Colorado Dream Foundation’s Post

I am a 21st century teacher who embodies the values of the 'old'teacher. MODERN, IN AN OLD-FASHIONED WAY YOU COULD SAY. I prioritise understanding over content accumulation. My students are happy, free-to-learn and most importantly, excited to learn. #teacherjobs #teachingopportunity #managementroles

To plan an adaptive teaching lesson teachers need to ask/know as a minimum: 1. Do the students possess the pre-requisite knowledge/key conceptual subject knowledge required to access the new knowledge I am about to implement/deliver? 2. What evidence do I have? 3. What are the reading ages of the class? 4. SEND needs/EHCP targets/SEMH 5. P8 or end of key stage aspirational targets. Without this evidence: How can teachers plan adaptations which meet the needs of learners? How can teachers provide an evidence based rationale for compatible adaptations? How can leaders observe a lesson and assess if the learning is meeting the children's needs? How can leaders ensure learners are learning knowledge in the correct sequence without knowing/gathered evidence of No 1?

When has the word "teacher" become such an ugly term? Nowadays we are told that teachers are an ancient relic, a shameful token of a forgotten past. Now we must call ourselves "learning facilitators", "learning mediators", "educators", "monitors" and all sorts of useless euphemisms that, in their eagerness to revolutionize, diminish a role that encompasses so much more. Yes, we do mediate, facilitate, monitor and educate, but we also listen, organize, scold, plan, laugh, talk, debate, take pictures, explain, explain again, draw, project, experiment, assess, design, present, train, play and so, soo much more! All of these compressed into such an beautiful and simple word... Teacher.

#teacherlife #teachingandlearning While it is absolutely amazing and gratifying to a teacher when learners appreciate you (and pass your subject), it is also significant to be appreciated by supervisors, especially in a way one can acknowledge. I was recently asked how I want to be appreciated in my work. It was such a refreshing question, and yet so deep. I loved that question. 🦋A #MordernInAnOldFashionedWay teacher #teachersupervisors #teachingjourney

As a grade 1 teacher, I often find myself wishing I had more time to plan and reflect on my lessons. Unfortunately, I am limited to only a small amount of reflection time, which can be challenging. Planning is essential for creating engaging and effective lessons, but with limited time, I may not always be able to thoroughly consider each student's needs and preferences. Similarly, reflection is crucial for continuous improvement, but with limited time, I may not be able to fully assess the effectiveness of my teaching strategies or make necessary adjustments. This can be frustrating as I strive to provide the best possible education for my students. Despite these limitations, I try to make the most of the time I have. I prioritize and focus on key aspects of planning and reflection, ensuring that I address the most critical needs of my students. I also seek support from my colleagues and utilize available resources to enhance my teaching practices. Although it can be challenging, I remain committed to providing a quality education to my grade 1 students.

During my tenure as a senior secondary teacher, I have come to understand that the role encompasses much more than simply imparting knowledge. It requires wearing multiple hats: those of a leader, a parent, a friend, and a disciplinary officer. Each student is unique, bringing different personalities and needs to the classroom. As a leader, I guide and inspire students, fostering an environment that encourages academic and personal growth. As a parent, I provide support and care, understanding their struggles and celebrating their achievements. As a friend, I build trust and rapport, making students feel valued and heard. Finally, as a disciplinary officer, I maintain order and uphold standards, ensuring a conducive learning environment. Throughout this journey, I have learned several invaluable lessons: 1. Adaptability is crucial. 2. Communication is key 3. Empathy fosters connection. 4. Consistency in discipline. 5. Continuous learning and growth. Balancing these roles and lessons has allowed me to address the diverse needs of my students effectively, creating a dynamic and inclusive classroom atmosphere where every student can thrive. And up to date I carry along these characters wherever I go. #students #schooldays #teacher #JIS #Conakry #knowledge

When people feel inadequate at something they often avoid it. Students who feel inadequate at reading, avoid reading; those who feel inadequate at speaking in front of others, sit quietly; and often teachers who don’t feel prepared to teach multilingual learners avoid them and shuffle off the responsibility to another teacher in the building. It’s a sad thing to see and it’s usually not intentional. But instead, here are some examples of what any teacher can provide to multilingual learners to help build relationships and strengthen learning outcomes.

# Things That Make You Go Hmmm Hello I HOPE ALL IS WELL. Did You Know That A Chief Academic Officer Can Make Between $ 69, 912-K to $ 721, 428 A Year? The Average CAO makes $ 154, 523-K A Year. With These Numbers, Some of You Could Learn This Skill Without Going To College. HERE IS SOME INFORMATION TO GET YOU STARTED JOB DESCRIPTION The ability to develop goals and long-range plans for large programs. The ability to develop and administer system-wide budgets, policies, and programs. The ability to develop policies, procedures, and standards for services offered. The ability to accurately interpret state and federal regulations and school policies. KEYWORDS ** Strategic & Creative Thinker. ** Academic Oversight. ** Effective Communication. ** Curriculum Development. ** Budget Management. ** Educational Technologies. ** Building Relationship. SOME THINGS THAT MAKE YOU GO HMMM.

If the curriculum isn’t fit for purpose, what needs to change? The curriculums on offer in schools will always stir debate but so often I read the ‘not fit for purpose’ argument and as a reflective leader I’m always keen to listen and change my view of curriculum design However, rarely do I hear and alternative that makes me think ‘that could work’. Maybe we need to start from the top… What is the purpose of the curriculum? Personally I don’t buy into the ‘preparing students for jobs that don’t exist’ concept, students are much more important than simply being seen as a vessel to sail into the economy. And if these jobs don’t exist how on earth can they be prepared for them? I think the purpose of a curriculum is to spread the joy and challenge of learning, to learn about people, places and stories and find out how and why ‘stuff’ works!!! Oh and maths is easily the best subject! Not that I’m bias! 🙈

Here are some thoughtful reflections from teachers on what practices they wish they implemented sooner.