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Leading is not easy. I am a believer that leaders are not born but instead develop over time based on both the environment and learned experiences. No matter where you are on your journey, there is the opportunity to grow and evolve. Your potential is not set in stone. It can be unleashed by being cognizant about where you currently are and taking the necessary steps to get to where you want, and others need you, to be.
So what does quality have to do with learning? Quite a bit, it turns out. And it starts out with helping students understand what it means. The post Teaching Students To See Quality appeared first on TeachThought.
How do teachers feel about their work? How dedicated or emotionally connected do they feel to their work? What factors cause teachers to feel fulfilled by this work? Emotional engagement encompasses a teachers’ feelings about, degree of dedication to, and emotional response to their work (Perera, Vosicka, Granziera & McIlveen, 2018; Klassen, Yerdelen & Durksen, 2013).
When I first began attending school, my teachers often seated me in the back of the classroom. My parents immigrated from Mexico and were farm workers who lived in Florida and migrated around the country based on the season. That meant I didn’t just attend school in Florida, but also in the states that we traveled to, such as Indiana and Michigan. At the time, I could not speak English, so it was easy for me to be overlooked by my peers and teachers.
Here are the best books for students who don't like to read. From murder mysteries to dystopian societies, there's something for everyone! The post The 33 Best Books For Students Who Don’t Like To Read appeared first on TeachThought.
How can teachers develop a practice of creativity and stay inspired in their classrooms? During a recent webinar, HP Teaching Fellows Brent Christensen , Vickie Morgado , Teena Hine , and Amanda Brace shared tips for igniting creativity in their teaching and learning practice. The webinar, hosted by Digital Promise as part of HP and Microsoft’s Reinvent the Classroom initiative, highlights four strategies for encouraging creativity in students and how they stay creative in their own work: Practi
Kesi Hatten’s daughter received her first suspension in sixth grade. She was being bullied, and the bullying escalated into a fight, Hatten said. Over the years, the girl, who is now 15, was suspended at least five times, by Hatten’s count — until the coronavirus pandemic brought a halt to in-school learning. This story also appeared in The Nation. “Everything was great when it was remote, because there was no interaction with these kids on a school level,” Hatten said.
Kesi Hatten’s daughter received her first suspension in sixth grade. She was being bullied, and the bullying escalated into a fight, Hatten said. Over the years, the girl, who is now 15, was suspended at least five times, by Hatten’s count — until the coronavirus pandemic brought a halt to in-school learning. This story also appeared in The Nation. “Everything was great when it was remote, because there was no interaction with these kids on a school level,” Hatten said.
Ray Salazar has been teaching high school Journalism and English in Chicago Public Schools for over twenty years. He usually begins the academic year with lessons on written profiles, but in the fall of 2020, he felt that wouldn’t meet the moment. Instead, he crafted an entirely new curriculum that he felt would better resonate with students, a series of reading and writing assignments that looked at the stages of grief.
Erin Conklin’s eyes light up when she talks about the primary and secondary source student book she created for Duval County Public School’s African American Studies elective.
My AP students are studying sonnets, and learning about how to read them to discover their riches. This is not to say one can’t simply read a sonnet, love it or hate it, and move on. This is to say there is an artistry to the form – an artistry to any form – and when we are learning the form, we study it carefully, closely. We read and witness many of them.
Teachers described their challenges in combining in-person and remote teaching in a University of California, Santa Cruz, study published in January 2022. Credit: Lillian Mongeau/The Hechinger Report. Although educators are trying to keep schools open during the pandemic, they still have to figure out how to educate children quarantining at home. Some school leaders have been turning to an innovative solution: allowing children at home to learn remotely along with their in-person classmates.
Ten years ago, Pooja Sankar set out to build an edtech tool that gave shy students superpowers in their college courses. Her premise was that a key link between professors and students was broken. Specifically, she felt that emails between professors and students led to inequalities when it came to which students understood material or got clarifications on how to do assignments.
When I was a teacher in Washington, D.C. I taught a class on local history. Students got to learn about places they had visited and people they had heard about. I’ve never taught a class where students were more deeply engaged in the actual content of the class.
