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Ninguna persona tiene una visión constante de esta lente. En este ejercicio reflexivo, averiguamos qué nos permite ver al personal docente como aprendices.

In this video from 2022, Anca Mezei shares her story of overcoming the discrimination that she faced as a Romani child and how this motivated her to work with her students and their families to reclaim pride in their identity and culture.

Over a series of four sessions, practitioners from the MedStar Georgetown WISE center shared their expertise on how we can support students and teachers through the lens of a trauma-informed practice. In this second session, we delved into understand

None of us has one constant view of this lens. In this reflective exercise, we explore what allows us to view Community As Power.

Through this interview from 2019, explore Teach For Uganda alumnus Charles Obore's perspective on how to build student agency.

The following six questions will support your transition from being classified as "proficient" to "exemplary" level according to Charlotte Danielson's Evaluation Model.

Dans cette histoire, découvrez comment un participant de Teach For India en est arrivé à voir les choses autrement en passant une journée à suivre les parents de ses élèves.

Cet exercice de réflexion destiné aux enseignants vous aidera à comprendre comment différentes motivations mènent à des actions très différentes en classe. Vous réfléchirez à la fréquence à laquelle vos actions quotidiennes sont influencées par d'aut...

In this 2013 video, Teach For America alumnus Isaac Pollack tackles the seemingly impossible task of transforming Carver High School in New Orleans. Faced with academic gaps and skepticism from students in impoverished, violent neighborhoods, Isaac g

This article from 2015 uses Empieza Por Educar fellow Óliver Jabato's experience to reflect on two patterns we see in transformational classrooms around the world: collective ownership (teachers and students sharing ownership of learning) and student