We had seen the bold and blue horse in my dream; its strong body, like a horse on the prairie, like a cowboy’s horse. It could fight, it could run.
In our hearts, we once rode a blue horse in our dreams, galloping in the land of freedom.
Some pain was like a lean horse, running fast for a moment before collapsing.
Because my sister and I—
our memories didn’t fade. There was some joy in them, fresh as the blue horse.
Sometimes we lacked the courage to carry ourselves far enough to escape our family— a home filled with liquor bottles. Father’s face was red, quarreling and fighting.
Illness took you away; you never broke free from the cage. The funeral flowers mirrored your snow-white skin— it was your grand festival.
In death, you become weightless. Death carries you on a blue horse to a place of freedom.
Minotaur
The Art Institute into Tuesday’s snow.
When my eyes opened, I was trapped in the museum’s labyrinth (Tiny as a shadow). Unknown monsters faced me, horns casting twin shadows. / Hallucination? / /Blood! People! / I want to escape the twisted halls. /
/ Too vast, the museum warped into impossible geometry. / / Blood, blood, blood, the Minotaur drinking museum’s lights like wine. / / I saw the monster devour the soul of a person, and the Minotaur ate the monsters, as if history endlessly repeats itself. /
/ Just like two sides of history’s dark mirror. / / I couldn’t separate myth from memory. The monster becomes real only in relation to trauma; both past and present might be true or false. /
/ b / bl / bla / / b, bla, b, black black black black black sun sun sun sun sun / I exorcise Munich’s beer hall memories, 1923 to1933, darkness envelops Chicago snow. I try to comprehend-histories. Outside the painting, only one museum, Inside the painting, multiple wars, The ghosts of WWII, European ghosts, red and black, bleeding.
As the Minotaur devours monsters, I seek meaning in chaos. Especially beneath the museum’s artificial lights, I remember what Minotaur told me: “The survivors of horror become storytellers, and all stories and human are one.”
In this moment, the endless snow falls silent. The black sun falls silent. Like human of memory. Like history coming to a still. Back to reality, everything is fine. I am enjoying Picasso’s Minotaur with ease.
Yucheng Tao is an international student, who has been studying songwriting at MI College of Contemporary Music in Los Angeles. His work won the Open Them Wingless Dreamer 2024 contest, and Moonstone Art Center published it.
God has given me a wonderful life. Each day is wonderful and I can live a joyous life. Yes, dialysis enables me to focus on my relationship with our Heavenly Father. My joy that started in childhood comes from talking to God all the time.
He has given a life full of riches. I get to take time to thank Him while I’m treated. I continue to pray and give thanks for my life and for that abundance of joy. God’s gift has allowed me to have Heaven here at the present time. I experience the wonders of the All Mighty. Imagine having an experience of God’s grace while still living here on earth.
Joy and joy and joy. Nothing on this earth can now take my heart for God is showing me the purpose of my life. He has allowed the writing of Jeremiah 29:11 to be His gift to me to have and to keep. I experience His unending mercy and grace. I can’t explain my peace in my relationship with God now. 12 hours a week at three hours a season with His healing of me and others. I find myself having compassion for others to teach them to enjoy the gift of life without taking it for granted.
Each moment is a moment to converse with Him and praise Him. Giving glory.
Nothing in this world is greater than His love for us. Now I understand my purpose.
God has given me a chance to fully live having dialysis. I am no longer captured by the world because of God’s Mercy. I’m prospering and have hope and a future with Him in this life and eternally.
I share God’s amazing grace to me. His grace to live in the inner city. His grace to just live a life of abundance of peace and prosperity and a future and hope. Nothing surpasses His grace.
So, in closing, dialysis has shown me God’s love to me which is beyond my comprehension. I leave you all with this thought: wherever you are in life, God is there. In difficult situations or joy, He is with you.
Inspired by a lesson learned in a Language Interpreter class. Miscommunication is not only the speaker’s fault but may be of the listener’s as well. Cultures, Emotions, Knowledge level and Situational Factors have ways of hindering one’s perception and interpretation.
Patience, Trust and Love are important factors in communication.
