Teaching Unscripted

In her new book, Leading Well, author Lucy Calkins draws on the experience she and her colleagues have shared at Teachers College Reading and Writing Project over the last thirty years. Lucy’s leadership is rooted in her practice of reading and writing workshop instruction, but where did that instruction begin and how was she called to literacy work to become the leader we know today? How has Lucy Calkins nurtured her own culture of continuous study?

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This week on the Heinemann Podcast we’re learning about the importance of personal identity work in education. To understand this work better, and its impact on teachers, we’re handing this week’s podcast over to Heinemann Fellow, Minjung Pai.

Min teaches fifth and sixth grade in Los Angeles, California. She is committed to equity, inclusion, and progressive education. Min believes that collaboration is at the core of teaching – that working together with students, parents, and teachers can make a significant, powerful, and lasting impact. Min is currently in her first year as a Heinemann Fellow.

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“We learn lots from hero stories, but sometimes they leave out the concrete realities of change,” writes author Cornelius Minor. He goes on to write: “The ‘teacher as superhero’ story can be similarly misleading.” Today on the Heinemann Podcast, we’re exploring the reality of that story.

In part two of this special read-aloud series, Cornelius continues reading from the introduction of his new book, We Got This: Equity, Access, and the Quest to Be Who Our Students Need Us to Be. If you missed Part I, we invite you to go back and give it a listen.

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This week on the Heinemann podcast, a conversation with author Lucy Calkins on leadership. In Leading Well: Building Schoolwide Excellence in Reading and Writing, Lucy Calkins draws on the transformative work that she and her colleagues at the Teachers College Reading and Writing Project have done in partnership with school leaders over the last thirty years.

While a school leader should be inspirational, Lucy says leaders need to be much more than that. Lucy says, making monumental change in literacy education is no small thing and the most powerful leaders lead through influence—not compliance—rallying people to believe in the cause. She also tells us that a good leader reminds us there is dignity in learning and that leaders need to make themselves vulnerable as public learners to foster the kind of environment that will help their teams try new things and continually outgrow themselves.

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Today on the podcast, we’re excited to bring you the third conversation in our Turn & Talk series, hosted by author Ellin Keene. If you missed the previous episode, you can listen to it here.

Turn & Talk is a celebration of Heinemann’s 40th anniversary, hosting conversations between authors who have written for Heinemann since its early years, and those who are newer authors, bringing their unique perspectives to the table. This series tackles issues facing educators today, like: how much autonomy do individual teachers really have; how can we ensure equity for all students, and what it’s like to launch your ideas through books and podcasts into the world of education. Patterned after the New York Times’ Table for Three column, host Ellin Keene poses questions to authors and engages them in a reflective conversation.

In this third Turn and Talk discussion, Ellin is joined by Linda Rief (most recently the author of The Quickwrite Handbook) and Sara Ahmed (author of Being the Change: lessons and strategies to teach social comprehension) as they share their stories of their teaching journeys, teacher autonomy, and student inquiry.

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Author Cornelius Minor says that no matter how we all got here, we all have a few things in common. For starters, we all want better, and that’s why Cornelius came to education.

In a special read-aloud edition of the Heinemann podcast, Cornelius reads from the introduction of his new book; We Got This: Equity, Access, and the Quest to Be Who Our Students Need Us to Be.

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Today on the Heinemann Podcast, author Cornelius Minor on how the teacher as superhero narrative can be misleading if we don’t spend time with the imperfections that allow us to be human.

 In his new book, We Got This: Equity, Access, and the Quest to be who our students need us to be, Cornelius crafts a better hero story for the profession of education. He writes: “we are allowed to fail, reflect, improve and try again.” To do this, he says it starts with authentically listening to our students.

If you’re a longtime listener of the podcast, you’ve no doubt heard Cornelius in earlier episodes on “Building Your Teacher Team,” or his recent interview with Kwame Alexander. Now, in his new book, Cornelius expands on his thinking of equity and access. He identifies tools, attributes, and strategies to help us make transformative teaching moves.

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What does it mean to be a writer? And how do we establish routines for our beginning writers?

Today on The Heinemann Podcast, co-authors Katie Wood Ray and Lisa Cleaveland on their new book: A Teacher’s Guide to Getting Started with Beginning Writers.

In this latest release of the Classroom Essentials Series, Katie Wood Ray guides us through the first days in Lisa’s classroom when writing workshop is a time — everyday— when her students make books. We see step by step how to launch primary writing workshop with beginning writers.

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Today on the Heinemann Podcast, we’re learning about creative ways to grow our thinking.

Tanny McGregor is the author of Ink and Ideas: Sketchnotes for Engagement, Comprehension, and Thinking. In it, Tanny explains the power behind putting words and pictures together in the method of “sketchnoting.” One of the benefits of sketchnoting is bringing focus and strengthening memory. It also allows for multiple perspectives in the classroom to be represented in authentic and personal ways. 

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