One of the proudest moments for any teacher usually occurs at the end of the school year. It's the moment when students autonomously acknowledge and marvel at just how much progress they've made over the span of 9-10 months. That moment happened yesterday with Rebecca.
She'd just finished reading aloud what she'd written in her communication journal for the week when she instinctively flipped back through to the first page. It's dated October 1, 2012.
"Wow!" she began, "look how different I write now. I was writing with all capital letters and I didn't know how to spell a lot of stuff..." She went on and on, and I chimed in with some improvements I've definitely noticed. "But most importantly," I added, "you now love to write...and you have a talent for it that you use." She agreed.
I don't need to give my schoolhouse kids some high-stakes test to know what they've learned and just how far they've come and whether or not they've understood what they've been taught. The proof is in the pudding.
She'd just finished reading aloud what she'd written in her communication journal for the week when she instinctively flipped back through to the first page. It's dated October 1, 2012.
"Wow!" she began, "look how different I write now. I was writing with all capital letters and I didn't know how to spell a lot of stuff..." She went on and on, and I chimed in with some improvements I've definitely noticed. "But most importantly," I added, "you now love to write...and you have a talent for it that you use." She agreed.
I don't need to give my schoolhouse kids some high-stakes test to know what they've learned and just how far they've come and whether or not they've understood what they've been taught. The proof is in the pudding.
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