Years in Education: 7-10 American Indian Multiracial Female Heterosexual 6--12th Grade Gifted and Talented Teacher Q: What do you have in common with your students? A: Commonalities between me and my students: --Diverse ethnicity --Cultural customs --Rural living I myself am considered to be highly creative with some ADD tendencies and I am secondarly gifted in Math. Gifted students are special people. They are highly intelligent, but not always across the board. Gifted students often times do not learn or function well in the traditional classroom; their learning styles and tendencies tend to lend towards unconventional learning methods and more exploration and project-based experiential learning. My relationship with my students is different than most teacher/student relationships because I spend a ton of time with the kids on projects, and on local and cross-country trips. These are experiences that the majority of students do not receive. Q: Does it matter that students and teachers have things in common? A: Yes, without commonality relationships are hard. Without relationships, community is difficult. And without community, we are isolated. It is my job as an educator to highlight those likenesses that bring us together, and to bring a sense of compassion for the diversity we encompass. I always try to find commonality with my students because that helps build connections and relationships. A community must be connected to build a working relationship. That being said, diversity is a key element to our country and our world as a whole. We are a melting pot of varied backgrounds, ethnicities, and cultures. Delene is a TED-Ed Innovative Educator. She is designing curriculum to guide gifted students in self-discovery. Connect with her on Twitter @mccoy_delene. Photo (c) 2017 Kristin Leong
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Years in Education: 20+ White Male 4th Grade Teacher Q: What do you have in common with your students? A: I am fortunate to live in the community in which I teach--literally four blocks away. I can see eight houses of current or former students from my yard. At the grocery store wide-eyed first graders look at me and say hesitantly, "Are you Mr. Terry?" Or the braver ones, "'Hi, Mr. Terry." I have a Little Free Library in front of my house with a collection of books that kids and parents contribute to and take from. I am part of my community. My community is part of me. I share their predominantly white middle class culture. I know the places they buy candy and soda. I know the trails they use to walk to school. When a student says, "gross" to the pigs feet in a Chinese Stew, I get that. Of course, I remind them that that is our predominant white culture speaking, but I do get it as well. When a student tells me his baseball game is on Field 2, I get that. I'll walk my dog by and catch an inning or two after I am home from work. When I see a parent in the neighborhood, I ask about the child's coding camp, girl scout campout, or how the summer trip to Denmark went. Plus, I share about my family vacations, kayaking adventures, and bike rides. Furthermore, I share their curiosity about the world. Why do we line up quietly in the hallways? Check out that bug! What are the rules of four-square? How high are we allowed to climb on the play structure? Why? How can we get that ball out of that tree? Look at this nest I found in my backyard. I don't understand how to solve that problem, can you guys help we work it out? These are REAL questions and statements that I have said to my students in the past year, maybe even in one single day. I am filled with questions that often don't have clear answers. I want to know how and why things are the way they are--so do my students. Plus, I am impatient--definitely a trait of most 9 and 10 year-olds. I want to try the new curriculum tomorrow, not wait until I am fully trained. That first sunny day after all the rain, I can't wait to get outside and play. If the book I am reading is not grabbing me, I mostly just stop reading. I recently broke my collar bone playing soccer. Playing soccer is now over for me, but mostly because I can't get myself to play carefully--just like my students. P.E. and recess were definitely my favorite subjects when I was a kid. I pretty much hated school. I didn't learn to read until I was in the 3rd grade and never learned how to print in elementary school--I had to teach myself when I became a teacher. In the summer, I never wore shoes, hardly ever went inside, and was always on a bike, but I was also fairly scheduled with activities and vacations--like many of the middle class white kids I know. Lastly, it is important to me that students understand all of this is our privileged white culture. When my students complain about school, as I often did, I remind them that complaining about schools is a privilege. I get that school is not always fun and enjoyable--for some, hardly ever. But, when you are nutritiously fed, enriched at home, and have a warm comfortable bed in your own home right next to your personal iPad, school can pale in comparison. Mine always did as well. But this is not true for a majority of kids around the world. We need to recognize and appreciate the privilege of living in a predominantly white American community. I never recognized that as a kid. Q: Does it matter that students and teachers have things in common? A: Relationships are what matter. I am somewhat embarrassed to say that I do not remember the name of a single one of my elementary or middle school teachers. I have only a few vague memories of a 5th grade teacher who used to play basketball with us at recess, and I remember some of the playgrounds I went to. I