McGraw Hill PreK-12 is honoring #WomensHistoryMonth with these powerful female educators.
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Posted By: Elynor Moss on March 09, 2023 Honoring Women’s History Month with Powerful Female Educators Hear from Our Top Guest Bloggers about Their Experiences Changing Teaching for the Better March is Women’s History Month, when we celebrate the extraordinary contributions women have made on society today, throughout history, and the powerful roles they will continue to play in the future. In education especially, women have changed the lives of students around the world, inspiring ideas, pioneering revolutionary teaching strategies, and paving new pathways of success for learners from all backgrounds. Today, we are honoring Women’s History Month by featuring several of our top guest blogs written by exceptional female educators we are extremely fortunate to partner with. From establishing a gradeless classroom to using trauma-sensitive strategies to improve student mental health, we hope you enjoy the profound ideas these real teachers have shared. Erica Dotson-Hooper, Manager of the Teaching and Learning Center, HCDE “Giving students choice in the type of work product and authentic assessments that they are given will also allow teacher to have greater insight into where their students struggle and are gifted. This knowing can be revolutionary in the way instruction is delivered and received. Allowing teachers to lead clubs, advisory groups and electives will also create an opportunity for authentic connections that will propel learning and strengthen a student’s self-esteem.” Diane Wolk-Rogers, Marjory Stoneman Douglass High School “Because reactions to trauma are so different from one person to another, I realize that I need develop a better understanding and awareness of traumatic stress and create a trauma sensitized learning environment in my classroom. Research clearly proves that trauma changes how our brains function and now some of my students will have problems with thinking clearly, memory, and behavior.” Theresa Amoreillo, Special Education Teacher “The key to figuring out what makes a child tick can be a key to helping them gain the confidence and the abilities to master important lessons. Forming relationships with these students, ensuring that they are safe and cared for, and talking to them is what enables us to build that trust with them.” Michele Hill, Burlington County Institute of Technology “Schools are places of personal relationships filled with diverse learners… and equally diverse educators. Each person comes with their own Language of Learning that may not always match with the other learners and facilitators. It is important to not only identify and understand our own Language of Learning, but recognize what others need to be successful in learning.” Jen Doucette, Wisconsin English Teacher “As I sat in my darkened room watching the students share this year, I kept thinking about the author whose novels turned into a park watching her ideas materialize, and I realized I was watching the same thing. The last three years I have transitioned to a gradeless classroom. Three years ago this concept was merely an idea for me as I worked toward aligning my writing values with my assessment practices. And that idea became a plan that I implemented and revised and sought feedback on and collaborated and re-implemented and revised.” Kyleema Norman, Math Educator “Through my observations of what students did when they applied their math understanding, I concluded that students needed to be grouped some of the time with people who responded similarly to them when being taught mathematical concepts. Homogeneous grouping, as I later learned it was called, helped me determine in the initial phases of delivering the content of a topic, what certain learners needed to further their understanding.” Carey Crows, K-5 Music Teacher “Students find intrinsic motivation when they feel that their voice is being heard and valued. My fifth grade students have been learning to play the ukulele, which has been an important lesson in perseverance, and simultaneously allows them to choose the material that we study. Sure, I can teach them the chords, but why not let them pick the songs that they play?” Shelby Denhof, High School ELA Teacher “While there are likely supportive folks everywhere, having a clear signal of acceptance eliminates the need for students to make assumptions. Discussing issues with gender and sexuality are hard to initiate, but having explicit signage in support of the LGBTQ+ community makes it clear to students that you are someone who will listen if they are struggling.” Follow the conversation #WhyITeach To be reminded why your work is so very important and for more stories and advice, visit our collection of teacher perspectives at The Art of Teaching. https://medium.com/inspired-ideas-prek-12/... If you enjoyed this article, Join HBCU CONNECT today for similar content and opportunities via email! |
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Elynor Moss
From Cols, OH North Carolina Central University class of 2003 Member Since January 2011 |
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