“We cannot all succeed when half of us are held back. We call upon our sisters around the world to be brave—to embrace the strength within themselves and realize their full potential.”
As the Standing Committee on Global Citizenship continues to consider ways in which teachers, students, and community members can increase our knowledge of what it means to be a global citizen, we turned to the status of girls and women for the month of March. In the United States, March serves as Women’s History Month, and the theme for Women’s History Month 2017 is “Honoring Trailblazing Women in Labor and Business.”
There are many trailblazing women to admire, and thus on a personal level, girls might be encouraged to consult biographies of women who have made a difference in the world of business and labor. Understanding what encompasses both business and labor would be a great start for girls in elementary and middle school, while addressing explicit ways young women might enter the world of business and labor would make for great teaching at the secondary and postsecondary levels.
The National Women’s History Project website is a great resource for learning more about female leaders throughout time. Nominations for this year’s honorees include Kate Mullany, who, in 1845, began the first all-women labor union, and Lucy Parsons Gonzales, who founded the Industrial Workers of the World in 1905.
In discussions about women’s history, exemplars of strong voices who disrupt the status quo can be found in clips from biographies on series such as PBS’s “American Masters”. This month ABC’s “When We Rise,” addresses issues of gender and gender advocacy and offers another great way to encourage students to become familiar with positive avenues for equity.
As transgender equity seems threatened, emailing congressional representatives as well as school board representatives and school district administrators about supporting transgendered students is one action students can take. Talking about such issues and the historic actions taken in the past to protect other underrepresented groups is equally important.
Using biography projects (see Pinterest and Scholastic) or encouraging innovations through inquiry projects that would make a change in people’s lived experiences (see The Better India and edTechTeacher), young people have a path to action. Inviting students to become participants in organizations such as Girl Up or Disrupt and Innovate can help them see that they can be the change we want to see in the world.
Join Terry Thompson @TerryTreads this Sunday for a conversation around “Teaching for Responsibility and Independence.”
Terry is an author, teacher, and consultant living in San Antonio, Texas. He provides staff development for teachers of readers and writers in grades K–8. Currently a reading interventionist, Terry has served as a classroom teacher, basic skills teacher, Reading Recovery teacher, and literacy coach. His most recent book is The Construction Zone: Building Scaffolds for Readers and Writers.
Here’s what we’ll discuss during the chat:
Q1: What challenges do you face when it comes to shifting students toward independence in literacy?
Q2: What evidence do you look for that show students are reaching independence? What assessment practices seem most valuable?
Q3: Despite our best intentions, how might we get in the way of students working at optimal levels of responsibility and how can we monitor for this?
Q4: What are some ways we can invite our students to share the responsibility for learning and to move toward independence?
Q5: How can our feedback help students take responsibility for their own learning?
Q6: After reflecting on tonight’s discussion, how will you be more mindful of teaching for student responsibility and independence tomorrow morning?
Each February since 1990, communities across the country have gathered to celebrate the African American Read-In. Gathering in schools, libraries, community centers, churches, and homes, people come together to read and discuss the writing of African American authors. After each event, hosts are encouraged to fill out a “report card” that details how many people attended the event and what books were read.
According to reports from the last several years, these twenty-four titles were the most frequently read. We’ll post an updated list of the most popular books from #aari17 after the report cards are all submitted in March.
In honor and celebration of a writer and orator whose words changed the world, we offer four short quotes from Dr. Martin Luther King, Jr. The links go to the full texts from which these quotes were drawn as well as some resources that you may find useful for the classroom.
“We must remember that intelligence is not enough. Intelligence plus character-that is the goal of true education. The complete education gives one not only power of concentration, but worthy objectives upon which to concentrate.”
From “The Purpose of Education” in the February 1947 edition of the Morehouse College student newspaper, the Maroon Tiger.
Explore many more original texts by Martin Luther King, Jr. in this digital archive.
“I’m concerned about a better world. I’m concerned about justice; I’m concerned about brotherhood; I’m concerned about truth. And when one is concerned about that, he can never advocate violence. For through violence you may murder a murderer, but you can’t murder murder. Through violence you may murder a liar, but you can’t establish truth. Through violence you may murder a hater, but you can’t murder hate through violence. Darkness cannot put out darkness; only light can do that.”
Yes! The proposal system went live on November 19 and can be accessed here. Full details on the word counts and fields you will have to fill in can be found here.
Why is the deadline January 5 January 12?
Your proposal goes through many review steps before a final determination is made about selection. In order to ensure that each proposal gets the time and attention it deserves, we selected a deadline that offers the maximum amount of time for review before our program selection meeting in February. Additionally, the timeline this year reflects a new plan to ensure announcements about the 2017 program go out in April and include schedule information so presenters can secure funding and make arrangements to attend earlier in the year. To accommodate these improvements to the overall process, we opened the proposal system four weeks earlier this year in an effort to provide you with as much time as possible for completion. NOTE: The deadline has just been extended by one week in response to feedback from our members. We have worked to adjust the review process so we can still address the needs outlined above within this new time frame.
Can I get help with my proposal?
Yes! NCTE has online coaches whom you may contact to help you hone your proposal before you submit it. To give coaches time to work with proposers, please request assistance as soon as possible. Please indicate your reviewer level when emailing email@example.com to request a coach.
What topics are being considered this year?
The selection committee is looking for work on a broad range of topics, including:
Community/Public Literacy Efforts
Content Area Literacies/Writing across the Curriculum
Digital and Media Literacies
Equity and Social Justice
Teacher Education and Professional Development
What’s the criteria for selecting sessions?
You can read all about the criteria here. But here are some guiding ideas to help you:
Be clear and thoughtful. The more specific you are, the easier it will be for reviewers to imagine what this session might be like.
Think engagement. In her call, Jocelyn Chadwick explains that “all program proposals must be interactive, engaging the audience and providing clear takeaways.” Sessions that involve participants in activities, discussion, Q&A, or other kinds of interaction are often the most popular at the Convention, and program planning decisions around proposals are driven by that knowledge.
Make it relevant. There is so much going on in education right now that it’s likely any of your ideas will fit in, but bear in mind that attendees come from all over the country, from classrooms of every shape and size. Think about how what you’re thinking and doing in your local context could resonate with folks from lots of different contexts.
The NCTE offices will be closed December 23–January 2. We’ll make sure to answer any additional questions as soon as we get back.