never knew who my teachers were. They had a job to teach me content that I struggled to learn, and I had a job to sit there and be quiet. I used to wear holes in the tops of my shoes because I wiggled so much. I didn't have a relationship with a teacher until a high school Chemistry teacher invited a group of us over to his house and shared pictures from his native country of New Zealand. Then I knew him. Then I wanted to learn Chemistry. I don't think it matters that teachers and students have things in common. I think it matters that they work to understand who each other are as people. This entails understanding neighborhoods, cultures, and personalities. Of course, it makes our job easier if we share some of these things, like I do with my students, but it is not essential. Great teachers should be able to find common ground with any student who shows up in his or her classroom. Teachers need to build relationship and understand the people in front of them, and share about themselves--as people. My students don't need to know how to ride a bike to hear about the places I rode over the weekend, but they do need to know that it is okay to share things you are passionate about in my classroom. When the rain is coming down really hard and you can hear it on the roof of the school, I am the one who makes everyone be quiet and listen--I have even taking kids out to play in it. They know I love when nature acts unexpectedly. They know a lot more than that about me. So, I need to know them. I don't need to love pie like John does, but I need to be able to understand his love of pie is an important part of who he and his family are. I certainly can't sew like Lynne can, but I know sewing is something important to her, so I am interested in her projects. I haven't read all the books that Belle has, but I love hearing her summaries and connections to her books. We can't have something in common with every student. What is important is that each person in the room--teachers and students--are comfortable being themselves. Lyon Terry is Washington State's 2015 Teacher of the Year and is a founding member of the Washington Teacher Advisory Council. Connect with Lyon on Twitter @lyonterry. Photo (c) 2017 Kristin Leong Years in Education: 1-2 Chilean and Xicanx Heterosexual Female High School ELL and Social Studies Teacher Q: What do you have in common with your students? A: At Foster High School, nine out of ten students are students of color but only six teachers are people of color out of a staff of about 60-70 teachers. The young people I work with come from over 51 countries and speak 44 languages. There is no single story or experience that can be identified as "typical" or "common" among our students because of the hyper-diverse context in which we learn and work. Our students are undocumented, they are refugees, they are DREAMERS, they are immigrants, they are Seattleites, they are Foster High School Bulldogs. What I have in common with a vast majority of students is that I am a person of color. I am an educator of color. I have been, and will always consider myself a student of color since I spent 18 years of my life in public schools and institutions of higher education. My experience as a student of color has shaped the way I teach, learn and engage with young people, particularly in the way I mentor students of color. As a kindergartner I was given my first taste of public school. At 6 years old, I recall loving learning. I felt so deeply cared for by my kindergarten teacher Ms. Coglin, at Bryant Elementary in Seattle Public Schools. I remember her warmth to this day. Unfortunately, 18 years of public schooling did not always reflect the love and warmth I experienced in the early years. As I grew older, my experiences began to reflect the undeniably racialized world in which we lived. I began to notice my cultural and linguistic traditions in a way I never had before. I began to notice how "different" my family was compared to the white children and families that I attended school with, and how my cultural traditions and ways of being in the world did not easily align with how I was "supposed" to act in school settings. My elders and my community taught me to speak with fire on my tongue and passion in my heart. They taught me to live graciously, but to push boundaries if they limited us. I was taught to share my gifts with my community, and to never think in terms of individual gain. I hold all of this in common with my students and so much more. Q: Does it matter that students and teachers have things in common? A: It absolutely matters that students and teachers have things in common! About 75% of the students in my classes are English Language Learners, many of whom speak Spanish. As a bilingual educator of color, I cannot deny the depth of connection I experience with my Spanish-speaking students. When I speak to my students in Spanish, there is an immediate level of mutual respect achieved. A shared language translates into a shared set of values. When students see their teacher speaking a shared home language, it helps them envision themselves as both learner and teacher. Schooling is no longer solely associated with a white, English-speaking, culturally irrelevant learning context, but a familiar, culturally diverse and engaged learning environment. In addition to teaching, Stephanie is her school's Muslim Student Association Advisor, and she is a Teaching Fellow with the Institute for Teachers of Color Committed to Racial Justice. Connect with her on Twitter @MaestraXicana. Years in Education: 7-10 White Female Former Middle and High School Math Teacher Q: What do you have in common with your students? A: I had braces twice when I was