Psychologist Offers Insight on Bullying and How to Prevent It - 0 views
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October is National Bullying Prevention Month, an annual campaign launched in 2006 by the Parent Advocacy Coalition for Educational Rights to raise awareness of and prevent bullying. Bullying is aggressive, repeated and intentional behavior designed to show an imbalance of power.
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In elementary school, children who bully others often have difficulty regulating their emotions and do so in reaction to peer rejection or peer exclusion.
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To prevent youth bullying, prevention efforts must teach children and adolescents individual emotion regulation skills, how to foster peer acceptance and ways to counter any detrimental effects of exposure to violence in their homes and communities. We must recognize that schools play a critical role in reducing these behaviors.
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Educational Leadership:Promoting Respectful Schools:Bullying-And the Power of Peers - 0 views
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In a disturbing number of cases, aggressive boys harass girls (Berger & Rodkin, 2009; Rodkin & Berger, 2008; Veenstra et al., 2007). Sixty percent of 5th to 7th grade girls whom Olweus (1993) reported as being harassed said that they were bullied by boys
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A colleague and I have referred to socially connected bullies as "hidden in plain sight" (Rodkin & Karimpour, 2008) because they are more socially prominent than marginalized bullies, yet less likely to be recognized as bullies or at risk. Because socially connected bullies affiliate with a wide variety of peers, there is an unhealthy potential for widespread acceptance of bullying in some classrooms and schools. This is what Debra Pepler and colleagues call the theater of bullying (Pepler, Craig, & O'Connell, 2010), which encompasses not only the bully-victim dyad, but also children who encourage and reinforce bullies (or become bullies themselves); others who silently witness harassment and abuse; and still others who intervene to support children being harassed (see also Salmivalli et al., 2010).
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One good friend can make a crucial difference to children who are harassed. Victims who are friends with a nonvictimized peer are less likely to internalize problems as a result of the victimization—for example, being sad, depressed, or anxious
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Faculty Collegiality - 0 views
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the most important factor in determining whether a school is a setting in which children grow and learn is whether the school is a setting in which adults grow and learn.
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school buildings were designed to enable the supervision and orderly movement of students. The egg-carton model of school architecture and organization prevails even today. Individual classrooms are adjacent to one another with parallel doors facing a hall (not unlike prison cellblocks).
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The major hurdle is the history and ethos of the teaching profession. "Teaching is a very autonomous experience," says Sara Lawrence Lightfoot, author of The Good High School. "But the flip side of autonomy is that teachers experience loneliness and isolation." In too many schools, teachers close their classroom door and spend the majority of their working hours with children, only talking hurriedly with other adults over a break, during lunch, or while standing at the copying machine. This is not terribly surprising since many educators chose to enter the profession to work with students, not with other adults
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The Marshall Memo Admin - Issues - 0 views
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professionals often make decisions that deviate significantly from those of their peers, from their own prior decisions, and from rules that they themselves claim to follow… Where there is judgment, there is noise – and usually more of it than you think.”
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In a school, if a principal consistently gives harsher punishments to boys than girls for the same infractions, that is bias, but if she often gives harsher punishments to students just before lunchtime, that’s noise.]
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A noise audit works best when respected team members create a scenario that is realistic, the people involved buy into the process, and everyone is willing to accept unpleasant results and act on them.
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"In This Issue: 1. "Noise" in decision-making 2. Are classroom observations accurate measures of teachers' work? 3. A different way of thinking about differentiation 4. A professor changes his mind about cold-calling 5. Close reading of challenging texts in middle school 6. Good news about the rich-poor gap in kindergarten entry skills 7. On-the-spot assessment tools 8. Short items: The Kappan poll"
The Marshall Memo Admin - Issues - 0 views
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Every superintendent, or state commissioner, must be able to say, with confidence, ‘Everyone who teaches here is good. Here’s how we know. We have a system.
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school-based administrators “don’t always have the skill to differentiate great teaching from that which is merely good, or perhaps even mediocre.” Another problem is the lack of consensus on how we should define “good teaching.”
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""Researchers Probe Equity, Design Principles in Maker Ed." by Benjamin Herold in Education Week, April 20, 2016 (Vol. 35, #28, p. 8-9), www.edweek.org"
What's Missing from the Conversation: The Growth Mindset in Cultural Competency - Indep... - 0 views
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“In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success — without effort. They’re wrong,” according to Dweck’s website. “In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work — brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities,” according to Dweck’s website. (See graphic by Nigel Homes.)
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The “All or None” myth teaches us that there those who are “with it” and those who are not. Under this myth, those of us who understand or experience one of the societal isms (racism, sexism, classism, ableism, ageism, heterosexism, ethnocentrism, etc.) automatically assume that we understand the issues of other isms.
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This myth keeps us from asking questions when we don’t know; we spend more energy protecting our competency status rather than listening, learning, and growing.
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Teach Kids to Use the Four-Letter Word | Edutopia - 0 views
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Today's classrooms are notorious for handing students the basic skills to live in the world while denying them the strength of character to transform it.
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By shifting the focus of our feedback to effort as opposed to outcome, we leave students with the feeling that their best is yet to come.
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Duckworth’s research is heir to the work of Stanford psychologist Carol Dweck (2) on mindsets. Believing that we can succeed even after suffering repeated setbacks (what Dweck calls a "growth mindset") can actually re-wire our brains -- and rewrite our fortunes.
