Contributor Eva Petropolou Lianou would like to let us know about this call for submissions of poetry to benefit a writer in Gaza (whom we’ve also published).

Also, contributing poet Christina Chin has a new book available now on Amazon, “First Day of the Rest.” This is a special project, a collaborative haibun/haibunga book written with Michael Hough, poet, composer, and musician featuring both photos and art by the authors. More about the book here.

Next, an announcement from contributor Chimezie Ihekuna, who is seeking an investor/executive producer for the project, One Man’s Deep Words. It is set in the US, details here.

Also, poet and prose writer Christopher Bernard would like to share that his magazine, Caveat Lector, will be giving a reading to commemorate the Winter 2025 issue, at Clarion Performing Arts Center. Information and address here.

In this issue, our international contributors address themes of passion.

Some writers explore this concept in the way modern people tend to understand it, with pieces on love of various sorts.

Madaminova Ogiloy’s tender poem praises the kindness and care of her mother. Ilhomova Mohichehra reflects on the steady consistency and dedication of her father. Xonzoda Axtamova honors a mother who cared for her children despite her own struggles.

G’ulomjanova Marjona reminds us that family love and care for parents should come before materialism and success in our short lives.

Anindya Paul’s piece compares the pressure of a son trying to live up to his father’s expectations to that of a father doing his best to provide for and raise children.

Teachers and other professionals also extend deep concern for the children under their care. Azadbek Yusupov outlines effective ways to evaluate teachers’ classroom performance. Medical student Dilshoda Izzatilloyeva outlines causes and treatments of pneumonia in young children.

Rus Khomutoff evokes a mix of spiritual and sensual feelings in his transfixing concrete dream poem. R.K. Singh’s poetry explores the feelings of men and women navigating complex sensual desires and emotions: fear, danger, lust, and ecstasy that can come with intimacy. Mark Blickley fills out the story in a bawdy Greek myth in historical speculative fan fiction.

Luis Cuauhtemoc Berriozabal fantasizes about imagined romances as his body slowly decays with time. Doug Holder crafts a mood of giddy romantic anticipation in his ekphrastic accompaniment to Gieseke Penizzotto Denise’s painting.

While the word has come to be associated with romantic emotion, the word “passion” comes from an old Latin word for suffering and originally referred to the willingness to endure much to reach one’s goals. Some of our contributors celebrate this kind of determination and perseverance, on their paths to personal or creative development or just to survive in the world.

Jacques Fleury reviews Lyric Stage Boston’s production of Lynn Nottage’s play Crumbs from the Table of Joy and discusses how the show highlights the struggles of working-class Black people for full inclusion in the United States.

In Bill Tope’s short story, a young woman rebels against the humiliation of an oppressive dress code.

Graciela Noemi Villaverde draws on gardening metaphors to describe the cultivation of character over time. Feruza Sheraliyeva writes of the corrosive nature of corruption on society and urges every individual to uphold ethical standards. Asadbek Yusupov outlines the balance between individual rights and civic responsibilities in Uzbekistan. Aminova Dilbar highlights the value placed on inter-ethnic harmony, equality, and mutual respect in Uzbekistan, codified into the highest levels of government.

David Sapp’s poetic speaker wishes to transcend this life to a higher spiritual plane, but human feelings keep calling him back to this mortal coil. Kieu Bich Hau remains resolute during her time of soul-searching loss on the shores of Italy’s Lake Como. Michael Robinson speaks to how his faith in Christ gives him joy and peace as he undergoes dialysis. Abigail George’s essay speaks to what it means to create in times of great struggle and societal marginalization.

Anna Keiko celebrates individuality in her short poem, encouraging readers to be unafraid to be themselves. Z.I. Mahmud highlights themes of female emancipation and agency and freedom from existing purely for the male gaze in Sylvia Plath’s poetry.

In his Reflective Thinking spoken word album and screenplay concept One Man’s Deep Words, Chimezie Ihekuna mulls over what makes for a wise and satisfying life. Sometimes, satisfaction can come through dedication to one’s craft.