their age. I've had a broken arm. I wore glasses until I switched to contacts in 7th grade. I enjoy drawing and crafts. I love every kind of animal and I was always eager to see pictures of my students' pets. We listened to some of the same music and watched some of the same shows on television. My parents divorced when I was in high school. I’d participated in a lot of musical theater. But there was also a lot I didn’t share with most of my students. For the ones who did relate, I felt these these shared experiences bonded us much more closely than they realized. During my adolescence, I turned to self-harm and drug use because I didn’t know how better to express my emotions and pain. A suicide attempt my sophomore year in high school resulted in an eight-day stay in a psychiatric ward. I lost most of my friends because I tried to pretend that everything was okay and, quite frankly, I was a terrible friend. I bounced from relationship to relationship seeking the love and acceptance I was aching for. I also struggled with severe body image issues and an eating disorder I am still working to recover from. Since my adolescence, I have had friends enter rehab for alcohol or drug addiction, and over the years some have returned for the fourth or fifth time. I’ve experienced the grief of someone I loved committing suicide. So many of our youth are burdened too young with emotions and experiences similar to these. Q: Does it matter that students and teachers have things in common? A: Commonalities may make it easier for a teacher to include themes into their lessons that apply directly to students’ interests or hobbies, or tailor aspects of classroom life to cultures or celebrations that may otherwise be overlooked. It certainly helps to have more of an inside view about what a student has experienced or how they like to spend their time. However, I don’t think that teachers and students need to have things in common. A teacher may have to work harder if they don’t immediately have things in common with students, or to build those experiences that build commonality between people, but I don’t think it’s a requirement from the start. What is a requirement is the need for teachers to be able to put themselves in their student’s shoes and consider that individual as a whole person, not just as a student in that particular class. You can’t have something in common with everyone. We need to celebrate the differences in us all, be that a variety of political views, religious beliefs, personal convictions, passions, and fears. We need to be open to learn from each other (especially from our students) on whatever it is that is outside of our comfort zone or familiarity. Being able to appreciate what is inside each and every person is not something that we’re generally raised to do. But it is this quality that absolutely matters in creating an environment that is conducive to learning and growing, be that inside the classroom or outside. Merrill recently transitioned out of the classroom and is now a Program Manager for a business and consulting firm in Seattle. Connect with her on Twitter @MerrillJeanne. Years in Education: 20+ Caucasian Male Heterosexual High School Physics, Ethics and Critical Thinking Teacher Q: What do you have in common with your students? A: I am on a journey of a lifetime, a quest for meaning, and the pursuit of happiness just like you. I have a comfort zone and it takes deliberate energy for me to step outside it. Unfamiliar situations can be awkward for me too, but if I don’t overthink it, they can turn into these wonderful new experiences. I want to do a really good job on the work that I give you. I want the time we spent together in class to be valuable, interesting, and meaningful. I worry that I am not measuring up to what you and other people think of me. I don’t want to let you down. After all these years in school, sometimes it feels like I’m still figuring things out. I make mistakes. Everyday. But they do not define who I am. I want to learn what you have to teach me and I want to see us be successful and achieve great things together. I care what other people think even when I say I don’t. I want to be liked... especially by you. Q: Does it matter that students and teachers have things in common? A: Yes, it matters because we are naturally biased towards people with common experiences and if we see each other as individuals who share experiences it goes a long way toward building a relationship that makes it easier to achieve things for our common good. Timothy is a TED-Ed Innovative Educator. His Innovation Project is empowering students to see themselves as heroes in projects that teach STEM through interactive storytelling. Connect with him on Twitter @coolyrd and watch his magical TEDx talk here. Years in Education: 16-20 Female White High School Latin teacher Q: What do you have in common with your students? A: So many students wear a mask, hiding hard times at home, anxiety, depression, insecurity. I wore the overachiever mask. I was hiding a huge secret that I didn't address until I was an adult. I was the victim of child sexual abuse. I know I teach students like me. Perhaps their secrets aren't as extreme, but I know I have students who come to school with a burden they think nobody will understand. Q: Does it matter that students and teachers have things in common? A: Teachers are paid to be in the classroom while students are legally required to be there. There is also a huge power differential. Without common ground, students can feel very disconnected and disempowered. Common ground can help foster empathy, trust, and mutual respect, all of which create a better classroom environment. Dani is a TED-Ed Innovative