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For many young adults and children, coping with the fallout of the pandemic is something they are wholly unprepared for. It is a struggle that many are having trouble dealing with healthily. The value of remote counseling services for students struggling to deal with the impacts of the pandemic cannot be understated.   

"CHICAGO - By the time they reach eighth grade, according to federal tests, half of all African-American schoolboys have not mastered the most basic math skills that educators consider essential for their grade level. A new paper being released Monday by the National Bureau of Economic Research suggests a promising approach for helping the most challenged students, who often arrive in high school several years behind their peers."

"One of my favorite films is The Emperor's Club, starring Kevin Kline as Mr. Hundert, the Western Civilization teacher at St. Benedict's Academy. In the film's opening scene, the headmaster of the school stands before the assembled student body explaining the meaning of the school motto, Finis Origine Pendet: The End Depends Upon the Beginning. "What you accomplish in life and the significance of your contribution," he counsels, "will depend largely on what you do here. How you begin determines what you will achieve." As the film unfolds, we see this poignant message revealed in the lives of the students. What they do at the school and the relationships they develop powerfully affect the kind of persons they become and the nature of the lives they eventually lead. In the end, we realize that Finis Origine Pendet is the film's central message. The same is true of professional learning for educators. What it accomplishes and the significance of its contribution depend largely on how it begins. This holds true not only for traditional forms of professional learning-seminars, study groups, workshops, conferences, mentoring, coaching, and so on-but also for "new" forms that include face-to-face or online professional learning communities, teacher exchanges, bug-in-the-ear coaching, data teams, individualized improvement plans, and unconferences. The effectiveness of any professional learning activity, regardless of its content, structure, or format, depends mainly on how well it is planned."

"It's not easy being a teacher today. National, state and local politicians, philanthropists, researchers, journalists and many other people who have never actually taught a K-12 student are deciding how and what teachers should teach, and how their effectiveness should be assessed. Sadly, I've met many veteran teachers who are seriously considering retirement. Worse, I've encountered many promising young teachers who are wondering if they chose the wrong profession. How do I counsel teachers who share these thoughts with me? I remind them of two simple words: you matter. Indeed, teachers matter more now than ever."

""If you imagine less, less will be what you undoubtedly deserve," Debbie Millman counseled in one of the best commencement speeches ever given, urging: "Do what you love, and don't stop until you get what you love. Work as hard as you can, imagine immensities…" Far from Pollyanna platitude, this advice actually reflects what modern psychology knows about how belief systems about our own abilities and potential fuel our behavior and predict our success. Much of that understanding stems from the work of Stanford psychologist Carol Dweck, synthesized in her remarkably insightful Mindset: The New Psychology of Success (public library) - an inquiry into the power of our beliefs, both conscious and unconscious, and how changing even the simplest of them can have profound impact on nearly every aspect of our lives. One of the most basic beliefs we carry about ourselves, Dweck found in her research, has to do with how we view and inhabit what we consider to be our personality. A "fixed mindset" assumes that our character, intelligence, and creative ability are static givens which we can't change in any meaningful way, and success is the affirmation of that inherent intelligence, an assessment of how those givens measure up against an equally fixed standard; striving for success and avoiding failure at all costs become a way of maintaining the sense of being smart or skilled. A "growth mindset," on the other hand, thrives on challenge and sees failure not as evidence of unintelligence but as a heartening springboard for growth and for stretching our existing abilities. Out of these two mindsets, which we manifest from a very early age, springs a great deal of our behavior, our relationship with success and failure in both professional and personal contexts, and ultimately our capacity for happiness."

"For more than six hours each day, we aim to seize every teachable moment. Our schedules, carefully crafted and refined, often resemble a flight schedule at a busy airport: whole-class math lessons here, reading groups there, and one-on-one conferencing/counseling/cheerleading sessions squeezed in everywhere else. But we all know learning isn't confined to the school day. Extracurricular activities, from soccer to chess club, have been around as long as school itself. When I was young, few after-school activities appealed to me, so hosting an after-school club as a teacher didn't occur to me until a few years ago when I began to look at after-school learning through a new lens. Having started two after-school clubs in the past three years, I now realize I can create rich learning opportunities that would have appealed to me when I was a student, and simultaneously appeal to the teacher I am now."

"After-school clubs offer both students and teachers the freedom to explore alternative approaches to learning."