The Golden Rule: Equity from a different angle


Brace yourselves! This is going to be a little hard to chew. Yesterday, I was thinking of a book I read many years ago; “If you don’t feed the teachers they eat the students” Connors (2000) Incentive Publications.  The book is designed as a guide for school administrators. The idea is to help administrators enable teachers to create a classroom environment where they are “encouraged to take risks and act as coaches”.  I believe that for a person to take risks she needs to have some freedom, right? However, in the last three years I have experienced the fact that teachers have less and less autonomy. I used to believe teachers had some self-determination, but I had to face reality. They do not.

If teachers work in an environment where equity is an issue, would they able to offer equitable classroom for their students?

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About drcorretjer

Doctorate in Administrator Leadership for Teaching and Learning. Vast experience working with English language Learners and their families. Has successfully implemented programs that increased parental involvement in schools and professional collaboration among teachers. Has presented at local, state, and national levels on the topics of curriculum and best teaching practices for English Language Learners. Specialized in alternative assessments for English Language Learners to include portfolios. My goal at this time is to mentor,and nurture new teachers or prospective teachers. I'd like to create a bridge between their college education and the realities of a public school classroom. I believe we can attract and retain the best and the brightest if we provide them with a real foundation and help them be successful. Our children deserve that. Publications: Listen to me: Exploring students' voices regarding homework Lambert Academic Publishing |May 11, 2011 Most of the research conducted about homework is based on adults’ perspectives. This case study explored the perspectives of 5th and 6th grade students in comparison with 10 teachers’ perceptions regarding homework completion. The author administered questionnaires and conducted in depth interviews using a stratified purposive sample and extreme case sampling; which educed the participants’ perceptions and practices about homework. The students’ represented 4 distinct groups: English Language Learners, general education, gifted and talented and special education. The teachers’ instruct 5th and 6th grade. The results of the study indicate that students do not complete their homework because they find it too hard, boring, or they do not understand it. Interestingly, students think that worksheets are hard and boring. However, they are not against homework! This book should benefit teachers, parents, school administrators and staff developers. It would also help develop homework practices that would increase homework completion and student learning. This book brings out the voices of the students to the forefront. After all, they are the ones doing the homework. Listen to them!
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