important to keep in mind that differentiation is not a goal in and of itself, rather meeting students’ needs is the goal, and differentiation is the vehicle. So begin with planning.

There are many ways to differentiate – differentiated expectations, differentiated instruction, differentiated assignments, and differentiated assessments. Add to this the ideas of differentiating based on complexity of task (vertical differentiation), and differentiation based on method of demonstrating proficiency, often called choice work or menus (horizontal differentiation), and suddenly, every lesson can begin to look like a Meyers-Briggs personality-type chart! But don’t despair – most lessons don’t require differentiation of every type, and some lessons don’t need to be differentiated at all. It’s important to start with planning.

The Planning Pyramid is a good place to begin – thinking about what components of the standard all students must learn, most students must learn, and some students must learn.planning pyramid

From there, you can design instruction and assessments that will help your students achieve the expectations you have established for them. Assessments are designed based on the expectations for each group.

Many teachers will decide that this type of vertical differentiation is the most important way to implement differentiation simply because meeting the needs of struggling and accelerated learners is such a challenging task.

However, horizontal differentiation can be equally enriching to differentiating with menusa classroom environment. We know that students perform best when they enjoy the task and when they are able to exert some autonomy over it. Choice work allows for creativity and self-selection in the classroom. There are many resources available to help teachers add these components to their classrooms.

There are as many ways to differentiate as there are classrooms. There is no single right way, and it may never be perfect, but in the absence of the elusive, perfect strategy, we must embrace differentiation as a technique that is right for students.

It is not something that we can implement all at once. Begin by taking the next step. Perhaps that means planning one lesson that includes differentiated assignments, or perhaps it means designing a long-range project which includes many of the components of differentiation.

Here are some examples of differentiation that I have incorporated into my own practice. They are each a work-in-progress, and each evolved through collaboration with my co-teachers.

In today’s classrooms, differentiation is not so much an instructional option, as it is an ethical responsibility. The vast majority of classrooms represent diverse communities of learners – this is a critical component to the growth and development of students as they become conscientious citizens of the world, and yet it creates unprecedented academic challenges.

So throw out the bathwater, but keep the baby. Differentiation is very hard work, and teachers need more help in order to be able to implement it more fully. We need more co-teaching pairs, more opportunities for teaming and collaboration, more teacher training, and more resources that have valuable differentiation options embedded within them. In addition, we must push back against the message that every student should cross the same bar at the sadifferentiation cartoonme time, and replace it with the idea that every student must be pushed forward in their individual learning.

You will get no argument from me about the challenges that differentiation entails, but meeting these challenges while respecting the dignity of each learner is, in my mind, a moral imperative. No one can tackle it all at once, but we each must find a place to begin or to grow. It’s no different from what we ask of our students.

 

[1] Delisle, James R. “Differentiation Doesn’t Work.” Education Week 34.15 (2015): 28+. Print.

[2] Welner, Kevin. “The Bottom Line on Student Tracking.” The Washington Post(2013): n. pag. Print.

[3] Tomlinson, Carol Ann. “Differentiation Does, in Fact, Work.” Education Week. N.p., 27 Jan. 2015. Web. 28 Mar. 2016.

[4] Tomlinson, Carol Ann. “Differentiation Does, in Fact, Work.” Education Week. p. 26, 27 Jan. 2015. Web. 28 Mar. 2016.

 

The Gamble Montessori Great Lesson

-by Jack M. Jose

The morning of the first day of our annual fall staff retreat, I was seated cross-legged on the floor in front of my staff, presenting the Gamble Great Lesson, and I was crying.

I would like to claim I never cry at work. It is, at least, unusual.

I wasn’t alone. Others were crying too. Crying partially because that part of our story is exceptionally sad; the untimely death of two students in the same year deeply affected our school. Crying also because we needed to. In the moment of our most intense sorrow, or the series of endless moments of dealing with grieving students and parents, there simply had not been time to cry. And this time – the crying together – illustrated precisely why we need to tell the Gamble story over and over again, as it changes and grows.