Lilian Dipasupil Kunimasa was born January 14, 1965, in Manila Philippines. She has worked as a retired Language Instructor, interpreter, caregiver, secretary, product promotion employee, and private therapeutic masseur. Her works have been published as poems and short story anthologies in several language translations for e-magazines, monthly magazines, and books; poems for cause anthologies in a Zimbabwean newspaper; a feature article in a Philippine newspaper; and had her works posted on different poetry web and blog sites. She has been writing poems since childhood but started on Facebook only in 2014. For her, Poetry is life and life is poetry.
Lilian Kunimasa considers herself a student/teacher with the duty to learn, inspire, guide, and motivate others to contribute to changing what is seen as normal into a better world than when she steps into it. She has always considered life as an endless journey, searching for new goals, and challenges and how she can in small ways make a difference in every path she takes. She sees humanity as one family where each one must support the other and considers poets as a voice for Truth in pursuit of Equality and proper Stewardship of nature despite the hindrances of distorted information and traditions.
Karin knew the drill. She got in line behind all the other girls in Mrs. Lowenstein’s fourth grade class and awaited her turn to be observed, measured and judged. At the front of the line, near the blackboard, Mary Ann approached the towel arrayed across the floor, knelt on her knees and allowed Mrs. Lowenstein to gauge the distance between the hem on her skirt and the floor with a wooden yard stick. It was a rather primitive ritual, but this was 1964 and there was little room in the educational system for progressive thought, so-called. “You’re good to go, Mary Ann,” commented the teacher. “Good girl.” Mary Ann, her cheeks red, took her seat among the other students, who were all the boys in the class. “Next!” snapped Lowenstein.
Next up was Kay, the class tomboy, who always dressed in denim jeans. Objections from some school board member mandated that Kay conform to the dress code, however, so she was forced to wear a skirt over her dungarees. This didn’t get her out of the measuring ritual, however, and down on the towel Kay went. “Kay,” said Mrs. Lowenstein reprovingly, “you’re more than an inch too short.” Kay’s mouth opened incredulously, then closed. “You know the rules,” her teacher reminded her. Kay’s mouth opened again but no words came out. Her face perceptively darkened. “Now, get on home and put on a decent skirt so you can fit in with the rest of the girls!” directed Lowenstein. Kay left the classroom without a word. Students had learned from hard experience that there was no negotiating with Mrs. Lowenstein. Kay slammed the door as she left. Mrs. Lowenstein’s mouth formed a hard, straight line, but she said nothing. And so it went, till nearly every girl had been suitably appraised ahd humiliated. There was but one girl left.
“Karin,” said Mrs. Lowenstein with relish. “You’re next.” Karin could almost imagine the sadistic teacher licking her lips, salivating to bring the brunt of her authority to bear on the nine year old student. Karin stood before her teacher. “Well, get down on your knees,” ordered Lowenstein. Karin could hear some of the boys giggling across the room. Karin felt heat on her face, but complied with the directive. Lowenstein stuck her damnable yard stick against Karin’s knee and measured. “Aha!” she yelped gleefully. “You’re fully an inch and a half too short, you naughty girl!” Karin rose to her feet, shrugged. “Get home and get a decent skirt, or maybe a dress–that’s what proper young women should wear!” Lowenstein was ungracious in victory.
“And just how am I going to do that, Mrs. Lowenstein?” asked Karin wearily. “Huh? What?” spluttered the teacher. “What do you mean?” she demanded. “I live two miles from school; I take the bus here,” said Karin, as though explaining a simple arithmetic problem to a slow child. “How do I get there and back? Both my parents work.” she explained. “Your mother…works?” asked the teacher, scandalized. “Well, you work, don’t you?” her student asked. “Don’t be impertinent,” snapped the teacher, frustrated at confronting the truth.
Mrs. Lowenstein thought hard for a moment before snapping her thumb and forefinger and announcing, “I’ve got it: go down to Miss Washburn, the Home Ec teacher and have her let the hem out of that skirt.” Karin rolled her eyes but complied with her teacher’s wishes. A few minutes later, Miss Washburn appeared at the door of the four grade classroom and motioned Mrs. Lowenstein to join her. “Yes, Wanda, is there any problem with Karin?” “I couldn’t let the hem out because there wasn’t but about a half inch left. But I found a quick fix.” “What is it?” the other teacher asked.
