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The Washington Post

These gifts are tied to learning and the application of skills that aren’t often incorporated into standardized instruction—such as kindness, assertiveness, and joy.

A call to action for teachers in high-poverty schools.

'Teaching at a high-poverty school was different because no matter how fast or long I worked, I could not get everything done.'

'I know. You’re worried. Every day, your child comes home with a story about THAT kid. The one who is always hitting, shoving, pinching, scratching, maybe even biting other children...I know, and I am worried, too.'

For new and veteran teachers.

Why so many reform efforts don't work.

When what seems to be progressive instruction really isn't.

'Don’t tell us that you know more about good instruction than we do." And six other things.

Every teacher has at least one student who is very, very difficult to reach.

Four teachers from high-poverty schools recently told Obama and Duncan over lunch about problems they are encountering in their profession. Were they actually heard?

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