Embedded deep in the Montessori philosophy, including student-directed learning , the Socratic method of questioning and the Adlerian concept of seminar, is an understanding that humans are naturally drawn to explore life’s great mysteries. We want to know the origins of the universe, the origins of life and human beings, how we started to communicate, and the origins of math. In these Montessori great lessons are the roots of the academic disciplines of science, history, reading and writing, and math. And those five stories already exist and are overtly taught to students as part of Montessori elementary philosophy.

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Adolescents deeply feel the need to belong. So just as there is a great lesson for each discipline, it is appropriate to create a story to help students (and staff) understand that they are part of something larger – in this case, a school with a powerful history. This was the genesis of the Gamble Great Lesson: if students and staff can understand why the school exists and our core values, and will accept our invitation to belong and make their mark in the school, everyone benefits. When a person feels deep connection to a place or an idea, when they feel they belong, it is a sort of magic. It is the basis of grit, and hard work, and victory … and vulnerability. It makes it safe to try, and safe to fail, and even safe to not fight.

Slide05Luckily Gamble Montessori was created in 2005, and I came to the school in 2009, so we can tell the story from the inception, as a proposal from some parents. It includes our slow growth over time, the stories of students and staff who shaped our character, and our academic successes. There are moments where we show how we became who we are. There are negatives that go undiscussed. And there is also deep sadness. Interestingly, when you tell the story again and again, instead of becoming routine or mundane, it gains almost mythological status. It heightens the associated emotions.

Key Components of our Great Lesson

  • an invitation to see the school as someplace unique, and to enter the storytelling mindset
  • a brief history of key events in the school’s history
  • reference to key individuals whose contributions helped shape the history and character of the school
  • celebrating the students who have made a profound impact on the character of the school
  • recognition of moments of joy, triumph, sorrow, and loss
  • an invitation to make a mark on the school through individual contribution and to view the community through the lens of the stories that have been chosen

No video of the Gamble Creation Story exists. It is most powerful because it is told in person. However, in the summer of 2015 I had the opportunity to tell part of the Gamble Creation story at the Know Theatre in Cincinnati. It was an installment of the True____ Series called “TrueGamble”. You can view it here.

I don’t promise (or threaten) that crying is part of the process. That doesn’t demonstrate success or failure, exactly. However, in our case, the Gamble Great Lesson still had something to teach us: the act of telling our story is powerfully therapeutic and cathartic.

Jack M. Jose

Paying Back Privilege

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     -by Krista Taylor

What is privilege? 

There exist in America two very separate worlds that rarely intertwine – the worlds of the haves and the have-nots. The difference between the two is privilege.

Privilege is the presence of a safety net. The distance between incidents of bad luck and ensuing devastation. Those with privilege can withstand problems, often without long-term consequences, because they can pay for the necessary health care; have the resources and education to find another job; have access to generational support to keep the bills paid when finances are tight; and can seek out services to help sustain through addiction, mental illness, or disability.

In America, anyone can ultimately become successful, but for some the pathway to achieving this success is smoother than it is for others.

I was a child of privilege. My pathway to success was made smoother by a number of factors outside of my control.

To start with, I am white. The fact that this makes things easier is something that we are often uncomfortable discussing, but this privilege of birth is one whose power I suspect I could only truly understand were it to be taken away. Suffice it to say that we live in a society where skin color continues to matter.   Privilege, however, extends far beyond the gene pool.

My mother had good pre-natal healthcare, and therefore I was born without deficiencies or complications. I lived in a household full of books where I was regularly read to, and where I witnessed people reading often. I didn’t worry about having enough food, and my parents did not have to make difficult choices about the cost of food in relation to its nutritional value. I lived in a safe neighborhood where I had the freedom to independently explore the world for hours on end. My parents worked regular schedules, so I was consistently supervised outside of school hours.

Education was always treated in my household as something of critical importance. I was enrolled in high-performing schools, and therefore, I was surrounded by peers who had the same perspective about academic achievement that I did. Additionally, my family has college-graduates going back for multiple generations. Therefore, not only was there a powerful expectation that a college degree was a given for me, my parents had a clear understanding of how to make this happen.

