Everytime someone asks me

what teaching in my context is like, I'm oft at a loss for adequate articulation. Fortuitously, the LA Times recently released an article that epitomizes my contemplations upon the matter rather perfectly. A concise article worth perusing, indubitably. The following is a snippet:

"The kid in the back wants me to define "logic." The girl next to him looks bewildered. The boy in front of me dutifully takes notes even though he has severe auditory processing issues and doesn't understand a word I'm saying. Eight kids forgot their essays, but one has a good excuse because she had another epileptic seizure last night. The shy, quiet girl next to me hasn't done homework for weeks, ever since she was jumped by a knife-wielding gangbanger as she walked to school. The boy next to her is asleep with his head on the desk because he works nights at a factory to support his family. Across the room, a girl weeps quietly for reasons I'll never know. I'm trying to explain to a student what I meant when I wrote "clarify your thinking" on his essay, but he's still confused." - Ellie Herman, "The Myth of the Extraordinary Teacher"

The summertide is drawing too speedily to a close and school site professional development-ing commences in approximately two days. Fervent prayer for my students this upcoming school year is underway.