Gary Ackerman @garyackerman@qoto.org

“It was actually haunted.” No. No it wasn’t.

Just schedule your meeting... I'd rather prioritize if I'm double booked than play "when are you available tag" or compare my schedule to times you added to the "when are you available? survey."

So many complex and long-term problems are “solved” by simple short-term solutions and then denial they were made worse.

Adding indignation to your requests for IT help doesn’t help you get to the top of the list.

Yeah, those "free times" you just asked me to provide... someone else claimed them in the time you were deciding the best time to schedule our meeting.

Listen carefully and you will hear IT say words that mean, “Yeah, I know that is a problem, but I told you how to fix it last week, so others whose problems have not been fixed are higher priority right now.”

You know those people who hang signs in their offices that say, “your failure to plan is not my emergency?” I get it.

The first step is analyzing data is recognizing your self-delusions.

Seems time for a reminder: If your solution is simple, you do not understand the problem.

Good science happens when scientists change their ideas as needed; quackery happens when advocates cling to bad ideas.

There is comfort in the problems with known solutions.

Without #students, #classrooms are empty-physically, culturally, contextually, pedagogically. The idea one can meaningfully plan a class before meeting the students seems disingenuous.

Teachers find the space between what students know and what they don’t know and help them fill that gap... if requires the active intervention of both.

I was asked once why I stopped teaching in the middle of a lesson during which I was observed by a principal in the back of the room. “Because they appeared to be thinking,” I said. He told me I had wasted several minutes of teaching time.

Can one both advocate for social justice in our schools and administer tests and other instruments rife with prejudice?

A blog post, now with audio, describing two math activities:
https://hackscience.education/2018/09/22/a-disturbing-observation/

Educators often face uncomfortable situations when philosophically opposed to school initiatives. Should we always follow, or sometimes challenge?

Another concerning initiative: replacing valuable coding and computer explorations with "time to practice for standardized tests." Is this progress?

A school administrator, asked about grading system changes, responded: "I can do what you want... Proficiencies? Traditional grades? I can do that too." Flexibility or lack of conviction?

It's unfortunate school leaders trust advice from politicians, philanthropists, and business people over their own knowledge. Educators know education best.