Very true: “Knowledge was thought of as a product that teachers could give to students efficiently on a set schedule. We now know that learning does not work that way — deeper understandings that support retention and fluency with mathematics cannot simply be delivered.”
I was pleased with the responses to my last post. A number of teachers reached out via twitter and comments, asking how they might build math- and kid-positive cultures in their own schools.
I can’t offer any large scale studies of the answer to this question, even though I am currently engaged in a research project that is trying to work with districts on similar issues. But I can share some of the experiences I had working with teachers in the Pacific Northwest toward this goal.
Gather invested colleagues around a common problem.
I always say, I have yet to meet a teacher who goes into the profession for the glamor or the money. Almost everybody who becomes a teacher wants to help kids. Find the folks whose heart is still in that. Find the ones who are willing and able to invest the time in their professional growth…
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