Age of Distraction: Why It's Crucial for Students to Learn to Focus | MindShift - 0 views
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“The real message is because attention is under siege more than it has ever been in human history, we have more distractions than ever before, we have to be more focused on cultivating the skills of attention,”
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If young students don’t build up the neural circuitry that focused attention requires, they could have problems controlling their emotions and being empathetic.
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“The circuitry for paying attention is identical for the circuits for managing distressing emotion,”
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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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The Art of Facilitating Teacher Teams | Edutopia - 0 views
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Note that I'm using the term "facilitator" to mean the person who plans and designs agendas as well as who guides a team through processes outlined on an agenda
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The purpose of the meeting and desired outcomes are articulated and connected to the school's vision, mission, and big goals
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a variety of structures or protocols to meet the desired outcomes.
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Causes of Students' Emotional Fragility: Five Perspectives | Psychology Today - 0 views
The Flippen Group | Education - 0 views
Using Neuroscience to Launch a Research-Informed School Schedule | EdSurge News - 1 views
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Though we had changed many of our pedagogical practices, our schedule was still outdated. We wondered whether we could leverage research in educational neuroscience to transform it.
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students saw the value of about 90-minutes of quality homework that was assigned for one of three reasons: retrieval practice, to connect or extend prior learning or to be prepared for the next class period.
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Launching something imperfect when you already have something that is comfortable can be challenging, but it gave us an opportunity to model what we were already messaging to our students about “failing forward.”
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Emotional Stress and ADHD: Managing Out-of-Control Feelings - 0 views
Can Teaching Kids Mindfulness Replace Discipline? - 0 views
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Mindfulness is the awareness that arises through purposefully paying attention to the present moment in a non-judgemental way,
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As we practice mindfulness, we begin to understand our mind-body connection better and learn not to be so reactive to thoughts, emotions, and physical sensations.
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With mindfulness, we develop a quality of attention that can be present no matter what is happening around us. This helps us feel more peace, ease, and balance in our lives and we develop more empathy, compassion, and love.
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NAIS - Affirming the Well-Being of Black Teachers - 0 views
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the necessity of emotional support in our schools through affinity groups and the need for culturally responsive professional development opportunities similar to ones offered at the NAIS People of Color Conference (PoCC).
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In her book, Why Are All the Black Kids Sitting Together in the Cafeteria? Beverly Tatum outlines a familiar circumstance that many Black faculty face when working in PWIs. “Particularly in work settings, where people of color are isolated and often in the extreme minority, the opportunities to connect with peers of color are few and far between. White people are often unaware of how stressful such a situation can be.”
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As confirmed in my research findings, affinity groups are one of the few places in PWIs where Black faculty and staff expressed a genuine sense of recognition and appreciation. Affinity groups provide teachers who share a common identity at our school the opportunity to meet, connect, and support each other. The Black affinity group gatherings at our school can range from informal check-ins to more structured and facilitated conversations about stress management and teaching practices. As important as these meetings are, they are unfortunately infrequent.
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Schoolwide Bully Prevention - ASCA School Counselor - 0 views
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School bullying and hazing issues are complex and multifaceted. They require a comprehensive approach to increase the probability of addressing many of the contributing factors. School counselors are in a unique position to promote a comprehensive approach because of their training and expertise in the social and emotional wellness of children and adolescents. School counselors who are trained in the ASCA National Model are familiar with the use of data to drive programs and the delivery of interventions. School counselors understand the importance of early intervention and prevention to promote positive outcomes in behavior and academics. Systemic change requires leadership and, as John Quincy Adams said, “If your actions inspire others to dream more, learn more, do more and become more, you are a leader.”
Time - The finite resource - 0 views
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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.
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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.
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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.
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The Marshall Memo Admin - Issues - 0 views
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In 2009, TNTP reported that teacher evaluation systems didn’t accurately distinguish among teachers with varying levels of proficiency, failed to identify most of the teachers with serious performance problems, and were unhelpful in guiding professional development.
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The Widget Effect study concluded that “school districts must begin to distinguish great from good, good from fair, and fair from poor.”
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On average, only 2.7 percent of teachers were rated below Proficient/Exemplary on a 4- or 5-point scale.
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Golden Rules for Engaging Students in Learning Activities | Edutopia - 0 views
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In aiming for full engagement, it is essential that students perceive activities as being meaningful. Research has shown that if students do not consider a learning activity worthy of their time and effort, they might not engage in a satisfactory way, or may even disengage entirely in response (Fredricks, Blumenfeld, & Paris, 2004).
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highlighting the value of an assigned activity in personally relevant ways.
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Researchers have found that effectively performing an activity can positively impact subsequent engagement (Schunk & Mullen, 2012). To strengthen students' sense of competence in learning activities, the assigned activities could: Be only slightly beyond students' current levels of proficiency Make students demonstrate understanding throughout the activity Show peer coping models (i.e. students who struggle but eventually succeed at the activity) and peer mastery models (i.e. students who try and succeed at the activity) Include feedback that helps students to make progress
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The Marshall Memo Admin - Issues - 0 views
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1. True grit 2. Successfully educating boys: what works 3. Teacher-student mediation in action 4. How to work with an opinionated colleague (who is wrong) 5. Should schools continue to teach cursive handwriting? 6. Do students’ appearance and grooming affect achievement? 7. Key elements of an effective open house 8. I wish my teacher knew…
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A lot of what we take to be toughness of the past was really just callousness.
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There was a greater tendency in years gone by to wall off emotions, to put on a thick skin – for some men to be stone-like and uncommunicative and for some women to be brittle, brassy, and untouchable. And then many people turned to alcohol to help them feel anything at all.”
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"In This Issue: 1. True grit 2. Successfully educating boys: what works 3. Teacher-student mediation in action 4. How to work with an opinionated colleague (who is wrong) 5. Should schools continue to teach cursive handwriting? 6. Do students' appearance and grooming affect achievement? 7. Key elements of an effective open house 8. I wish my teacher knew…"
Seven ways to give better feedback to your students | Teacher Network | The Guardian - 0 views
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too much praise can convey a sense of low expectation and, as a result, can be demotivating.
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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.
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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.
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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"
6 Strategies for Differentiated Instruction in Project-Based Learning | Edutopia - 1 views
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Project-based learning (PBL) naturally lends itself to differentiated instruction. By design, it is student-centered, student-driven, and gives space for teachers to meet the needs of students in a variety of ways. PBL can allow for effective differentiation in assessment as well as daily management and instruction.
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Not all students may need the mini-lesson, so you can offer or demand it for the students who will really benefit.
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Are you differentiating for academic ability? Are you differentiating for collaboration skills? Are you differentiating for social-emotional purposes? Are you differentiating for passions?
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Honestly, not too much new information for me in this article, but a well-summarized version of that information for sure; comments were actually what made this stand out for me...
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Andrew Miller offers up concrete examples of how teachers can differentiate through PBL. He includes: differentiation through teams, reflection and goal setting, mini-lessons, centers and resources, voice and choice in products, differentiation through formative assessments, and balancing teamwork with individual work.
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