“Well, I’ll show you.” Signaling behind the door, Miss Washburn beckoned Karin to join them in the classroom, which she reluctantly did. The rest of the class immediately burst out laughing uproariously. There, appended to the hem of Karin’s skirt, was a four-inch band of gold-colored fabric, stretching all around the circumference of the skirt. Mrs. Lowenstein frowned at first, then perked up, determined not to make a bad situation worse. “There, that’s fine, thank you, Miss Washburn.” She turned to the little girl. “You see, Karin, you’re quite presentable now. Don’t you think your father would see the improvement in your apparel?” “I agree, Mrs. Lowenstein,” said Karin with surprising enthusiasm, her green eyes flashing. “And I believe my father would love it.” “Really?” asked her teacher, skeptical. “Yes! During World War II my father had one just like it, only in a Star of David; I’ve been pictures. He wore it at Auschwitz!”
Teacher evaluation is a systematic process designed to assess the performance and effectiveness of teachers. Its primary purpose is to enhance teaching quality, improve student learning outcomes, and support teachers in their professional growth.
Evaluation identifies teachers’ strengths and areas needing improvement. Through classroom observations, student feedback, and performance reviews, teachers receive actionable insights to refine their methods.
Enhanced teaching strategies that lead to better student engagement and achievement. Teachers need continuous growth to adapt to changing educational needs.
Evaluations highlight specific skills or knowledge gaps, guiding teachers toward targeted training and development opportunities.
Teachers stay current with best practices and new teaching techniques. Schools are responsible for delivering quality education. Teacher evaluations provide evidence of their contributions to student success and adherence to school standards. Greater trust among stakeholders, including students, parents, and administrators.
In essence, teacher evaluation is a collaborative tool for growth, accountability, and educational excellence, benefiting both educators and learners alike.
Methods of teacher evaluation.
Teacher evaluation involves various approaches to assess teaching effectiveness. These methods provide a well-rounded understanding of a teacher’s performance and impact on student learning.
Classroom Observations–Administrators, peers, or instructional coaches observe teachers during lessons to assess their teaching practices. Observers use a rubric or checklist to evaluate aspects like lesson delivery, classroom management, and student engagement. Feedback is provided based on what was observed. Direct insights into real-time teaching. Can be subjective if not standardized.
Self-Assessment-Teachers reflect on their own practices and evaluate their strengths and weaknesses. Teachers complete self-evaluation forms or write reflective journals. Often combined with professional development plans. Encourages personal accountability and growth.
3.Student Feedback-Collecting input from students about their classroom experiences. Surveys or questionnaires are given to students, asking about teaching effectiveness, clarity, and engagement. Provides a perspective from the primary beneficiaries of teaching. May not fully capture a teacher’s effectiveness, especially with younger students.
4. Peer Review-Fellow teachers review each other’s teaching practices. Peers observe lessons, review teaching materials, or collaborate on instructional improvement. Promotes collaborative learning among teachers. Can be influenced by personal relationships or biases.
5. Student Performance Data- Using student test scores, grades, or other metrics to evaluate a teacher’s impact on learning. Data is analyzed to measure student progress over time. Often combined with other evaluation methods for context. Provides measurable evidence of teaching effectiveness. Factors beyond the teacher’s control can affect results.
6. Parent Feedback-Gathering insights from parents about their perception of the teacher’s effectiveness and communication. Surveys or meetings allow parents to share their views.
7.Teaching portfolios-A collection of materials that showcase a teacher’s work and achievements. Portfolios include lesson plans, student work samples, assessments, and reflections. Demonstrates a teacher’s planning, creativity, and impact.
8.Standardized Evaluation Tool-Using structured frameworks like the Danielson Framework or Marzano Teacher Evaluation Model to assess performance. Teachers are rated on specific criteria like instruction quality, professional responsibilities, and classroom environment. Provides consistency and clear benchmarks.
Best Practices for Teacher Evaluation
Use multiple methods: Combining methods ensures a fair and comprehensive evaluation.
