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The complex decision making teachers do is only marginally reflected in the scores our students receive on standardized tests.
when we are hanging in with challenging students, every interaction is infused with such implicit meaning, with the secondary curriculum of hope.
Many students with a variety of learning difficulties develop an emotional layer of resistance, which serves as a protection against the hour-to-hour cognitive difficulties they have faced through the years.
Traditionally, we ask students to respond to us far too quickly and verbally:
The term "bureaucratic ritualism" describes when organizations value the consistency of enforcing rules over the impact of a rule on a given individual.
Acknowledging how little we control the students we are supposed to be controlling is a sobering and necessary realization, a daily understanding that highlights the difference between working in the mainstream and working primarily with our challenging students.
