Affiliation:
1. Dallas Independent School District
Abstract
This article is intended as a deconstruction of my (the author's) perspective as a career-changer from comedian and actor to teacher that will deepen teachers' understanding of education beyond the classroom and after the school day. At the time of this article's writing, in my third school year teaching with the New York City Department of Education, it is my opinion that it is growing more and more urgent that we, as educators, do all we can to help shape today's students into responsible leaders to serve tomorrow's communities. During the short period of time we have with our students, we can model the behaviors we wish to see in our communities—not just for us but for future generations.
Reference5 articles.
1. Bartlett, L. (2005). Dialogue, knowledge, and teacher-student relations: Freirean pedagogy in theory and practice. Comparative Education Review, 49(3), 344-364.
2. Hansen, L., McCollum, M., Paulsen, S., Cyr, T., Jarvis, C., Tate, G., & Altiere, R. (2017). Evaluation of an evidence-based peer teaching assessment program. American Journal of Pharmaceutical Education, 71(3), 1-7.
3. Madison, J. (1825). Letter to George Thomson, 30 June 1825. On file with The James Madison Papers at The Library of Congress.
4. Giegerich, S. (2020, July 15). Telling young people better stories about themselves: At TC's Reimagining Education Institute, Lisa Delpit demands narratives that 'uncover students' brilliance.' Teachers College Newsroom. Available from https://www.tc.columbia.edu/articles/2020/july/telling-young-people-better-stories-about-themselves/
5. Waitoller, F. R., & Thorius, K. J. (2016). Cross-pollinating culturally sustaining pedagogy and universal design for learning: Toward an inclusive pedagogy that accounts for dis/ability. Harvard Educational Review, 86(3), 366-389.