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BK I enjoyed reading the charts and recognizing the characteristics that I have seen and knew from years of teaching 2nd, 5th and 6th graders. I also liked comparing the information with things I remember from raising my 2 step daughters through the years. Couple things popped up in the thirteen and fourteens that made me go Oh!!! so that's what was going on there!" LOL 

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BK I enjoyed reading the charts and recognizing the characteristics that I have seen and knew from years of teaching 2nd, 5th and 6th graders. I also liked comparing the information with things I remember from raising my 2 step daughters through the years. Couple things popped up in the thirteen and fourteens that made me go Oh!!! so that's what was going on there!" LOL 

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? The idea of parents reviewing the charts and "using them to "make sure this happens" by seeing what sort of experiences their child's teacher is providing" 

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? The idea of parents reviewing the charts and "using them to "make sure this happens" by seeing what sort of experiences their child's teacher is providing" 

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Makes me wonder or question...then what? I don't think the book was clear on that. What can parents do. Argue with the teacher? Tell the teacher she is wrong. Parents can not tell the teacher or school not to teach to the CCLS. They can join the lobbying to change the laws though.

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* I love the idea of "homework choices" as opposed to "Homework Have to's" 

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* I love the idea of "homework choices" as opposed to "Homework Have to's" 

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P. 40 T-W The author describes the curriculum section of the charts as being aligned with the developmental needs of the children as opposed to the 

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P. 40 T-W The author describes the curriculum section of the charts as being aligned with the developmental needs of the children as opposed to the 

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strict educational content standards (aka common core learning standards) and argues for depth over breadth, which is what the heart of the CCLS was meant to do.

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My overall reaction to the readings so far...

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My overall reaction to the readings so far...

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Most of what I read frustrates me as a classroom teacher. These ideas offered in this book so far do not help the classroom teacher. With the exception of snack, water and brain breaks, they are not everyday things that can be put into practice in the classroom. Most of it is ideology about what is wrong with American schools (all true), not things that teachers can control or fix in their classrooms. As I said in my first post, the fight is in Albany and Washington DC.

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??? increasing the school day and instructional time...hmmm now there is a thought. Wondering what that would look like. How it would work, and who would support it? Teachers? Parents? Students? compensation?

T-S- * !
One of the most important things to many of our teachers during the last round of contract negotiations was decreasing the amount of work days.  How will people feel about increasing it

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P. 17-18 T-W When it comes to managerial prerogatives, such as organizing the day regarding lunch and recess, it seems to me there is a lot of pushback from teachers when principals and administrators try new things. For example, a couple years ago we tried such a change at Ryder and people lost their minds over it. It caused all kinds of issues. And the idea came from this research and this book. It ended up going back to the way it was because teachers were not happy about issues that it caused with planning and prep time. There is NO easy fix.

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P. 17-18 T-W When it comes to managerial prerogatives, such as organizing the day regarding lunch and recess, it seems to me there is a lot of pushback from teachers when principals and administrators try new things. For example, a couple years ago we tried such a change at Ryder and people lost their minds over it. It caused all kinds of issues. And the idea came from this research and this book. It ended up going back to the way it was because teachers were not happy about issues that it caused with planning and prep time. There is NO easy fix.

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Things like snack and water bottles can be left up to the classroom teacher. As they seem to be the norm in our district. Thankfully, our teachers offer snack breaks through gr 5. (I think) T-S  I know I did when I taught 5th grade. And water bottles on desks seem to be the norm in our classrooms today. The same can be said for "brain breaks".

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p. 14 Code * "Much has changed in the world of public education and in the amount of exposure children have to the world through constant barrage of electronic media. But the children's devolopment has not changes. 

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p. 14 Code * "Much has changed in the world of public education and in the amount of exposure children have to the world through constant barrage of electronic media. But the children's devolopment has not changes. 

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TW- p.11-37 Seems like a lot of venting and common core bashing 9which I do agree with) I'm not seeing true ideas or practices that I can use as a classroom teacher. 

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TW- p.11-37 Seems like a lot of venting and common core bashing 9which I do agree with) I'm not seeing true ideas or practices that I can use as a classroom teacher. 

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Well, none of this will matter soon. HE will destroy public education and labor unions. Labor unions being the only chance we had to right the law makers and education reformers who are responsible for all that has become wrong with American schools.