because he got rushed out of the house and didn’t have time to brush his teeth. He showed me pictures of the sheep on his family farm.
A supply teacher told me that he dropped by when I was absent and left me an apple.
might reveal a discipline problem to be concerned about, he waved enthusiastically to get my attention.
would exceed the names of all other students. Getting George’s attention is difficult. Getting George to
understand and to learn is difficult. Liking George isn’t difficult.
George. In our professional learning this year, we decided to record student voices and to see what
learning takes place that is not evident when they write. George loves speaking so using a voice
recorder and interviewing him after a reading task was easy and he was engaged the entire time.
But was he learning? And, if there was learning, could I hear it?
George pays closer attention when it connects with his own life and I’m getting a better understanding of what he understands.
Last year, our Literacy Achievement Collaboration Group allowed teachers the time to reflect on students and themselves; it provided a learning environment that had high expectations for learning, and which was rigorous and demanding, but allowed for many voices in the interests of