Educator. Her Innovation Project is teaching teachers skills to navigate hard conversations with students. Follow her on Twitter @danibostick and watch her powerful TEDx talk below. Photo (c) 2017 Kristin Leong Years in Education: 35+ White LGBTQ Male Kindergarten Teacher Q: What do you have in common with your students? A: I am an out gay man who has stood in front of students every day for decades. To some that has meant nothing, others resented it, for others it confirmed that for them or their friends and relatives – you can be a successful adult and still be your best self. I’ve had high school students trust me and tell me they were gay or lesbian. Colleagues have also come out to me, although my fellow teachers often expressed that they were fearful of the community's response although they trusted me with their identity behind closed doors. Even a student's parent chose to talk to me when he realized he was gay. He said I was a role model on what could be – living a quiet but proud life, taking the punches and blows, but showing up every day ready to be there – for kids, for families, for myself. I was moved that he saw me in that light. We’re still friends 25+ years later. For some secondary students of various minority identities (based on their race, ethnicity, religion, etc.) they equated their challenges as similar to my experience as a gay man who is also not in the majority. They have often said things to me like, "Well, you know what it’s like…" Being a gay male teacher teaching primary students since 1978, I do understand difference. I also understand being attacked--personally, professionally, physically. I understand prejudice, presumptions, misinformation, and hiding in plain sight. I’ve been assaulted, chased for blocks by a gang of young men, a knife has been held to my throat, a gun has been pointed at my head, my car has been set on fire, I've been spat upon, and more, just for being me. I remember the first male cheerleader at a high school where I taught. He was straight, and he took a lot of abuse for being on the cheer team. There was also female athlete who excelled at her sports but then was harassed for being so ‘sporty.’ They both found me at some point and chose to trust me to vent, dump, or ask for help. I was grateful to be able to be there for them. Our first conversation in my classroom every year is about becoming friends and our last conversation is about staying friends and these moments of trust are a big part of that. I want to think that ultimately both students and I want to be at school. Even those students who ‘buck’ school I believe sense a need to be at school--it may not be the academic learning, instead it may be the social community. But at least they are on site. I can work from that. I want to be in my classroom every day. Even after 35 years I still think and feel that way. I strive to create an environment that reflects my dedication to my students and they know it. When students cross that classroom threshold I want them to think and feel that they are wanted, their presence matters, and that the room is different and complete when we are all together. Literally, on full attendance days I exclaim, “I LOVE days when EVERYone is here!” I’ve had students, some in my high school teaching and some in elementary, who did not want to be present. They posture through their various mechanisms – ignoring peers, routines, and me. Students have thrown objects at me, ripped my glasses off my face (elementary student), thrown me against a wall (high school student), in moments of utter frustration. It took longer for those students to see I was on their side. But, almost every one of my students eventually sees that I really don’t leave, I do what I say, I care about them, and I want to see them in class every day. At some moment, there is always a turning point. Q: Does it matter that students and teachers have things in common? A: Yes, it does. However, I believe it’s ultimately about relationships. I think this has proved to be true in my work as a teacher with my graduate students through my kinderkids. What did we experience in class? Did they remember what they learned academically? Nah, they remember how they felt. Thanks to social media I have the good fortune of being in contact with dozens of former students who initiated contact. I’m working my way through trying to see them now in person as adults--take them to dinner, go for a drink, meet their families. One of my favorite memories of realizing how important relationships are between students and teachers was on Halloween of 2014, when I was married. After 22 years of being with my partner, we were stunned when the legality of same-sex marriage actually occurred. After living as ‘out-laws’ for over two decades, we had mixed emotions. We choose to marry on Halloween – we thought, what a scream! Halloween is a big day at my school, old tradition. As I prepared my kinderkids for it, I had to tell them I would not be present that year. I was so distressed about telling them why. Despite an improving world and social advancements, I was still sweating saying out loud that I was gay to students. So, one of my lifetime great days, my impending LEGAL marriage, was clouded with my own baggage. To prepare to come out to my class, I talked with friends, told my administration, and warned my students' parents (who were all thrilled at my news). All of them looked at me so matter-of-factly. They loved me but hardly any knew of the attacks of the past and they didn't understand why I was struggling so much. On the day before Halloween, I told my students that I would not be at school for the festivities. Ohhh, that was not okay with them. “Well, why