Before I dig into this one, a little background on the word choice for this question. If you’ve read Nel Noddings or read what Chris and I had to say about the Ethic of Care in our book, then you might see where this is headed. Taking tremendous liberties with Noddings’s work, let me sum … Continue reading Who cares for me?
I’ve been asked by Sam Chaltain to contribute to the conversation over at EdWeek around the series A Year at Mission Hill. I’ll be offering a take on each episode and interpreting some of the research that might be relevant and trying to make it practical. This piece was originally posted at EdWeek. Beginnings are wonderful things, and Episode 2 … Continue reading 90/365 Can Caring Change Classrooms #YearAtMH
I’ve written extensively here about the Ethic of Care, and it’s something I’ll speak about to anyone who’ll listen. Lately, I’ve had the chance to talk and listen to people about a quesiton that’s been jumping around my brain. Namely, how do we enact an ethic of care in online spaces? Today, I had a … Continue reading 29/365 Initial Thoughts on Caring in Online Spaces
We fail to realize that the way we manage ignores the fact that very few people – and students are no exception – will expend the effort needed to do high-quality work unless they believe that there is quality in what they are asked to do. – William Glasser Glutton for punishment, I picked up … Continue reading Things I Know 288 of 365: A managerial approach can include an ethic of care
Students in a given high school say that they want their teachers to care for them, but “nobody cares.” Their teachers make a convincing case that they do care (in the virtue sense); they work hard and want their students to succeed. Here we have willing carers and willing cared-fors but no caring relations. – … Continue reading Things I Know 129 of 365: Sometimes, when we say we’re caring, we’re not
Reading is a means of thinking with another person’s mind; it forces you to stretch your own. – Charles Scribner, Jr. In their book Subjects Matter, Harvey Daniels and Steven Zemelman outline the importance of helping our students construct a balanced reading diet. Speaking of the need for such a balance of text consumption across … Continue reading Things I Know 64 of 365: A balanced reading diet is an important part of this complete teacher
By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third by experience, which is the bitterest. – Confucious My Cognitive Curricula grad course has been a refresher on the voices present in a metacognitive approach to teaching and learning. Taking the time to look … Continue reading Things I Know 57 of 365: I have been doing some reflecting
Do not compute the totality of your poultry population until all the manifestations of incubation have been entirely completed. – William Jennings Bryan I’ve spent this weekend with my godmother and her family. Karen and my mom met in science class on the first day of seventh grade. Family legend has it they were best … Continue reading Things I Know 51 of 365: There are 100 people in the world
Want of care does us more damage than want of knowledge. – Benjamin Franklin It should be said, I was ready to go home. On my way out of school today, I stopped by one of the tables in the hallway near my classroom. Gathering my things, I’d heard some students using their outdoor voices … Continue reading Things I Know 41 of 365: Caring is reciprocal
Everybody can be great… because anybody can serve. You don’t have to have a college degree to serve. You don’t have to make your subject and verb agree to serve. You only need a heart full of grace. A soul generated by love. – Rev. Dr. Martin Luther King, Jr. I was hoodwinked today. In … Continue reading Things I Know 3 of 365: I like to help