samkl.bsky.social
Teacher/Rugby Referee. Historian, sport and food lover.
46 posts
130 followers
75 following
Regular Contributor
Active Commenter
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What will people do when negligent and malicious employers kill workers? What will people do when their children can't learn to read and write? what will people do when voter registration rolls are purged on election day? Or when once strong unions are reduced rubble?
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No one is talking about repealing the voter registration act or the bill that proposes the elimination of the department of education, or the bill that will get rid of OSHA. tariffs and increased costs should be the least of people's worries.
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How about funding a school nurse or school counsellor as a safety plan?
I’m really disgusted with this gross #bcndp over reach and contempt for a democratically elected board.
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2. What is the @davidebybc.bsky.social govt doing to address this? Should the VicPD be free to roam school hallways without appropriate oversight? www.cbc.ca/news/canada/...
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Assad has been replaced by what is essentially Al Qaeda. Democracy and good governance aren’t coming to Syria any time soon. We shouldn’t be cheering because women, Kurds, Yazidi, and other minorities are in danger. Assad is gone, yay but that’s what we said about the Shah. Not really an improvement
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Which is why teacher training needs to be less lecture hall and more worksite. Apprenticeship for teaching is seeming to em to be the better model.
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Very little in education is mutually exclusive. But we need less pontification which is what the indigenous principles and anti-racism stuff often feels like and more practical framing. We are told to use the tools but we are only given an empty tool box.
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I would disagree with that. I would say there are things we learn about far less, effective preparation, classroom management, assessment, lesson design, that are far more important for ALL teachers to have. It is also less that we don't learn about them, but we don't learn how to apply them
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They also have very little reason to be good at their jobs. Good police, less crime, less money for police. Bad police, more crime, more money for police.
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It needs to be both though. I have an ELL student in English 12 who has not demonstrated an ability to read or write in English. Without modifying the goals of the course how is this student supposed to succeed? There is a basal level of language needed for any course.
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I would say that this article applies to a subsection of MLs. What we are seeing in the ELL population is a lot of students who have not formal schooling or do not have age expected literacy in L1. There has to be some level of remediation there for those students.
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I will die on the hill that you can’t beat Rutger McGroaty in a best name contest.
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It is a good thing the US hasn't fought a war that has put them in debt recently.
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Seems that many states have moved in that direction. seems that many of these are paid apprenticeships as well, so instead of paying to train, you're paid to train which could help with shortages.
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It would give teachers more time to learn in practical settings and experiment to find their footing, more time to be assessed as a teacher, and less pressure on practicum since it is longer.
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it would only be available to candidates with a bachelor’s. I would say, with using a 13 month model, it could look like 4 months of class work and then 6 months of in school practicum and 1 month of field experience. The majority of learning for teaching doesn’t happen in class, but on the job.
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A commitment to alternative education spaces, including class size and composition, with appropriate case management ratios in the next contract, finding a way to improve ELL education, and make a teaching license achievable via apprenticeship.
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Or you use this quadrant as a spectrum. Somewhere on the borderline of Authoritative and Authoritarian is probably what would work best with strong and clearly expectations created via collaboration and consistently applied and enforced.
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Context matter big time. Honestly I could see AI as an assessor for large scale things, Post-secondary applications, standardised testing, but not for little formatives
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Yet thousands of other teachers did and do still use those. We are always searching for tools that make our job easier cause this job is hard.
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As long as their is thought. Douglas Adams gives a pretty strict warning about what would happen if we built machines to think for us. Machines should do anything but think
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Demands of teachers have never been higher. We use AI to check for plagiarism and have for years with turnitin and the like. Some could argue that AI grading is more objective and is similar to grading by scantron. Is it perfect? No.
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Seems intentional to put Dhaliwhal in that position considering he beat out Rachna Singh. clearly with the attempted recall SOGI is a big issue in that riding
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Unless we are willing to expand access to specialized programming(which we won't because that costs money) then we are going to run into snags. Inclusion, to many teachers, feels more like abandonment and an excuse by districts to under-resource for alt-ED/SPED rather than anything sincere.
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Because what else is available to districts? I look at say FASD, and the district program here has a very low cap on how many students are admitted in. If we can't get students into the programs that are designed for them, then we have to work with what we have.
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nothing in education is one sized fits all, and if we aren't ready, both in practice and academia, to have that conversation and continue to make broad policy change without considering that we need solutions for the exceptions, then we are failing as educators.
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Those students with big needs have a pattern of self-exclusion. If my student would rather sit and play video games in the LST room all day rather than be in class that is not an environmental issue. That is a student who needs educational programing built around their specific needs.
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There are certainly students who will flourish in inclusive settings but what do we do with those who aren’t flourishing? Those are the ones we need to address.
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But I think this is my point, is there are students who are better served by less “inclusive” programming. If we zealously claim inclusion is the answer for all students we end up not serving all students. Individualisation is a better model than blanket programs.
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But I think this is the point I find a lot of inclusive education discourse misses, what about the exceptions to the “rules”. Learning support has to meet students where they are at and be realistic, and the best is and will always be tailoring support to individual needs.
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I have a student who is incapable of working in anything but a 1 on 1 capacity. We have all this research that says one thing, but I look at the needs of my students and the pragmatic and logical answer is different than the academic answer.
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Thanks Marcus!