Jacques Fleury’s poem on a day of solitude reminds us of what unites us all as human beings and brings his literary and cultural aspirations to clearer focus.

Stephen Bett evokes the feeling of hearing performance poetry at a reading in his concrete-ish piece, and also jeers at weaponized misogyny and reflects on chemical happiness. Patrick Sweeney crafts one-line poems that become near-stories with a thoughtful reading.

Poet and nature photographer Brian Barbeito outlines his creative process and goals in a creative personal essay. Kylian Cubilla Gomez’ photos this month explore mediated images of nature: drawings and cartoons we create to interface with our world from a step removed.

Actor and writer Federico Wardal spotlights Egyptian actor Wael Elouny and Italian director Antonello Altamura and their new indie film Ancient Taste of Death. Mark Young’s mix of intriguing and explosive visual pieces meld color, shape, text, and design. Texas Fontanella mixes up chatspeak and everyday language in a cyberpunk-style set of surreal anecdotes and shares some intense, wild musical vibes.

Maftuna Mehrojova outlines basics of and new directions in the craft of business marketing and communications. Gulsevar Bosimova describes and takes pride in her proficiency in traditional Uzbek martial arts.

Dilbar Koldoshova Nuraliyevna writes of how Uzbek poet Abdulla Oripov’s works were grounded in his love of his homeland. Joseph C. Ogbonna reflects on his trip from Nigeria to visit John F. Kennedy’s birthplace and rhapsodizes on the glory of the past president and his times.

Another aspect of passion, or love, is grief for what we lose. Ahmed Miqdad mourns loss of life, hope, and joy in Gaza during wartime.

Christopher Bernard laments in mythological, epic language the loss of so much beauty and history to the flames in Los Angeles. Pat Doyne grieves not just the fires in Los Angeles, but the callousness of some in society towards the survivors and the natural environment.

Rob Plath’s poetry conveys the understated numbness of grief and remembrance as Ahmad Al-Khatat’s character sketch illustrates the emptiness and fragility that can come with being displaced from one’s homeland and loved ones. In a more upbeat tone, J.K. Durick recollects fragments of people and literary works that populated his youthful consciousness and now his dreams. Taylor Dibbert reflects on the passage of time through a brief encounter with someone he remembers from long ago.

Linda S. Gunther reviews Nikki Erlick’s novel The Measure, a tale asking big questions about mortality, purpose, and destiny through the lives of carefully drawn, highly individual characters. Wazed Abdullah reminds us to cherish life, with all its ups and downs as Mahbub Alam points out how we are all mortal, how time ticks quickly for us all.

Yucheng Tao’s impressionist poetry touches on themes of memory and loss while Mykyta Ryzhykh draws on imagery of death, decay, and natural renewal.

Lazzatoy Shukurillayeva translates a poem from historical Uzbek poet Alexander Feinberg about the brevity of life and the vanity of assuming you can make yourself great in a short time. Noah Berlatsky humorously reflects on how perhaps most of us do not need to be memorialized through ponderous tomes.

Despite the finite nature of our lives, some people take passionate enjoyment in our ordinary world.

Dr. Jernail S. Anand recaptures the wonder of childhood and urges his fellow adults to reclaim youthful curiosity.

Isabel Gomez de Diego’s photos suggest the wonder in everyday scenes: a mural of a wine toast during a meal, public fountains, loaves of sourdough bread. Lidia Popa waxes poetic on birds and green butterflies as Alan Catlin sends up many different ways of looking at winter, summer, crows, and the moon.

Sayani Mukherjee illustrates the rebirth of sunrise as winter gives way to spring and she rejoins the outdoors in her running shoes.

In another kind of rebirth, we’ve just barely started another planetary journey around the sun. Lilian Dipasupil Kunimasa welcomes in the Northern Hemisphere’s wintry New Year and speaks of the difficulty of conveying the feel of snow to someone in a temperate climate. Maria Cristina Pulvirenti’s minuscule haiku captures how snow can muffle sound, dulling the senses to focus your attention.