With so much change happening in schools, it’s hard to know which coaching best practices to commit to for now and for the long term. But according to two learning coaches from St. Vrain Valley Schools (Longmont, CO), there are three specific best practices that “will continue to go a long way in supporting the ongoing success and well-being of teachers.” In this eSchool News article, Violet Christensen and Courtney Groskin outline three key areas to invest your coaching effort
Editor’s note: This story led off this week’s Future of Learning newsletter, which is delivered free to subscribers’ inboxes every other Wednesday with trends and top stories about education innovation. Subscribe today! Students, parents and educators have spent much of January scrambling with yet another chaotic start to the spring semester as Covid cases surge across the U.S.
What is a day in the life of a school principal like right now? Well, it starts the night before when staff start texting and emailing to let you know that they’ll be out. You hope they’re OK and remind them to put the absence in the online management system in the hope that a substitute will pick it up. You go to sleep, though it may be a restless one, given all that tomorrow will bring.
Several years ago, I worked with NCMPS , Libertas School of Memphis , and a team of brilliant people to launch a new, radical approach to Montessori Teacher Education. Working closely with fellow Montessorians Elizabeth Slade and Sandra Wyner Andrew and under the leadership of the late Jackie Cossentino (NCMPS co-founder), we took our AMI training backgrounds and adapted our training approach to meet the needs of public Montessori teachers.
With so much change happening in schools, it’s hard to know which coaching best practices to commit to for now and for the long term. But according to two learning coaches from St. Vrain Valley Schools (Longmont, CO), there are three specific best practices that “will continue to go a long way in supporting the ongoing success and well-being of teachers.” In this eSchool News article, Violet Christensen and Courtney Groskin outline three key areas to invest your coaching effort
Pima Community College in Arizona has a host of new short-term certificate programs to help students become desirable job candidates in less than a year’s time. But the students can’t nab the certificates with the trade skills alone. To complete the “micro pathway,” they must also master a series of “ 21st century skills ” like empathy, creative problem solving, resilience and critical thinking.
The original version of this article appeared in Grading for Growth. In fall 2021, I took my first steps into the world of ungrading. Inspired by Susan D. Blum’s book “ Ungrading ,” I went fully gradeless in my upper-level Euclidean Geometry class. I gave only feedback on student work, with no grades on any assignment. The general plan was to have students describe how they met criteria for success that I laid out, include a portfolio of their work to support it, and decide for themselves what f
On Friday night, my school board voted to go virtual for a week. YIKES! We teachers have only a few days to plan ( and, yes, those days are outside of working hours). Your school may have gone virtual already, and we all may be facing the possibility of off/ on remote this year. I wanted to share how I prepare my units for equitable remote learning, because with a little planning and preparation you can ease a lot of the burden from yourself if and when this happens at your school.
Here are some comments I’ve heard from children lately: “It’s her fault she got Covid. She took too long eating lunch without a mask.”. “Who cares if I get on a flight with Covid? I’m already sick.”. Such comments aren’t typically malicious, but they do show a failure to care about another person and to take their perspective — two key components of empathy.
A few years ago, Neosho School District in Southwest Missouri realized they were in a crisis. Their suicide rates between 2014 and 2018 were well above the national average. In fact, this small district of roughly 4,700 children was averaging two suicides per year. They knew they had to take action. A few years ago, Neosho School District in Southwest Missouri realized they were in a crisis.
It turns out emergency remote instruction is far from new. Back in 1937, when a polio outbreak plagued the U.S., Chicago Public Schools produced lessons that were broadcast on local radio stations. The system helped keep students learning during a three-week shut-down. But it didn’t lead to a revolution in radio teaching. Will things be different now in a health crisis that is longer, and the technology of the internet and iPads and smartphones are more robust?
Graduate school enrollment has fallen during the pandemic; some observers are now challenging the fundamental value of master’s degrees or portraying them as mere revenue-generators for universities. Others have since countered that the return on investment for a degree should be more broadly evaluated than by using a debt-to-income ratio. I believe that stepping back and viewing the issue from a more holistic and macro perspective will be helpful, and I’d like to consider the following questio
Recently, Brown University economist Emily Oster penned an opinion piece in “The Atlantic” making three core points: (1) institutions can simply mandate vaccinations (or less explicitly, masks); (2) in-person learning will ease student mental distress; and (3) online instruction is harmful to students. While acknowledging Oster’s brilliance in her field of expertise, my experience as a higher education researcher and instructor suggests she may have missed the mark.
When education became a focal point in gubernatorial elections this November, it was no surprise to Keri Rodrigues, president and co-founder of the National Parents Union. Rodrigues had been traveling the country for weeks, meeting with parent advocacy groups in city after city, and working with them to get their grievances heard and addressed by local school boards.
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