Each of these things made my life a little easier, my success a little more guaranteed.

None of these benefits are things that I made happen. They are all things that occurred irrespective of my effort – that is privilege.

I was never truly hungry or malnourished.

I never worried about where I was going to sleep at night.

I was never unable to go outside because of safety concerns.

I never had changing, or absent, caregivers.

I never questioned the value of education.

I am privileged.

I know this because every day I work with students who do not have this same experience. Their road is a little harder; their success not as certain.

I believe that with my privilege comes the responsibility to work to even the playing field for others.

Those of us with privilege must seek opportunities to make the journey easier, to grease the wheels, to change the outcome. Acting on these opportunities will bring us one step closer to equality, one step closer to a nation where no one is born with the cards stacked against them, one step closer to the ideals upon which America was founded.

Eight months ago, as a result of being named the Hawkins Educator of the Year, I had a check for $10,000 placed in my hands. It is because of this philosophy of “paying back privilege” that I did not hesitate in handing the money over to the Gamble Montessori Foundation to support students in paying for some of the costs of our program.

It is profound to have the opportunity to potentially “change the outcome” for a child. If I can successfully do that for even just one, it will have been enough.

It is my opportunity to pay back privilege. I can’t imagine what greater gift I could give.

Krista Taylor

An Invitation

-by Jack M. Jose

The impetus for “angels and superheroes” comes from the unscripted words Krista spoke when she was selected as the 2015 Lawrence C. Hawkins Educator of the Year for Cincinnati Public Schools. She has since repeated these words in speeches to various groups who ask her to recount why she gave her $10,000 award to the Gamble Montessori Foundation and the students it supports. Krista acknowledged, most honestly, “this is why I simply can’t be educator of the year. That title implies singularity, and there is nothing about this work that I do alone. Nor could I ever do it alone. We are all teachers of the year.” She does what millions of other educators do every day. Like them – like you – she works in multiple ways to make sure her students learn and grow in a nurturing environment.

Society  sometimes stops to recognize teachers’ accomplishments with awards and platitudes, such as calling us angels and superheroes, or giving us apples. But quite honestly, most people, having only been in school as students, have little understanding of the amount of work it takes to teach in an era of high stakes testing while maintaining a focus on the many needs of individual students. It is frustratingly hard work, often for incremental gains, which may only be realized weeks, months, or even years later.

Teaching is as much an art  as it is a science. When done well, it can appear almost indistinguishable from magic, but it is most definitely NOT magic. Every professional development we attend, every book and article we read, every question we ask serves to increase our skill and our stamina. Soon the most accomplished teachers make it look almost like sleight of hand. But pull back the curtain and you will see a hard working professional, putting in far more hours than the 35 a week that students are in the building (for when does the grading, the lesson planning, the meetings and the phone calls happen? Certainly not while students are in the classroom! “And the paperwork! You forgot all the paperwork!” Krista reminds me.)

So no. We are not angels.  Or superheroes.  We are real educators working hard every day to improve the outcome for our students.

This site is meant to be a resource for teachers anywhere who are seeking to further develop a school, or even just a single classroom.

Why us? The success of Gamble Montessori – according to some measures – has afforded us some attention. Krista’s award provided even more. But it is from the position of having gained fleeting notoriety and recognition for doing the same thing as so many other people that we hope to shine a light on those who are doing the exact same things. Why us? Because we are you. And right now we have the spotlight.

Why this format? We hope that this site serves as a benefit to teachers who are seeking tools and practices to enhance their instruction — or even just a place to find optimism and hope in this tremendously challenging profession.

It’s an awful lot to write down all at once. That would be some book! Incrementally we hope to break the work into manageable chunks, the same way we do with curriculum for our students every day. It gives us – administrators and teachers – a place to digest, to ponder, to correspond and collaborate.

This is an invitation. Please read the entries, respond to them. Share them. Ask questions. Try things out.

Jack M. Jose

Krista Taylor