The Obama Administration has officially come out against the destruction of entire planets.
The White House’s We The People initiative, an online petition that allows citizens to seek governmental action, is filled with what some would deem crazy requests. Nevertheless, the program promises that any petition generating at least 20,000 signatures will receive an official White House response.
That is what prompted an official Administration statement regarding inter-planetary destruction. A petition posted to We The People requested that the “government secure funding and resources, and begin construction on a Death Star by 2016.
By focusing our defense resources into a space-superiority platform and weapon system such as a Death Star, the government can spur job creation in the fields of construction, engineering, space exploration, and more, and strengthen our national defense.”
This petition garnered over 30,000 signatures, which led Paul Shawcross, Chief of the Science and Space Branch at the White House Office of Management and Budget, to respond, “The Administration shares your desire for job creation and a strong national defense, but a Death Star isn't on the horizon.”
He lists several reasons, including the proposed space station’s estimated price tag of $850,000,000,000,000,000. Shawcross also poses the rhetorical question of, “Why would we spend countless taxpayer dollars on a Death Star with a fundamental flaw that can be exploited by a one-man starship?”
Shawcross goes on in his response to highlight many of NASA’s contributions to this type of technology: the International Space Station, the Mars Rover, etc. He also encourages students to study math, science and engineering in school. He concludes the official White House response by saying, “If you do pursue a career in a science, technology, engineering or math-related field, the Force will be with us! Remember, the Death Star's power to destroy a planet, or even a whole star system, is insignificant next to the power of the Force.”
Author's Note: This is the final installment of a three-part series on my experiences working as a gifted education resource teacher. I included the references used in all three blogs at the end of this blog.
Part 3: Discussion
During this autoethnography, I explored my progression from a frustrated resource teacher, who second-guessed my decision to accept the position, to a functioning co-teacher, who, in at least in some cases, able to influence my colleagues to better...

“The more we standardize school, the less our kids have the time and support to develop the ability to learn how to learn, think independently, and create initiatives that make their world better.” – Ted Dintersmith
“Our kids will be adults in a world where automated solutions absorb all routine...
In this installment, I write about the themes I discovered in my story of working as a gifted education resource teacher. Essentially, I experienced much frustration until I learned to first collaborate with classroom teachers, until I gained their trust and respect, only then could I begin to share my expertise. Interspersed in the writing are journal reflections and e-mails, which convey my thoughts and emotions at the time of the experience.
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Note: This article first appeared in The Qualitative Report. This is the first installment of a series on working as a resource teacher of gifted education. I am sharing a modified-version of this article in pieces because I think it sheds might light on the challenges that teachers face collaborating together—when one “has” their own classroom and the other visits the classroom to work with students. Both resource teachers and classroom teachers can learn from each other, for the benefit...
Years ago, a mentor gave a very useful suggestion. He told me to visualize what my ideal classroom would look like. Not just the decorations on the wall and the seating arrangement, but all the aspects of my “ultimate classroom,” including how the students behaved, what the learning looked like, how I was teaching each day, my interactions with parents, and the kind of academic (and social/emotional) results I would achieve. It was a powerful exercise.
I was recently reminded of the...
So, word walls… I can sum this one up in four words...
Are you ready?
Kids. don’t. use. them.
Yep, I said it! Let’s keep it real. While the idea of a word wall is a good one, in practice, I just have not found them to be a very effective tool for my students. Even if my words are huge, even if we practice using it together, even if they help me make it, a typical word wall just doesn’t do the trick.
Why? I...