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A Classroom with a View

"Educating the mind without educating the heart is no education at all" –Aristotle

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What does “college-ready” mean anyway?

here-and-now-413092__180Discussions in education have become a veritable Tower of Babel with enough acronyms to make any bowl of Alphabits soup a solid summary of every school’s August professional development. Amidst the calls to revise standards (CCSS), reduce the impact of testing scores on students and schools (ESSA, NCLB), or to eliminate standardized testing altogether in favor of more authentic and reliable means of gauging student learning, terms such as “college and career readiness” (CCR), “21st century skills” (21C), “EQ v IQ,” “critical thinking” (CT, HOTS, DOK), and “grit” (well, that one didn’t change) seem to lose their meaning for anything other than keyword Google searches and SEO development. Continue reading “What does “college-ready” mean anyway?”

Judging a Book by its Cover: Teaching Theme

Things Fall Apart Cover art
Theme seems like a no-brainer–it’s the universal truths we find in a text that make it relevant to the human experience. Yet teaching theme can be quite challenging. Students have difficulty grasping the concept, and I am not sure if it’s because they don’t know how to phrase a theme statement or if they simply don’t have quite enough life experience to recognize grand human truths (we’ll set aside semantics for now and operate on the premise that there are “human truths” by which we live). Continue reading “Judging a Book by its Cover: Teaching Theme”

Building a Culture of Reading through Choice


Getting students to read can sometimes be a monumental task. With so many other engaging multimedia entertainment options for children to choose, assigning chapters to be read for class often results in students arriving in class without having completed the required reading. I can’t say I blame them. In my own education, I’ve been assigned some texts that were real snooze-fests. And if we are being totally honest, I am much more unlikely to read a novel that is assigned–perhaps there’s a bit of passive-aggressive behavior in that. I don’t like being told to read something because it has “literary merit” and is part of the canon. Continue reading “Building a Culture of Reading through Choice”

A Pinch of Peace, A Dash of Joy

In case you haven’t figured it out yet, I’m a pretty busy woman. Between teaching 150-something students, leading an English department, coaching 6-12th grade ELA teachers, directing our district’s AP programs, advocating on behalf of students and teachers at the state and national level, completing a dissertation, blogging, consulting, scoring, mentoring, and enjoying my precious little downtime with my (very patient) husband, people are always surprised when I say that I cook dinner. Every night. And that I enjoy cooking. They’re even more surprised when I say I have it ready and on the table when my husband gets home from work. Strange looks are cast my direction, women have visions of placing a plastic bag over my face, people tilt their heads as if asking, “Are you for real, lady?” Even my students are astonished: “Bailey, you cook?! Real food??” Continue reading “A Pinch of Peace, A Dash of Joy”

The Most Effective PLCs

Eveline Bailey long hallway

The Professional Learning Community (PLC) has gained traction in recent years, even though its initial introduction to the education circuit began in earnest in the early 1990s when researchers documented the efficacy of the PLC to bring sustained school improvement and student achievement gains, to say nothing of the increase in teacher morale, improved professional development, and promotion of best practices. These benefits can be directly linked to teachers collaborating to study student formative and summative assessment data, write lesson plans, discuss the best teaching strategies and interventions, reflect, and support one another in a shared goal and purpose. Continue reading “The Most Effective PLCs”

Taking student anxiety out of writing

essay writingDuring the first week of school, I give my seniors a questionnaire that, among other things, asks them to reflect on their writing strengths and challenges. One particular question asks students to discuss how they feel when they are given an in-class essay to write, and each time I ask, the overwhelming response is always “anxious” followed closely by dread. Worse, many of them describe their physical reactions to writing assignments with symptoms that are tantamount to anxiety attacks: an inability to breathe, clammy hands, headaches, racing heart beats, scattered or blank thoughts, blurred or tunnel vision, difficulty sitting still, nausea. When I ask students to consider why they feel this way when given a writing task, many of them cite failure and judgment as the chief reasons for their anxiety.

As every writer knows, there’s an element of exposure and vulnerability when writing for an audience that can be intimidating even for the most seasoned of us, but which for novice writers can easily become debilitating. Their struggle is real and rather than risk failure or a blow to their self-confidence, some students simply will choose not to write anything, feeling Continue reading “Taking student anxiety out of writing”

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