Sure, that sounds good… but what about math?

 “When you start talking about authentic instruction and assessment, the math teachers in the room stop listening.” Not true for all math teachers, I know. But one math teacher pulled me aside after a recent workshop to share this observation. Math teachers — especially those teaching higher level courses like trigonometry and calculus — know their…

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‘Cold-calling’ — done right — is an effective way to build classroom participation

Presenting in front of the class makes me uncomfortable. If the teacher calls on me, I tense up and can’t speak. Running in phy ed makes me self-conscious and ashamed. There are a lot of things we ask of students that they don’t want to do. Does that mean we should stop asking? Earlier this…

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Let’s do what works, not what’s easy

This week, I posted a new article to my blog at NeverBore.org about why critics denounce interactive teaching — and why they are wrong. I’ll be posting there once a month on topics related to my book, Beat Boredom, my curriculum products, and the topic of interactive teaching. I’ll continue to use this MarthaRush.org blog…

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Have you done your homework on homework?

Take this quick True/False quiz: T/F Homework in high school should be limited to 10 minutes per night, per class. T/F Most high school students do about two hours of homework per night. T/F Research has found no correlation between homework and achievement. T/F Homework is always beneficial to students. T/F Homework is never beneficial…

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‘I don’t know this word’… Why student knowledge and context matter

My friend Mary, a bookseller in Chicago, told me I need to read Educated, a memoir by Tara Westover. Westover was was raised by American survivalists, and her story explains how she broke with her family’s extremist ideology and left home to seek her education, culminating in a Ph.D. from Cambridge. The part that stuck…

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Grit offers good – but not great – insights

I just finished reading Grit, and I have to say I’m disappointed. I know Angela Duckworth’s argument that passion and perseverance can overcome obstacles and lead to success has met with mixed reviews — especially from those who believe the focus on grit discounts the impact of poverty — and I have to say I…

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Why a brand-new master schedule isn’t the solution

Note to readers: I try to post every week, but a summer full of PD workshops has turned out to be busier than the school year! I hope you’re having a restful July.  In the past few weeks leading AP summer institutes for Macro/Micro teachers, I’ve had a lot of discussions about the “school day.”…

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Our students want to do work — when it’s work that matters

I love this story from last week’s Minneapolis Star-Tribune about North High students presenting research on social issues at a recent University of Minnesota symposium. One student presented his research on police brutality. Another her work on disparate maternal mortality rates for black women. Other topics included domestic abuse, poverty and immigration. The students surveyed…

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Let’s stop teaching like it’s 1899

Have you seen the picture? You know, the sepia-toned one with all of the kids sitting in desks in straight rows, representing American public schools 100 years ago? Or the newer version, the stock photo that got many of us riled up at Education Secretary Betsy DeVos? Because no, of course we don’t teach like…

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Girls need grit, too

I’ve noticed a small but disturbing trend in my AP Macroeconomics classes: Girls are more likely to give up. Although very few students drop my class — only a handful in the past five years — so far it’s only been girls. When I hear from their parents, I often hear things like: She’s so…

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