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Creating a culture of open communication and conflict resolution: Practices in a project-based middle school classroom
How do we create meaningful, equitable, deeper learning…for our teachers? This is the question that two of our contributors tackle. Celeste Kirsh shares how a specific approach to professional learning has supported and influenced her teaching. Meg Riordan and Emily Klein look at two schools to see how professional development strategies and mindset are transferred into the classroom, and how important it is for teachers to still be learners. As this article observes, although we all want our students to be deeply engaged, resilient, persistent and inquisitive, we sometimes forget that “teachers need help in learning how to do this as well, we forget that ‘better teaching’ is not instinctive.”