Are your staffs doing anything to encourage these conversations in your
schools? My District started
PLC's (professional learning communities) last year. We have a ways to go
to really get to discussions like we have here, but I think it's a step in
the right directions. Some groups are more open then others to having these
types of discussions and change in general. Unfortunately, overall my group
is one that doesn't like change, and being my first year at the school, I'm
not ready to rock the boat yet. Fortunately, the language arts teacher on
my team and I are able to work through things together.
Cindy
6th Reading
JUDY:How do those of us who choose to read To Understand, who believe in
living the 'intellectually engaged life,' arouse the interest of our
colleagues? How do we help adults want to lead intellectually engaged
lives?
BEV:
I don't know the answer to your question, but I do know the answer to
another question. And that answer is that if a person is to remain in
education as a lifelong career, it is essential (for survival) to lead an
intellectually engaged life, and groups such as this make an enormous
difference to teachers who appear to be "alone." We've always had books and
their authors with which we can "converse" if we have no "significant other"
intellectual on staff. But, of course, those conversations are a bit
unresponsive and one-sided. The advent of these groups such as Mosaic and
Understand has seemed to me to be a break-through for the teacher who is
"stranded." The reason I wanted to give you that answer is that I believe we
first have to sustain ourselves no matter where we are or who we are with,
which doesn't seem too hard for a few years, but it's a far more formidable
task for the thirty-seven I've spent. Probably not the answer you needed,
but it's an important one.
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