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ERIC Number: EJ1086503
Record Type: Journal
Publication Date: 2016
Pages: 4
Abstractor: ERIC
ISSN: ISSN-0148-432X
Why Teaching Is Not an Exact Science
Anderson-Loy, Lynne
American Educator, v39 n4 p23-26 Win 2015-2016
Lynne Anderson-Loy teaches science to sixth-, seventh-, and eighth-graders in the Contemporary School and the Regional Safe School at Woodruff Career and Technical Center in the Peoria (Illinois) Public Schools District. In this article, she describes her experience of learning how to manage student behavior in various schools throughout her career. One of her undergraduate professors gave her the advice to remember that teaching is not an exact science, and this advice served her well in that she remained open to learning different methods and techniques for interacting with students in a way that encouraged a peaceful environment and built relationships that produced positive classroom interactions. In 2013, a grant from The Atlantic Philanthropies provided the school, at which the author was teaching, with the following: professional development on secondhand trauma; a yearlong consultant who visited classrooms and suggested lessons that helped students see how education was relevant to improving their lives; and two consultants during the second year of the grant who worked with teachers on helping students learn self-control and how to better retain subject-matter information. Following training, teachers began implementing restorative justice practices to give students a voice and help them strengthen their relationships with each other and with teachers. The author describes how peace circles have been instrumental in the success of the restorative justice practices at the school.
American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois
Grant or Contract Numbers: N/A