Among the many joys of being a VTS Trainer—as well as the Editor of Site Specific—is the opportunities I have to work with and learn from truly incredible teachers.
Aija Simmons is just such an inspiring figure. Her work in and out of the classroom is a model for how reflective practice can have a profound effect on our teaching and even augment what is possible for our students, our schools, and our communities.
As an organization, VTS recently revised our Mission, Vision and Values, in the process, choosing to highlight “reflective teaching practices that support education systems to become more inclusive, accessible, and responsive.” I cannot think of a more fitting example of this work than what Simmons describes in her essay.
Special thanks to Kabir Singh, peer reviewer for this edition.
VTS allows students to engage in productive discussion, learn to form an argument, and transfer skills to other content areas.
Learning requires collaboration and a humble reorientation to knowledge that encourages improvisation.
Listening is necessary for any conversation, but listening well expresses something meaningful in and of itself.
The core of the VTS experience lies in the fact that it takes place with other people.
VTS has become a vital part of my instruction and I am convinced it can work for all students.
Three, deceptively simple questions changed my teaching practice forever. I wondered, could we also teach writing using VTS?
How VTS helped shape communities of practice that value diverse input and prioritize inclusive discussion.
Clearly, the curriculum was failing this classroom. How should a facilitator respond in such a situation?