Freedom to Teach

Freedom to me means that student get to speak openly in class during larger and small group discussion. Freedom to me means that I get to explore other resources that will strengthen my students skills.

We need to go back to the days where learning was fun and challenging and teachers have the freedom to design the curriculum to best meet the needs of the students.

With sophomores I have freedom to teach different novels that I might not otherwise in a different grade level.

Many teachable moments happen and I have the freedom to teach to it. My students also have the freedom to teach me as well so we all learn from one another,

This requires our society to reestablish the trust they once had with educators and allow them to make decisions about what they feel is best for the students. Too many non-educators are involved in making political decisions about the education system. Yes, business leaders do need to be involved in communicating the needs for the community's workforce, but most schools have established those partnerships. Let's look at taking the politics out of education and getting back to providing a quality relationship between educators, students, and communities. Also lets work on encouraging a community of diverse educators that mirrors the student population.

Trust teachers. Respect the value of relationship: between teachers and administrators, among collaborating colleagues, between parents, students, teachers, and the entire school community. Honor the learning that happens inside and outside of books: in social emotional development, in experiential learning, in collaborative efforts and community service learning, and in student-driven endeavors. Freedom to teach means removal of the shackles of standardized test scores. While progress monitoring and goal setting is essential, making results a threat only creates a toxic relationship with academic performance. Freedom to Teach is a reminder that we don't teach curricula, we teach students. We guide them in a discovery of learning; we remember that they are part of a rapidly developing new way of living, learning, and working; and we support them and each other with flexible, engaging, highly rigorous coursework that capitalizes on strengths and reinforces areas of weakness.