We Have to Stop Pretending

Two days ago, I received an invitation to participate in an effort titled, “We have to stop pretending.”  The origin of the challenge (by: Scott McLeod) is found here.

I was challenged by Dave Kimball on Twitter.

Dave’s response to the prompt is found here.  Also, other Connecticut connected educators that were challenged have taken part as well.

Judy Arzt posted her version of “We have to stop pretending” here.

Charles Dumais recently posted the following responses:

The “We Have to Stop Pretending” challenge asks participants to pass along 5 thoughts on the topic and then to tag another 5 people to keep up the momentum. My 5 thoughts are listed below, followed by the 5 people I challenge.

In education, we have to stop pretending:

1) that our students have been fully challenged;
2) that students sitting quietly in a class are engaged & motivated;
3) that basic knowledge of a lesson, unit, etc. is the foundation needed before application, creation, or problem solving;
4) that creativity cannot be taught;
5) that if it ain’t broke, don’t fix it.

I pass along the challenge of “We Have to Stop Pretending” to these five Connecticut educators:

Joseph Palumbo  @MrPalumboPHS

David Huber, Ed. D. @DavidJHuber

Tim Napolitano  @Timnap

Tom Brant  @tom_brant

Christopher Weiss  @ChrisWeissCT

Follow along on Twitter #makeschooldifferent to find others’ responses to this challenge.

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About Dr. Chris Longo

Principal, Schaghticoke Middle School, New Milford, CT
This entry was posted in Leadership. Bookmark the permalink.

2 Responses to We Have to Stop Pretending

  1. Love your list, Chris, particularly #3. Thanks for participating!

    Like

  2. msdayvt says:

    Agree that #3 is right on. AND glad to see #2 because quiet does not necessarily equal engaged. Students talking is a requirement for engagement at some points. thought can be quiet, engagement can be written, sure. but without human interaction, why bring students into the building in the first place? Thank you for this.

    Like

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