Daniel De Culla cynically speculates that selfish human nature will not change much in the New Year. J.J. Campbell considers signs of hope in his life, then rationalizes each of them away. And, in another piece, Ahmed Miqdad contrasts the human suffering in Gaza with the world’s joyful holiday celebrations. Pat Doyne reflects on quirky, hopeful, and fearsome bits of 2024’s news cycle and wonders playfully about 2025.

A POET WHO COMES ONCE IN A THOUSAND YEARS

      My country is Uzbekistan.  I couldn’t describe this country, this people, except Abdulla Oripov. 

      — A voice from far away,

      — Tell me, what should I do, grandfather?

      — He is a voice from the Motherland, 

      — Payondoz on their way.

      — The sound came again suddenly,

      — Tell me what to do, grandfather?

      — A world with a burden on its shoulders, 

      — He is your people, help me, my child.

      It is a holy happiness for me to know that I was born in a land of fire from the loving sun, that I live.  My heart is filled with pride and joy to be the child of Abdulla Oripovday Kashkadarya, who is known and recognized as the second Navoi of world literature.

      A person can choose everything in life.  But he cannot choose the blessed Motherland and parents.  Happy land with umbilical cord blood.   My homeland is Uzbekistan.  By his own name, he is a bek, he is a sultan.  Motherland is our grandfather’s legacy, our father’s legacy.  In every line of Abdulla Oripov, he found the independence of the Motherland and its definition. 

      …Only my weak pen is mine, 

         Uzbekistan is my country.

      In the poem “Uzbekistan, My Country, My”, the poet tells a deep story about the past of the Motherland.

      Today, I decided not to criticize Abdulla Oripov’s biography or his poetry collections, but to visit the poet’s homeland, his heart’s blood, his palace.

      My heart sings the ode of the poet “Uzbekistan, my country” like a charming song.

      As I read the poem from the beginning to the end, the glory of our ancestors, the halal bread of Uzbek people, appears in my mind.  My heart trembles like a chained poem because of the dark days and difficult times they have seen.  That’s all you do, old world.  Beruni, Amir Temur, Uluğbek, Ghafur Gulam… .  In this poem, the word “Motherland” finds its form and shape and pace in the blood of the farmer in the field. This feeling flows like hot blood in my body and soul. It screams like a sign of life. Indeed, Abdulla Oripov  A unique poet who glorified and conveyed the value of the homeland in this poem, it is not an exaggeration to say that the heart that has not penetrated into this ode is not an exaggeration. 

      Don’t be sad, my dear,

      Don’t worry about your age.

      Over the centuries,

      Your everlasting love. 

      In the great human family,

      Your forehead is so bright.

      My bright abode is mine,

      Uzbekistan is my country.

      The poet wrote many beautiful poems about the “Motherland”. 

      The poet created by mixing his soul and body.  I understand the poem “Why I love Uzbekistan” as a logical continuation of the ode “Uzbekistan, My Country”.  In this poem too, the artist praises verses about the soil, sky and sun of the Motherland.  While talking about Furqat, Mirza Babur, who became a king and a khan in his own country and a king in other countries, came to my mind.   My heart is already aching.  Because, as the poet said, wherever a person is born, that soil is his land.  If his Motherland is surrounded by a cold country that dominates like ice, he will look warm and give his love.  He bows to this place and this people.

      Well, if they tell me the reason why I love Uzbekistan, before the poet’s beautiful poems – I bow to my motherland.

      Abdulla Oripov is like that, a poet who loved the people and was loved by the people.

      Today, the wind of Independence is blowing in the song that the poet sang… .  In new Uzbekistan, the country is prosperous and the people are happy.  The joy of happiness shines on the faces of our people.  Today, navbahar came to our country full of light and spring full of flowers.  The days of living and living are visited by Navròz.  We are also celebrating the poet’s 82nd birthday on such happy occasions.  This is also a great blessing of God.

Hero of Uzbekistan, People’s Poet of Uzbekistan Abdulla Oripov wrote thousands of poems, epics, dramas.  He translated masterpieces of world literature into Uzbek. 

      If he writes about the poet, he will not do it.  A poet who honors the country and the people always sings the National Anthem of Uzbekistan.  It’s no wonder that this is the pride of the poet’s heart. 

