Hybrid "Teachministrators"

Having administrators who remain part-time classroom teachers should be the norm, not the exception.

I will concede that some administrators are good at their jobs, but not meant to be in the classroom. But with so many top-down instructional mandates from Central Offices to Principals to Teachers, it makes more sense to have those demanding results and changes try to do it themselves too have a better understanding of what works and what doesn't. To stay abreast of what it's like to be in the classroom, what the students are really like, etc., can't hurt either.

Some administrators are so far removed from teaching. Is this right? Would schools be better off with a couple more administrators, each of whom still maintains an active role in the classroom?

Questioning Overzealous Math Requirements

Sitting in a coffee shop on Sunday morning, the following crossed my mind: for most adults, how important is math, beyond Algebra, for real-world success? (I'm discounting those career paths which are obviously linked with high-level math studies, like computer programming, engineering, physics, etc.)

For me, a fairly competent guy, I never use advanced math. I remember no skills or applications from my days plodding through Algebra II or Pre-Calculus. I was able to renovate an old house using basic math facts and functions.

This line of thinking makes me question all initiatives that require all 8th grade students to take Algebra, or that you must have four years of math under your belt to graduate high school. For those students inclined to study advanced math, great, encourage them to go as far as possible!
Forcing American students to take years upon years of math classes, with hopes that this will translate into a more competitive American workforce, doesn't make much sense to me. Intrinsic motivation is, as usual, an overlooked factor in this equation.

Grammar Instruction--"I done did it!"

I think just about all educators are in agreement that grammar skills must be taught. The problem is, there is plenty of evidence to suggest that traditional grammar skill and drill lessons, out of context, have a negligible effect on student learning. This is uncomfortable news for "old school" English teachers who swear by their methods.

The implication is that many of us, including myself, have to rethink how grammar is taught.

Check out this Powerpoint presentation from a NCTE workshop in Pittsburgh, PA, several years ago. (I just unearthed it from my school files.)

Never Work Harder Than Your Students...

Never Work Harder Than Your Students...sounds like a book worth reading.  If a teacher is controlling all facets of learning, frantically grading, writing notes on the overhead, lecturing for huge chunks of time, etc., then students probably aren't very active in class.  And they probably aren't working--or at least, thinking--too hard.  I'm going to order the book; I like the gist of it.

Public Montessori School...Boo Yah!

While it is tough to challenge the establishment, S.D. Spady Elementary School in Palm Beach County, FL, successfully petitioned the Palm Beach school board several years back to create a public Montessori School. The school abolished traditional grades. Four other schools in the district have followed suit after seeing successful implementation of the Montessori philosophy at S.D. Spady.

Important reforms are few and far between. It's great to see an entity understand that the way it always has been isn't always the best way, and then do something about it!