Some Candor

Class size, teaching multiple lessons within a single class and grade, attending to the individual needs of students, making adaptations, and designing an assortment of assessment tools are all part of a typical lesson or teaching a particular grade level.  Addressing autism, 504 plans, various educational service student issues, inclusion and the like demands that teachers be an integral part of the discussion.

It didn't use to be this way!  In the past, one pretty much walked into a class and conducted essentially 'a stand and deliver' and that was it.  The students either got it or they didn't.  

But the adjustments I alluded to at the beginning of today's blog are the ones every teacher has to make in 2013.   These adjustments require time, planning, and a great deal of thought.  It also requires a terrific ability, on the part of the teacher, to be flexible.  The demands are great.

At the outset of this 10-day series, I mentioned that local, state and federal teacher organizations (unions and associations) are taking a role in addressing these issues.  Without teacher input, feedback and knowledge these issues would not be dealt with effectively.

It is much more practical for critical issues such as the above to be examined by and addressed through a consolidated and thoughtful process.  Teacher unions and other like-minded associations are adept at assisting in this work.

How many people,who bash unions, realize the good that these groups do on such issues?

Dick