Attendees at the 2008 Annual Conference and Exhibit Show had plenty to say about the conference sessions. The following are selections from comments posted on Inservice, the ASCD blog, by participants who wanted to continue their rich discussions and address the issues raised during the many stimulating sessions. (Comments may have been edited for space or clarity.)
In response to "An International Concern," which outlined presenter Mary Hatwood Futrell's call to redefine schooling globally:
I really feel that smaller class sizes would be beneficial for students. Smaller class sizes would allow the students to receive more one-on-one communication with their teacher. I teach in Ohio and I am in favor of school all year around, which I feel would help kids to not forget what they learn. I really feel that kids do forget a lot of things over the course of their three-month vacation.
—Kirt
In response to "Tomorrow's Principals," which asked, "What do you think tomorrow's leaders need to know and be able to do?":
Tomorrow's leaders need to know what's going on in their schools. If your school adopts a new program, the principal needs to be able to implement the program just as well as the teachers.
—D. Riley
Any leadership program that is created to develop future school leaders must have as one of the essential criteria for all candidates at least 10 years in the classroom. There are too many school leaders in the system that have taught less than 3 years, are presently in charge of their schools, rely heavily on data, and will not ask experienced, knowledgeable teachers for input on what truly works in their classrooms.
—Zulma
In response to "Myths That Haunt Students," which examined students' negative beliefs about learning and school:
I teach 6th grade math, and so many students give up when they don't understand a concept right away. I believe it happens more with my Honors group, where so many think that everything should come easily (and maybe it has in the past). I like the suggestion by [another commenter] that students have a classroom blogging experience. I think it would help if they know others have the same difficulties. Also, I believe that once they do "get it," they have done the work internalizing what problems they had, and it will mean so much more. Also, if I could read the blog, it would help me understand more where their difficulties lie.
—Debbie
I start the school year with an activity that requires the students to take risks and trust each other. I try to model that making mistakes is OK, and even encouraged, as long as we learn from them. Hopefully by doing this my students will feel safe giving their best effort even if they are unsure of exactly what they are doing.
—Paul
I think this is true. In a strange twist, I think there is a similar myth of teaching—that good teachers don't struggle, they just magically know what to do.
—Sylvia
In response to "It's All About the Children":
At one time, our school was a place where all the teachers went to retire. After many years of hard work of parents, teachers, staff, and especially the students, our school is one of the top in the district. It takes more than standards, curriculum, and laws like NCLB. Caring, commitment, and setting high standards also played a key role in changing our school for the better.
—Darcy
In response to "Today's Neuroscience, Tomorrow's Classrooms":
My hope for the future is that with enough data from neuroimaging and brain mapping there can be definitive correlations between yet-to-be-created cognitive tests (written, oral, and other alternative assessments) [and] the scans that match with the way the particular student can learn best, what his possible future difficulties will be, and what his special gifts might be. All of this is a possible vision of the future—a future where individualization is not only beneficial, but also practical.
—Session presenter Judy Willis
I don't believe we are labeling students as certain kinds of learners by utilizing the knowledge we gain from the study of neuroscience. When multiple intelligences became popular, were we labeling students then, or were we identifying ways they learn best?
—Kim
In response to "Lessons from High-Performing Nations":
Why do you Americans keep comparing yourselves to Finland, Singapore, or Japan? Because it gives you an out, that's why. You can always say, "Well, that's their culture," or "What they do wouldn't work here." I have news for you. Canada ranks 3rd in the world in those international comparisons, and some provinces (Alberta in particular) rank above the countries you are trying to emulate. Canada has the same basic culture and SES levels as you do, which means your excuses disappear beside us. If you want to find out what works, I suggest you may not have to look so far afield to face some ugly truths about the nature of your excuses.
—Jim
In response to "Reaching and Teaching the iPod Generation":
I agree with the idea of getting students engaged, and I use the Smart Board and Mac laptops. I also read some of the chapters of Tom Sawyer to my 7th graders and then make them shut the book at a crucial moment. This is my hook for prediction, and it does build sustaining interest, good discussion, and writing. They then act out the rest and see if their predictions were true. I know it is not a technological innovation and very old school, but it really works.
—Susan
In response to "How Do You Turn Around a Low-Performing School?":
My school is trying to turn itself around and raise test scores. We are a high-priority school, and we have received additional funding to help us achieve this goal. I believe that one of our biggest obstacles is an ineffective principal afraid of risk and confrontation. I want to hear from someone at a school that was able to show great improvement without a strong leader. Any ideas for the most effective ways to use our increased funding?
—Don