Lauren Porosoff

Lauren Porosoff teaches middle school English at the Ethical Culture Fieldston School in Bronx, New York. An educator since 2000, she also has experience as an elementary teacher, grade-level team leader, and a diversity coordinator, as well as leading curriculum-mapping and professional development initiatives.

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Teaching for Racial Justice

Categories: Instruction

After the white supremacist riots in Charlottesville last summer, many of us felt moved to act. We tweeted with the #CharlottesvilleCurriculum hashtag, shared articles and resource lists, and liked each other’s posts on Facebook. We knew that white supremacist thinking and action thrive under white complacency, and that if we continue to teach the same stuff the same way, we can only expect the same result. It seemed we were in a moment of renewed commitment to racial justice in our classrooms.

How about now? Now that the school year has started, are we putting our racial justice values into action, or are we back to covering content and meeting benchmarks? Are we using the Charlottesville curriculum resources, or have we set them aside, promising ourselves we’ll return to them at some point, because our curriculum is too prescribed and tightly packed for us to stick in content we’re not required or allowed to teach? Read more

How teachers can bring self-care into the new school year

Summer Self-Care All Year Long

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Do you have a way of living during the summer that’s different from the rest of the year?

We do. We spend time outside grilling and going for walks. We read more books. We get in a nap while our children are off at their summer activities, we see friends more often, and we get more writing done than in any other season. And it’s not just us. We have a friend, a seventh grade English teacher who’s also a mixed-media artist, whose summer days mostly involve gluing unicorns to painted canvases. Another teacher friend spent one summer road-tripping from New York to Panama. Many teachers catch up on professional development, reading articles they’ve been saving, and if their school budgets allow, attending summer institutes. And because our profession is not the most lucrative, we know plenty of teachers who have temporary summer jobs—but they too go might into summer mode during their afternoons, evenings, and weekends.

What is it about summer that allows us to live so fully? More to the point, what is it about September that stops us? Read more