      As I put the last point, I bow to the great poet Abdulla Oripov, who instilled in me and us young people the feeling of loving the Motherland in colorful verses.

      To the homeland, grandfather,

      You have planted flowers. 

      In every line of your poem, 

      You have lost the value of the country.

      This nation, this country,

      How many bloods have you swallowed?

      Before your description ends,

      Today the pen is weak.

      Once in a thousand years,

      A saint like you.

       Kashkadarya region

Koldoshova Dilbar Nuraliyevna, a student of the 10th grade of the 10th grade of the 43rd school of Karshi district.

Dilbar Koldoshova Nuraliyevna was born on March 5, 2007 in the Karshi district of the Kashkadarya region.

   She is currently the 10th “B” student of the 43rd school. 

      Dilbarhan is the queen of poetry, the owner of creativity, a singer with a beautiful voice, and a ghazal girl.

      She came first in the “Leader of the Year” competition.

        1st prize in the regional stage of the “Hundred Gazelles and Hundred Gems” competition.

         It took part in the “Children’s Forum” category and won first place in many competitions.

          She is currently the coordinator of the training department of Tallikuron MFY in Karshi district.

          Kamalak captain of the opposite district.

          Head captain of the “Girls There” club at school 43. 

         The articles titled “Memory is immortal and precious”, “Our School” and “Mother” were published three times in Kenya Times International magazine in 2024.

     In 2023, the first poems were published in the poetry collection “Yulduzlar Yogdusi” of the creative youth of the Kashkadarya region.

      In 2024, ghazals of the creative youth of the Republic were published in the poetry collection “Youth of Uzbekistan”.

Burning

As the months processed
I surmise a new fall
Flamingo pink skies 
Burning over the horizon
A new Streetlamp hung around my closet
I swam a darkness high 
As I breathe deep I drink a new paradise
Hope's cities has new avenues
Before they all fall a decade high
Hung around still for the spring
Matches for matches 
This is what justice felt like
Over my running shoes 
I knew the darkness has tapestry
So it showed me a matchstick sky
Heaven knows I tried 
For the spring comes 
With burning winter's sickly delicate lace. 

My beautiful flower 

You are my angel mother 

You are unmatched in the world 

My mother without paradise 

There is no woman like you in the world 

No even in heaven 

No even yours 

My mother without paradise 

You made me out of nothing 

You who washed and combed white 

You are sorry if I make a mistake 

My mother without paradise 

It is true that I love you 

Itʼs true that I even got hit 

This word is also true. Yes, it is true 

My mother without paradise 

There is little I can do for you 

Even the moon in the sky little 

Just laugh a little 

My mother without paradise 

If I cheer you up with my poem 

If I say my love, my flower 

Donʼt let my father be jealous, mother 

My mother without paradise 

Madaminova Ogiloy was born in 2002 in Kopkopir district of Khorezm region. 3rd stage student of Jizzakh State Pedagogical University. She is currently studying English and Turkish. In her free time, she enjoys reading and baking.

Badge of Glory

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.

1. Purpose of Teacher Evaluation.
2. Methods of Evaluation.
3. Challenges in Teacher Evaluation.
4. Feedback and Professional Growth.
5. Teacher Involvement in the Process.

                                       Purpose of teacher evaluation.

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.

1. 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.
2. 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:

1. Use age-appropriate tools: Design feedback forms suited to students’ maturity levels.
2. Provide guidance: Educate students on how to give constructive and focused feedback.
3. Combine with other methods: Use student feedback alongside classroom observations and other evaluation tools for a balanced view.
4. Focus on patterns: Look for consistent trends in feedback rather than isolated comments.
5. 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.

1. Be Open: View feedback as an opportunity, not criticism.
2. Ask Questions: Seek clarification to fully understand the feedback.
3. Set Goals: Focus on specific, achievable goals based on the feedback.
4. 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:

1. 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: ___

1. 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.

1. 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)

1. Self-assessment is a useful component of a comprehensive teacher evaluation process.
   (True/False)

Thoughts from a Quiet Day in Solitude

“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 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.