DWFDW Debrief

Day one is in the books, and day two is ongoing, and I am, more than anything else, still really, really grateful that District Wide Faculty Development Week (DWFDW) isn’t five days anymore! Remember how awful that was? Still gives me the shudders.

But, here we are. So, did you learn anything? See anything great? Carry out any unanswered questions in your pocket?

Got anything to say?

(I thought the opening set of speeches and what-not to be lovely, if not exactly inspiring; there was food; I thought it was cool that they used an android to give the “Business Analytics” presentation (kidding, kidding…stole that joke), and went to the TAP strand presentation on the new classroom visitation rubric at which I was really happy to see Jewel Younge who is one of my favorite people in the world. As for the rubric, I hope I’m wrong about its usability. Regardless, I’m excited to see how the new tenure process will work. It can’t be worse.)

Have at it.

Tuesday Teaching Question

So, I’m wondering what y’all do in your classrooms with respect to large scale natural disasters, e.g. Chile, Haiti, etc. I went into school today with plans to begin classes with some small talk with students about how their weekends were, about whether they watched the closing ceremony, and about whether anyone had any family in Chile, not necessarily in that order. The first two made it into discussions, but not the last.

Part of it was that I kind of forgot, and as the minutes ticked on, I was eager to get onto the day’s activity. Part of it, though, was that I’ve never really settled on how to deal with those sorts of questions in a classroom.

Do they come up? Do you raise them? Do students?

Should we raise them? And if so, why? To inform? To persuade and obligate?

Or is it altogether worse to raise the question, chat about it (as if we’re discussing what we had for breakfast) and then move on to “more pressing concerns”?

What say you?