I was driving on I-40 West in Tennessee Friday.

I saw a bent guard rail on the freeway.  Skid marks ended before the rail, and stains remained on the pavement. 

I wondered what wreckage had been there and how permanent the damage had been.

I thought of the education conference I had attended earlier in the week, and the tendency of teachers, school leaders and policymakers to take credit for the academic success of students from difficult circumstances who entered our classroom, our school, or the program our policy changes made possible. Or maybe it was someone else’s classroom, school or program.

But, who’s ultimately responsible for kids succeeding?

As I think about this, I notice a Porsche cresting the hill and barreling toward me. 

Is it my job to stay in the left lane and force the Porsche to slow down? 

Kids are like that Porsche.  They’re full of energy and power.  I can either slow them down, or I can get out of the way and create the space for them to blow by.

Dan Meyer, promoter of teachers being less helpful, challenges math teachers with a math problem and a teaching problem: is it always bad to play guess what the teacher’s thinking?  If not, what do you do when all students guess v. when only one does?

Spring is here and it’s time to refresh your understanding of Bernoulli’s principle, fluid mechanics and all that other physics goodness happening on the diamond.