Provide constructive feedback: Focus on growth and actionable suggestions.
Ensure transparency: Clearly explain the process and criteria to teachers.
Foster a supportive culture: Make evaluation a tool for improvement, not judgment.
By leveraging a mix of these methods, teacher evaluations can effectively support both individual development and overall educational quality.
Challenges in teacher evaluation.
While student feedback is a valuable method for assessing teacher effectiveness, it comes with specific challenges that educators and administrators should consider:
1.Student Bias-Students may base their feedback on personal likes or dislikes rather than objective teaching effectiveness. Example: A teacher who enforces strict discipline may receive lower ratings from students, even if they are effective at teaching.
2.Lack of Maturity- Younger students may lack the maturity or understanding needed to evaluate a teacher’s skills fairly. Example: Elementary school students may focus on how “fun” a teacher is rather than the quality of instruction.
3. Influence of Grades- Students’ opinions may be influenced by the grades they receive. Example: Students who receive poor grades might rate a teacher poorly out of frustration, regardless of the teacher’s competence.
4. Limited Understanding of Teaching Practices-Students may not understand the complexities of effective teaching or why certain methods are used. Example: A teacher’s emphasis on critical thinking might be undervalued because students find it challenging or unfamiliar.
5. Pressure to Please-Teachers might feel pressured to prioritize popularity over effective teaching to receive positive feedback. Example: A teacher might avoid giving challenging assignments to keep students happy, which can compromise educational quality.
6. Cultural and Contextual Factors- Cultural or contextual factors may shape how students perceive and rate their teachers. Example: In some cultures, students may hesitate to provide honest feedback about their teachers out of respect or fear of repercussions.
To make student feedback a meaningful part of teacher evaluation, schools can:
Use age-appropriate tools: Design feedback forms suited to students’ maturity levels.
Provide guidance: Educate students on how to give constructive and focused feedback.
Combine with other methods: Use student feedback alongside classroom observations and other evaluation tools for a balanced view.
Focus on patterns: Look for consistent trends in feedback rather than isolated comments.
Ensure anonymity: Allow students to provide feedback confidentially to promote honesty.
By addressing these challenges, student feedback can become a valuable, fair, and actionable tool in teacher evaluation.
Feedback and professional growth.
Feedback is essential for professional growth, especially for teachers and professionals in education. It helps identify strengths, areas for improvement, and strategies for development.
Feedback is information or guidance provided about your performance. It helps you understand what you are doing well and what can be improved. Example: A principal might tell a teacher, “Your lessons are engaging, but try to ask more open-ended questions to encourage critical thinking.”
Feedback highlights what you’re good at and what needs improvement. Example: A teacher learns their classroom management is excellent but needs to improve lesson pacing.
Constructive feedback encourages learning new skills and improving existing ones. Example: After receiving feedback, a teacher attends a workshop on integrating technology in lessons.
Positive feedback boosts confidence, while constructive feedback inspires growth.
Example: Being praised for creativity motivates a teacher to explore innovative teaching methods.
Feedback helps set realistic and meaningful professional goals. Example: “Focus on differentiating instruction for diverse learners this semester.”
Professional growth is the continuous process of improving skills, knowledge, and performance in your career. It involves learning new techniques, adopting best practices, and staying updated in your field.
Tips for Using Feedback for Growth.
Be Open: View feedback as an opportunity, not criticism.
Ask Questions: Seek clarification to fully understand the feedback.
Set Goals: Focus on specific, achievable goals based on the feedback.
Take Action: Implement changes and continuously evaluate your progress.
Feedback is a powerful tool for personal and professional development. When used constructively, it helps identify areas to grow, build confidence, and enhance skills, ultimately leading to success and career advancement.
Teacher involvement in the process.
Involving teachers in the evaluation process is essential for making it fair, effective, and meaningful. When teachers actively participate, they feel more ownership and are more likely to view evaluations as opportunities for professional growth rather than as judgment.
Builds Trust: Involvement ensures that teachers understand the process, reducing anxiety and fostering trust between teachers and evaluators.
Encourages Professional Growth: Active participation allows teachers to focus on areas of personal and professional development.
