My tiny corner of the Internet

Schools talk a lot about innovation. New programs, new strategies, new initiatives. But one thing I keep wondering is how much of that innovation actually lasts. Whenever something new comes down from the district, veteran teachers often say the same thing: “We tried that before.” Education has a habit of swinging back and forth between ideas. Teachers are asked to learn something new, invest time in understanding it, and adjust their practice — only for it to disappear a few years later. I’ve seen this happen with several initiatives. For example, we were encouraged to adopt new ways of communicating student learning. Traditional report cards were supposed to shift toward more authentic reporting where teachers had flexibility in when and how they shared progress with families. Over time, though, that flexibility slowly disappeared. Eventually the system moved back toward a familiar structure of three reporting periods, goals, and core competencies. Technology tools show a similar...

When people talk about innovation in education, it’s usually about technology, new programs, or the next big strategy that’s supposed to transform classrooms. But the more I think about it, the more I believe that some of the most meaningful innovation happens in much quieter ways — especially in how we encourage students to think. One thing I try to prioritize in my classroom is building a community of thinkers. I want students to feel comfortable asking questions, challenging ideas, and explaining their thinking. Case and Balcean (2008) describe the teacher’s role as helping frame tasks and guiding students so they develop the tools needed to reach thoughtful conclusions. That idea really resonates with how I see my role. I’m not there just to give answers — I’m there to help students think their way through problems. Even when a student gives the correct answer, I’ll often ask something like, “Why do you think that?” or “Did anyone approach it differently?” I usually give studen...

Figuring out Important Terms: Creativity, Innovation, Teaching, and Learning When I first defined creativity, innovation, teaching, and learning earlier in this course, I already felt like I had a pretty good idea of what those words meant. After reading the articles, discussing ideas with classmates, and reflecting on my own classroom, I don’t feel like my thinking completely changed. Instead, it became deeper and more connected to what actually happens in schools. Creativity At the beginning of the course, I described creativity as intentionally making something new or meaningful, even if the change is small. I still think that’s true. Creativity isn’t just about painting or music — it can show up in everyday thinking, like trying a new way to solve a problem or explaining something differently. One thing that stood out to me was Amabile’s research on creativity. It talks about how too much pressure or constant evaluation can make people less willing to take risks. That made me think...

As a teacher, I’m always looking for ways to improve my classroom — especially when it comes to literacy instruction and student engagement . A lot of my professional learning doesn’t just come from formal workshops. It actually comes from everyday places like social media, podcasts, and conversations with colleagues . Social Media: Quick Ideas from Real Classrooms Platforms like TikTok and Pinterest are surprisingly helpful for discovering new strategies. Many teachers share quick examples of lessons, classroom routines, and literacy strategies that they’re trying in their own classrooms. I like that these ideas come from people who are actively teaching and experimenting with what works. One creator I follow, @Unlearn16 , shares content about equity and culturally responsive teaching. Her posts often challenge teachers to think about how classroom practices affect different students. It reminds me that teaching isn’t just about delivering content — it’s also about creating a clas...

On January 23, 2026 , I reached out to a collegue to try a  Classroom Residency that focused on intermediate literacy . The residency when we were reviewing school writing data together and identifying common challenges across grades. Over the next 6–8 weeks , we implemented a skill based workshop blitz to try different strategies in our classrooms and checked in with each other to see what was working. One of the best parts of the experience was the collaboration with colleagues . Teaching can sometimes feel isolating, so it was refreshing to sit down with other teachers, look at the same problem, and brainstorm ideas together. When we looked at student writing across grades, we noticed many of the same issues showing up — things like sentence fragments, weak transitions, and organization challenges. Instead of just accepting it, we started thinking about what we could do differently. In my own classroom, I began spending more time on explicit sentence instruction before asking s...

  Martin, J. R. (1991). The contradiction and the challenge of the educated woman.  Women's Studies Quarterly, 19 (1/2), 6–27. Reading Martin (1991) helped me understand why education has felt rigid and limited in how it defines intelligence and success. She explains that the idea of an “educated person” was originally based on traits associated with men, such as rationality, independence, and competitiveness, while traits associated with women, such as care, connection, and emotional awareness, were seen as less valuable. Martin uses Virginia Woolf’s metaphor of crossing a bridge to explain how women entering professional fields were expected to leave parts of their identity behind in order to succeed. Her argument is not that women need to assimilate into existing systems, but that education itself must change to value what she calls the “3 Cs”—Care, Concern, and Connection—alongside logic and reason (Martin, 1991, p. 19). This article added to my understanding of innovation...