not?” Through sweat and a shaky voice I said, “Tomorrow, on Halloween, I am going to be married.” “MARRIED!?!! You? Why didn’t you tell us before today? That’s great. Lucky you… etc.” “What’s her name?” There it was. The question that I expected and made me re-visit all the past ugly moments, but I so wanted to embrace my joy in their company, too… “His name is Norbert.” Silence – uh oh. Some kids whispered to each other. “Did he just say ‘his name’ “? “You’re marrying a man!?” “Yes.” “Oh.” “Well, what are you wearing? Will it be a costume? How many costumes? What will you eat? Will people dress nice or in costumes? Will you dance?” And off they went talking about what mattered most – the party! I took a breath, grinned from ear to ear and became tearful. I realized I was in a most trusted company of friends who simply wanted to share in the joy. And that is what I needed most to know. I shed several layers of armour that morning and love them all the more for the gift of their care. Kevin is the University of Washington's 2009 Mentor Teacher of the Year. Read more about Kevin's journey here. Photo (c) 2017 Kristin Leong Years in Education: 7-10 Latina Woman Heterosexual Middle and High School Science Teacher Q: What do you have in common with your students? A: Right now I work in Los Fresnos, which is a small South Texas town near the border with Mexico. Minutes away is Brownsville where I was born and raised during my early childhood: where both sets of my grandparents live, where my aunts and uncles call home. I feel like I have everything in common with the students I work with. Most of us come from hard-working families where the dominant language is Spanish. We share the same culture, we eat the same food, we listen to the same music, we speak the same language, we have the same shade of skin; in my eyes we share the same identity. The only difference is the obstacles that we have had to overcome. Some of us have climbed hills while others had to climb mountains. We come from a region where the roots of two countries are intertwined and have fused deeply together. Q: Does it matter that students and teachers have things in common? No, I do not believe that teachers and students must share something in common, although I do believe it can make things easier and transitions much smoother. As long as both teachers and students have open minds and hearts and are eager to learn from each other, all obstacles and barriers including differences in language, culture, and identity can be overcome. Alejandra is a TED-Ed Innovative Educator. Her Innovation Project #LightUpLiteracy is spreading awareness about the shocking illiteracy rate among American high school graduates, and is making reading and writing across disciplines fun and accessible. Follow her on Twitter @aguzmanscience. Photo (c) 2017 Kristin Leong Years in Education: 4-6 White Heterosexual Male High School AP English Teacher Q: What do you have in common with your students? A: Throughout most of my education I was never known as a high-performing student. In fact, I was satisfied passing with Cs. The rare B’s I did receive I thought must have been through luck and polite behavior. I felt like I was just expected to pass and I was never motivated to achieve more than what was expected of me. I see now that I feared finding out that even with my best efforts, I may not be good enough. It was safer for me to not try hard in school. Similar to many students who enter my classroom, I never had a mentor who inspired me, or a teacher who invested their time into me outside the classroom. No one expected me to become better than who I already was. But in high school, that’s what I wanted. I longed for a relationship with my teachers. I was desperate for an adult to invest their time into me and to show me that I mattered. Simply put, I wanted to be known. I wanted to know that my teachers cared not just about my grades, but about me: who I was, my aspirations, and my passions. Now as a teacher I see that so many of my students want that same thing. I empathize with my students who have been expected to achieve very little. The ones who have been given up on. I see that society has stereotyped and labeled them and I try to see past those stereotypes and labels myself. If you were to come into my classroom, you would see a white, middle-class, heterosexual male teacher in front of a room of teenagers who are mostly Hispanic and Asian. A smaller population of my students are Pacific Islander, African American, and Caucasian. 70% of my students qualify for free or reduced lunch. Many of my students are 1st or 2nd generation immigrants who speak a variety of different languages. About 80% of our students at TEC High School are male. I may not look like a majority of the students in my classroom, nor have a similar socio-economic status, but what I do share with my students is the desire for relationships, to be affirmed and pushed to a higher expectation, and ultimately, to be known. During the year, as we share our stories with each other I have found that I have a lot more in common with my students than I originally thought. That is why we take the time to share our stories with each other and most importantly, to listen to one another. My hope is that we may see what we do have in common and in the end see the humanity in each other. Q: Does it matter that students and teachers have things in common? A: I start each year telling my students about how I was not involved in high school and had no idea what I wanted to pursue in college. I tell them I went to college hoping to learn construction. I tell them about my insecurities including my fear of speaking in public. And then I tell them how I