Paul Salomon

Life is not about discovering yourself. It's about creating yourself.

Paul Salomon has written 5 posts for Cooperative Catalyst

Facebooking with students

Posted by Paul Salomon ⋅ January 7, 2012 ⋅ 15 Comments

via Lost In Recursion I know it makes a lot of teachers nervous/sick-to-the-stomach, but I absolutely LOVE communicating with students through Facebook. Yes, I Facebook with students. In fact, I accept every request they send my way, because it is an incredible way to take seriously what I believe about relationships and learning. I bring … Continue reading →

Don’t be Times Square. Be the Flatiron Building.

Posted by Paul Salomon ⋅ September 11, 2011 ⋅ 4 Comments

via Lost In Recursion A surreal teaching video recently put into focus just how artificial class can be, and in particular how inauthentically the role of teacher is often played. I want my students to see me as human, deserving of their respect. I don’t want my authority in the classroom to arise from the power of … Continue reading →

The perfect marriage/school

Posted by Paul Salomon ⋅ August 31, 2011 ⋅ 10 Comments

via Lost In Recursion I’ve been married a little over two years, so surely there are more experienced spouses in the world, but as I made the bed this morning, I had a nice little thought. My marriage works, but probably not for everyone. Shows you how nuts I am, but this somehow got me … Continue reading →

Letting students be dead wrong

Posted by Paul Salomon ⋅ August 17, 2011 ⋅ 5 Comments

via Lost In Recursion My wife works at Penguin Group, where naturally they have an incredible “take pile” of books they publish. That’s where I found Number: The Language of Science, a fascinating and completely accessible history of the human traditions that give us today’s number systems. Apart from the amazing stuff about numbers, my favorite … Continue reading →

Let’s make school Facebook worthy

Posted by Paul Salomon ⋅ August 10, 2011 ⋅ 6 Comments

via Lost In Recursion. Last year my favorite course was my hardest to teach. I felt very strongly about the material, thinking almost constantly about it and how we could spend our time experiencing it. And yet, most days I felt class was stale and that the students felt and thought little during the experience. … Continue reading →