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Creativity Becomes an Academic Discipline - NYTimes.com - 0 views
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Traditional academic disciplines still matter, but as content knowledge evolves at lightning speed, educators are talking more and more about “process skills,” strategies to reframe challenges and extrapolate and transform information, and to accept and deal with ambiguity.
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Creative studies is popping up on course lists and as a credential.
Six ways to keep teenagers safe online | Macworld - 0 views
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“If you wouldn’t say it, do it, or watch it with me in the room, it’s not okay.”
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Sit down with your kids to create an “acceptable use” policy for your own home—they’re much more likely to follow the rules if they’ve had a say in writing them
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Even if you enable restrictions, however, this isn’t a “set it and forget it” situation.
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Are Your Students Distracted by Screens? Here's A Powerful Antidote - Edudemic - 0 views
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Many teachers I encounter have decided that they need to crack down on — if not entirely eradicate — screen distractions in their classrooms. (A minority of teachers accept it as a form of 21st century doodling.)
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If the activity is engaging and challenging, there is an authentic audience, and prescribed time limits, students won’t mess around.
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The more time I spend “teaching” teachers something from the front of the room, the more inclined they are to check email, Facebook, or whatever.
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Empathy is a Design Mindset - part 1 | Social Emotional Learning and the Common Core - 0 views
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At the most basic level, design thinking is thought of as a 5-step process. The first step is to empathize, which is getting into other people’s shoes… literally! Interviewing people, observing them or immersing yourself in what they do. The second step is to define, which is when designers identify implicit needs that users have, or reframe a problem in a new way. The third step is to ideate, which is when designers brainstorm novel solutions to the problems or opportunities they have identified. The fourth step is to prototype, that is making ideas tangible, often with few resources. The last step is to test, which is inviting users to experience your solution and having them help you make it better.
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one principle is having an empathetic mindset, which means that you are always looking for multiple and diverse points of view before you make decisions about a problem. Another principle is to have a bias towards action, which is having an idea and doing something about it. Another principle is identifying and challenging assumptions, which is being aware that there are norms accepted as “truth” and challenging them.
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Using a process like design thinking helps designers to get into the lives and experiences of others. It helps them be less focused on their own emotions and more focused on what is actually needed.
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Where Kids Find Hate Online | Common Sense Media - 0 views
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Just by playing a game on the internet, looking up a definition, or maybe checking out some music, they'll encounter some of the most vile and offensive words and images that can be expressed in the comments section of a YouTube video, a meme in their feed, or a group chat
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The intensity of these ideas, the frequency with which kids see them, and the acceptance by so many that it's just part of internet life mean that it's critical to talk to kids about this difficult topic.
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Are tech companies really that dedicated to free speech, or do they just want more users?
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The Marshall Memo Admin - Issues - 0 views
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A principal remembers how she built trust 2. Giving and receiving feedback with grace and skill 3. A Georgia district works to improve classroom observations 4. Douglas Reeves takes on five myths about grading 5. Enlisting students to comment helpfully on each others’ work 6. Unintended consequences from New York City’s discipline policies 7. The minefield that girls and young women must traverse 8. Thomas Friedman on what the new era portends for young people 9. Short item: An online social-emotional survey
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“When schools dig in on the underlying reasons why kids violate norms, rather than reflexively and automatically punishing and sending kids away, outcomes can change quickly and dramatically. It’s especially important for everyone in a school to dig deep to decrease head-to-head conflict and understand behaviors that are often quickly labeled insubordination or disrespect.”
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“Trust happens through thousands of small, purposeful interactions over time,” says Sarah Fiarman in this article in Principal. “[L]eaders earn trust when they keep promises, respond when teachers ask for help, and have difficult conversations with adults to ensure high-quality teaching for everyone.” Integral to all this is listening well, speaking wisely, and acknowledging one’s own biases.
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NAIS - The Truth About Making Real Change for Racial Justice - 0 views
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To look at ourselves honestly means to ask: Why are our schools here? The raison d’être of independent schools has been, and continues to be, that of advancing the interests of those who already have privilege—to provide a return on investment (ROI) to those who have sufficient disposable income to afford independent school. To put it differently, our main job is to preserve the social status quo or reproduce the elite; this class-bound purpose results in a hierarchical view of the world in which our students are destined for leadership. In our mission statements, the idea that we are creating leaders is almost universal. On their face, these statements provide a binary and hierarchical understanding of society, one in which there are leaders and followers, and we are teaching the leaders.
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noblesse oblige, a worldview that accepts and perpetuates existing social hierarchies while promoting social good.
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When we look at our schools’ service programs, the idea of “giving back” is ubiquitous. Yet we fail to discuss or even question how much taking is appropriate.
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NAIS - Building More Inclusive Communities with Grading for Equity - 1 views
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Yet, grading—how teachers evaluate, describe, and report student achievement—is rarely considered part of DEI work.
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Perhaps most profoundly, grades shape how our students think about themselves—who they are, what they’re good at, and whether school is a place they can succeed.
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Teachers often use grades not just to indicate how well students master course content but also to evaluate student behaviors. Categories such as “effort” or “participation” are highly subjective and heavily influenced by a teacher’s own experiences and habits. The student who is penalized for not asking questions or contributing to discussions may be learning just as much as other students, and the student who is taking copious notes may not be learning at all. Similarly, teachers judge student behaviors through culturally specific lenses and assumptions that they might not even be aware of, which can result in student actions being misinterpreted and misjudged.
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