overcame those challenges to become a teacher. I don’t spend the first week of school having us tell our stories so that I can only get to know them, but more so that they can also get to know me. I hope that they can find some similarities between us and see that we’re not so different after all. Ultimately, I hope that they also learn to be okay with being vulnerable and learn to tell their story. Shortly after sharing with my students this year, I had a student come up to me at the end of the day and tell me that even though we look completely different, he saw himself in my story. We talked about our battles with anxiety and our fear of speaking in front of others, and how hard it is sometimes to motivate ourselves when there’s little support or purpose. By the time we ended our conversation, this student resolved to join ASB and get involved in assemblies so that he could overcome what has been holding him back for so long. It’s the connections like this, or finding out that I still relate to the humor of seventeen-year-old boys, or taking the time to share the music and shows we like, or even sharing the love for soccer and kicking the ball around after school that brings me to a resounding, YES! It does matter that students and teachers have things in common! It can be a groundbreaking moment when you realize how much in common you actually have with your students. When that moment finally breaks down barriers, there’s an increasing desire to learn and an increasing desire to teach and become a part of each other's story. Cameron is the Head of the English Department at TEC High School in Seattle. He is also a former a flag football/soccer/basketball coach. Connect with him on Twitter @CamMTown. Photo (c) 2017 Kristin Leong Years in Education: 16-20 Asian Female English as a Second Language Teacher Q: What do you have in common with your students? A: When I'm teaching, I feel like I'm a robot/machine. I don't have time to have my break. I'm the disciplinary teacher, and there are times that I handle many truancy cases. We have a crazy system in Malaysia. Every five years we have new Education Minister and this person introduces and implements new approaches. The victims are teachers and students because we become the guinea pigs. Our schools are too exam-oriented and students do not have the choice to do or learn what they want. They come to school to pass the exams. Our education requires teachers to prepare students for examinations not to prepare them to face the reality once they leave school. Only recently (last year) did our government encourage students to develop soft-skills at school so that when they exit, they are able to continue to develop their skills, not only by answering exam questions. In my classrooms, I allow students to choose their own topic of interest and I let them share the topic with their peers. We talk about sharing and listening to each other's stories and how those stories impact their lives. In class we talk about issues that are hardly being discussed in normal Malaysian classrooms such as LGBT issues, child marriage, sexual grooming, and our education system. From our classroom discussions, I can see that the students are actually keen to know the issues but it's not within the content of our syllabus. Once one of my female students was having an identity crisis because she realized she was attracted to her female friends. She was afraid to share it with her parents. As a mother of two teenagers, I told her I respected her feelings and it's okay to have feelings towards the same gender. I know she was confused at that point. I'm not sure whether I did the right thing. That incident really made me realize that many parents never really talk to their kids. All they can think of is the grade, the kid's performance in a test. I guess my specialty is I'm very open towards my students. LGBT issues is an alien topic in our Malaysian classrooms but I've taught about it about for the past two years. Most of LGBT students keep their identity to themselves as they would be teased/condemned if people were to find out. My community is not accepting but I want my students to know what is LGBT and I believe that each and every one of us has the equal rights to be who/what we want to be. To instill awareness to the students is not easy as many of them have their own mindset (mostly negative thoughts) about LGBT people. I have a group of students who will be doing a project on LGBT issues and I'm super excited about it! I know that there are many students who want to share their thoughts but they do not know how or if they should. I want my students and my own kids to know we should treat people equally and never to judge them. Regarding the students who opened up to me a few years ago, I never heard from her again. I wish more students would come forward and share their feelings. Q: Does it matter that students and teachers have things in common? A: YES, to me it matters for me to have similarities with my students. I need to understand them and with that similarity is essential. The classroom environment is not only about a teacher standing in front telling students what they should do. Willingness to listen is another thing a teacher should have in common with their students. Teacher should at least listen to their students. Maggie is a TED-Ed Innovative Educator. Maggie’s TED-Ed Innovation Project is helping Malaysian students overcome their fears of speaking in English and is allowing them to share ideas at their own pace. Connect with her on Twitter @magdmuuk . Photo (c) 2017 Kristin Leong |
ROLL CALLHumanizing the gaps separating teachers and students. Archives
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