Promotes Fairness: Teachers can share insights about their unique challenges, ensuring evaluations are context-sensitive.
Strengthens Collaboration: Teachers and administrators work together to improve teaching practices and student learning outcomes.
Teachers reflect on their own performance and identify strengths and areas for improvement. Teachers set personal or professional goals that align with their development and student needs. Example: A teacher might set a goal to improve student participation through more interactive lessons.
Teachers can contribute to developing or refining evaluation tools and rubrics.
Teachers engage in discussions with evaluators to review feedback, clarify concerns, and develop action plans. Example: Discussing specific steps to address classroom management challenges highlighted in the evaluation.
Based on evaluation results, teachers work with administrators to create tailored growth plans. Example: A teacher might enroll in a workshop on using technology effectively if that was identified as an area for growth.
Teacher involvement in the evaluation process transforms it into a collaborative effort that fosters trust, encourages growth, and ultimately improves teaching and learning outcomes. When teachers actively participate, they take greater responsibility for their development and feel more valued as professionals.
Self-study materials for practical lessons:
1.Test:
What is the primary purpose of teacher evaluation? a) To determine teacher salaries b) To identify teacher weaknesses c) To improve teaching effectiveness and student outcomes d) To rank teachers
Answer: ___
Which of the following is NOT typically included in teacher evaluation? a) Classroom observations b) Student test scores c) Peer and student feedback d) Personal financial records
Answer: ___
What is a commonly used tool for classroom observation during teacher evaluation? a) Rubric-based evaluation b) Open-ended interviews c) Anonymous surveys d) Informal chats
Answer: ___
Which method of teacher evaluation is most likely to provide immediate feedback? a) Annual performance reviews b) Peer observation with discussion c) Student satisfaction surveys d) Reviewing student grades
Answer: ___
Why is feedback considered a critical component of teacher evaluation? a) It provides evidence for dismissal decisions. b) It helps teachers align with administrative goals. c) It offers actionable insights for professional growth. d) It eliminates the need for student assessments.
Answer: ___
What is the key benefit of involving students in teacher evaluations? a) It holds teachers accountable for student failures. b) It provides insights into the teacher’s instructional effectiveness. c) It allows students to influence curriculum design. d) It reduces administrative burden.
Answer ———–
Which of the following is a critical ethical consideration in teacher evaluation? a) Publishing teacher evaluation results publicly b) Ensuring evaluations are based on objective criteria c) Only evaluating experienced teachers d) Using only quantitative measures
Answer: ___
How should evaluators address biases during teacher evaluation? a) Focus solely on student test scores b) Use multiple sources of data for a balanced perspective c) Avoid observing classes personally d) Ignore feedback from students and parents
Answer: ___
Which of the following is a recent trend in teacher evaluation? a) Relying exclusively on annual reviews b) Using AI-based analytics to analyze teaching effectiveness c) Eliminating self-assessment processes d) Disregarding peer reviews
Answer: ___
What is the significance of professional development plans in teacher evaluation? a) They replace the need for formal evaluations. b) They help in aligning teachers’ goals with institutional objectives. c) They prioritize teacher weaknesses over strengths. d) They limit teacher autonomy in planning.
Answer: ___
2.TRUE/FALSE question.
Teacher evaluation is primarily conducted to identify ineffective teachers and terminate their employment. (True/False)
Classroom observation is one of the most common methods used in teacher evaluation. (True/False)
Student feedback should never be considered in teacher evaluations as it is subjective. (True/False)
A good teacher evaluation system includes both formative and summative assessments. (True/False)
Using multiple measures, such as peer feedback, student outcomes, and self-assessments, reduces biases in teacher evaluations. (True/False)
Teacher evaluation results should always be made public to ensure transparency. (True/False)
One purpose of teacher evaluation is to help teachers identify areas for professional growth. (True/False)
Student test scores are the only reliable metric for evaluating teacher performance. (True/False)
Ethical teacher evaluations should focus on both teacher accountability and professional development. (True/False)
Self-assessment is a useful component of a comprehensive teacher evaluation process. (True/False)
“We do not learn from experiences; we learn from reflecting on experiences.”—John Dewey
As I walked along the
Cracked city sidewalk
A fall leaf fell before my feet
My eyes followed it to its fall from grace
I bent over picked it up and held it to my nose
Just then the exhausts of car engines rose
I felt a pang within than sang a voiceless song
Replete with frustration
I closed my eyes and breathed wishing a rush of wind
Would sway my fragmentation
Wishing the backdrops in the back of my head were
Orange sunsets and undulating silhouetted mountains
and soaring creatures….
