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"Teachers Minnesota Biography."
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It won't be easy : an exceedingly honest (and slightly unprofessional) love letter to teaching
Rademacher's \"book follows a year of teaching, with each chapter tackling a different aspect of the job. Pulling no punches ... he writes about establishing yourself in a new building; teaching meaningful classes, keeping students a priority; investigating how race, gender, and identity affect your work; and why it's a good idea to keep an extra pair of pants at school. Along the way he answers the inevitable and the unanticipated questions, from what to do with Google to how to tell if you're really a terrible teacher, to why 'Keep your head down' might well be the worst advice for a new teacher\"--Amazon.com.
Book
It Won't Be Easy
Tom Rademacher wishes someone had handed him this sort of book along with his teaching degree: a clear-eyed, frank, boots-on-the ground account of what he was getting into. But first he had to write it. And as 2014's Minnesota Teacher of the Year, Rademacher knows what he's talking about. Less a how-to manual than a tribute to an impossible and impossibly rewarding profession,It Won't Be Easycaptures the experience of teaching in all its messy glory.
The book follows a year of teaching, with each chapter tackling a different aspect of the job. Pulling no punches (and resisting no punch lines), he writes about establishing yourself in a new building; teaching meaningful classes, keeping students a priority; investigating how race, gender, and identity affect your work; and why it's a good idea to keep an extra pair of pants at school. Along the way he answers the inevitable and the unanticipated questions, from what to do with Google to how to tell if you're really a terrible teacher, to why \"Keep your head down\" might well be the worst advice for a new teacher.
Though directed at prospective and newer teachers,It Won't Be Easyis mercifully short on jargon and long on practical wisdom, accessible to anyone-teacher, student, parent, pundit-who is interested in a behind-the-curtain look at teaching and willing to understand that, while there are no simple answers, there is power in learning to ask the right questions.
eBook
Raising Ollie : how my nonbinary art-nerd kid changed (nearly) everything I know
\"The account of one radically new school year for a Teacher of the Year and for his nonbinary, art-obsessed, brilliant child\"-- Provided by publisher.
BOOK
Leadership — A Story about William George Demmert, Jr
This article describes 40 years of interactive friendship and work between William Demmert, Jr. and Rosemary Christensen, who met during the First Convocation of American Indian Scholars in March 1970 at Princeton University and then in the fall of that same year as they both arrived in Cambridge, Massachusetts as graduate students in the first year of the American Indian program at Harvard University. It traces their work together through a review of selected documents that Demmert sent to Christensen that became the basis for the William Demmert Jr. Archives of the American Indian Learning Resource Center Library at the University of Minnesota Duluth. Leaders are in every walk of life, waiting for the opportunity to unlock the intangible characteristics that will set them apart, if but for a moment. But having had that moment, one will always know that one can be a leader when the need or the occasion warrants. Once a leader, always a leader, because we can only be true to what we are and have done. (Marshall, 2004, p. 193)
Journal Article
“An Imperishable Attitude”: A Memoir of Learning and Teaching
Reflecting on past experiences is an important problem‐solving technique when teachers face new situations. In fact, teachers' attitudes and practices are highly influenced by their prior experiences as both learners and teachers. This paper is based on the premise that growth as an effective teacher is enhanced when one reflects more deeply about what one believes about teaching and learning—and why. It considers the use of memoir writing to gain insight about how one's values, attitudes, and perspectives about teaching and learning are “formed.” A memoir is defined as a combination of story telling and essay writing, both narrative and reflective. During the 2003–2004 academic year, the author led a “writing community” at the University of Minnesota that helped participating faculty write their “memoirs of teaching.” These memoirs focused on periods in which the faculty members' values, attitudes, and perspectives about teaching and learning had been especially influenced. In addition to co‐leading this community of “memoirists,” the author also participated in writing his own memoir of teaching. This paper presents that memoir.
Journal Article