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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

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).

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

As time is such a valuable resource its allocation to particular aspects of teaching and learning signifies their value. If we give time to content and memorisation of facts, we signal to our students that this is what we value. Likewise, if we remind our students that time is short and work must be completed quickly we should not be surprised when our students see tasks as work to be done rather than learning to be mastered. A more effective distribution of our time will see students being given time to think deeply and truly engage with the problems they are asked to solve.

The importance of these soft-skills including important aspects of socio-emotional learning, creativity and even critical thinking are often not given the time they deserve.

Ritchhart (2015) quotes research that reveals the power of wait time and thinking time with the quality and quantity of student thinking increasing by 300% to 700% when additional time is given to thinking within class discussion. Wait time or thinking time combined with strategies such as those from ‘Making Thinking Visible’ signify to students that what is wanted is not a speedy response but a well considered one. Wait time and thinking time according to Ritchhart combat the habit many students develop of guessing what the teacher wants as a response.

The main findings: The more play a school gives its student body, the greater rewards kids see in their character development, academic achievement, safety, and overall health.

According to Vialet, structure is a child's best friend when it comes to play. While kids may have a built-in urge to run around and get dirty, playing with other kids is a social experience, which means it has to be learned.

A 2013 study of the Playworks model from Stanford University found it led to 43% less bullying, 20% higher feelings of student safety, 43% more physical activity, and 34% less time transitioning from recess back to the classroom. A number of other studies suggest recess can also lead to better grades in school, regardless of the form it takes.

Differentiating content includes using various delivery formats such as video, readings, lectures, or audio. Content may be chunked, shared through graphic organizers, addressed through jigsaw groups, or used to provide different techniques for solving equations.

Process is how students make sense of the content. They need time to reflect and digest the learning activities before moving on to the next segment of a lesson.

Processing helps students assess what they do and don't understand. It's also a formative assessment opportunity for teachers to monitor students' progress.

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.”

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.]

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.

Stress isn’t necessarily a bad thing—it can mobilize us and allow us to function well.

our bodies and brains are designed to handle small amounts of stress.

“toxic stress” and it has a myriad of negative implications for the body, brain, emotions, and relationships. Examples include inattention, poor emotional control, decreased memory, difficulty learning, poor frustration tolerance, irritable bowel syndrome, and even a compromised immune system.

For education at present we face a deluge of reports that the pace of change shall only accelerate and its scale become more absolute.

The resistor is that person or even group of people who are seen by advocates of change to be habitually irrational and averse to change.

So often mathematics instruction has focused on the “right” answer as opposed to the process of getting an answer. As a result, many educators and most students have a lack of understanding of how mistakes in math should be viewed and how mistakes can actually enhance the brain’s development.

Mathematics is a cultural phenomenon: a set of ideas, connections, and relationships that we can use to make sense of the world. At its core, mathematics is about patterns.

too much praise can convey a sense of low expectation and, as a result, can be demotivating.

Teenagers care a lot about what their peers think of them. Constructive feedback given in front of others, even if it is well-intended, can be read as a public attack on them and their ability. This can lead to students developing a fear of failure and putting up a front.

This is similar to the technique he calls the whisper correction – the feedback technically takes place in public, but the pitch and tone of voice is designed to be heard only by the individual receiving it.

Rubrics aren't just about summative feedback, "Here's how you did," they are also a sort of preemptive feedback, "Here's what you need to do."

Develop a key of symbols that you can use in the margins instead of writing in sentences or bullets.

Rotate groups of students that get more percentage of your attention.