But sounds of car horns opened my eyes and
And an android with a cell phone
Pounded into me
Ignorant of the flamboyant fall leaves flirting with alacrity
I know, I know….
Alluding to ANYONE as anything other than a “human being”
Is reductive and divisive,
But I must NOT dissemble in moments when “truth” can heal the victimizer
And unite a cooperative of victims
I read a decisively severe literary shellacking that wreaked havoc on
The paradoxical and philosophical and inhumane ambiguities
Protruding from our bungling orifices
Why must we identify with
How we look
What’s between our thighs
Who we sleep with
What we do and
How much we do it for?
Less you want to create the illusion of knowing anyone
If you know where they come from,
This tells you nothing of their humanity
It’s time for someone to address the mundanity in questions like
“Where are you from, what do you do, where’d you go to school?”
All nonsense questions to create the illusion of a meaningful conversation
when I’d much rather talk about my study of the pragmatic stoics like
Hellenistic philosopher and founder of the Stoic school of philosophy Zeno of Citium or
Epictetus another Stoic philosopher best known for his works
The Enchiridion (a handbook I possess in my library actually) and his Discourses,
Both foundational works in Stoic philosophy, etc… His most famous quote was:
“It is impossible for a man to learn what he thinks he already knows”
Is that you? Is that me? Is that we?!
Broom away the dirt from your soul to reveal what you probably “think” you knew all along…
How can giants sometimes speak so gently amidst the grandest calamities?
When thoracic arteries with sublime complexities sees humdrum atrocities
in that moment of clarity
see the grandeur around you
And surrender to its glory
J’aime mes livres (I love my books) for they are the map to my soul
Books that I wrote myself for posterity
That my literary art would serve as an
Edification to usher the future to find and know me
For what I was and will forever be in infinity…
Disease of the spirit is when you fail to recognize
Your own growth
Entombed in barking and carping at your failures
You fail to listen to gentle songs of wisdom
From the herds of insanity!
There will come soft rains
Pure and clean as a bucolic silver spring
To wash away the pain
There will come soft rains
Attired in metallic grey and
Be it be a cloudy day,
Brings in the rainbow
To keep the clouds at bay
There will come soft rains,
Run naked and carefree in the torrent
Rediscover forgotten moments of juvenility
Wash away those strains of merging maturity
There will come soft rains
Like a melodic refrain
As I board the regressive train
Back to a place where
Pain no longer reigns
Remember that surrender is
The key to letting go
Remember that surrender is
The key to personal freedom
Remember that surrender is
The key to personal power
I surrender
Jousting childhood memories
I surrender
Pungent adulthood discrepancies
I surrender
Mounting life adversities
I surrender to the divine
All those who are maligned
May they (and I) find the peace and serenity
Of the pious and the holy…
Jacques Fleury
Jacques Fleury is a Boston Globe featured Haitian-American Poet, Educator, Author of four books and literary arts student at Harvard University online. His latest publication “You Are Enough: The Journey to Accepting Your Authentic Self” & other titles are available at all Boston Public Libraries, the University of Massachusetts Healey Library, University of Wyoming , Askews and Holts Library Services in the United Kingdom, The Harvard Book Store, The Grolier Poetry Bookshop, amazon etc… He has been published in prestigious publications such as Spirit of Change Magazine, Wilderness House Literary Review, Muddy River Poetry Review, Litterateur Redefining World anthologies out of India, Poets Reading the News, the Cornell University Press anthology Class Lives: Stories from Our Economic Divide, Boston Area Small Press and Poetry Scene among others…Visit him at: http://www.authorsden.com/jacquesfleury.
Jacques Fleury’s book You Are Enough: The Journey Towards Understanding Your Authentic Self
