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Jill Bergeron

Best Practices: The Gallery Walk - Mud and Ink Teaching - 0 views

www.mudandinkteaching.org/...est-practices-the-gallery-walk

gallery walk English critical thinking kinesthetic

shared by Jill Bergeron on 15 Mar 17 - No Cached
  • Jill Bergeron on 15 Mar 17
     
    This post contains several ideas for how to manage a gallery walk and how to employ critical thinking as part of the experience.
Jill Bergeron

Edunators -Reflective Teaching Questions - 0 views

www.edunators.com/...estions-for-teacher-reflection

TEACHER REFLECTION QUESTIONS reflection

shared by Jill Bergeron on 25 Apr 17 - No Cached
  • Jill Bergeron on 25 Apr 17
     
    These questions tie to classroom culture, lessons, student learning and teacher satisfaction.
Jill Bergeron

NAIS - The Truth About Making Real Change for Racial Justice - 0 views

www.nais.org/...real-change-for-racial-justice

DEI social justice diversity racial justice

shared by Jill Bergeron on 02 Jan 21 - No Cached
  • 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.
  • noblesse oblige, a worldview that accepts and perpetuates existing social hierarchies while promoting social good.
  • 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.
  • ...6 more annotations...
  • Families send their kids to our schools, and we must prove that we are better than local public or other school options. In other words, we ask the majority of our families to give us financial support so that their kids can get more—not necessarily different—than what their taxes pay for; the “more” is the ROI.
  • Furthermore, this hierarchical worldview permeates our practices—from grading to sports, we promote hierarchies cemented on ability, access, and popularity, among other things. By viewing race problems in our schools in purely cultural terms, we are articulating our hope that we will promote some hierarchies while erasing other hierarchies based on race, gender, and sexual orientation. But as we know, hierarchies intersect and sustain each other.
  • the demand that our teachers get better or different professional development, that we hire and admit more people of color, and that we collectively become culturally competent is a way to deal with the symptoms of racism, not with a system of racism.
  • Why would those who have privilege, and want to keep it by paying for a special pathway for their children, want to give it up? Anyone familiar with the college admission process knows the tensions that emerge around race and class. If our students and families are happy to embrace the language of inclusion, such superficial pretense often evaporates when college admission lists appear. It is then that we see the hard limits of our inclusivity.   The families in our communities are essentially good people who want to share, but they don’t want to be left out.
  • They like the idea of “giving back” but do not want to take less.
  • many of our enrollment challenges derive from the fact that millennial families are looking for meaning and value—not access. We need to stop worrying about providing an illusory ROI and ensure that we help our students develop lives of meaning and purpose; we need to stop worrying exclusively about leadership and prepare them for ethical and active citizenship. It is only when we can talk to our students about the need to take less so that others can have their fair share that we will be able to honestly talk about race.
Scott Nancarrow

Childhood Anxiety Disorders: When to Worry About an Anxious Child - 0 views

www.additudemag.com/ildhood-anxiety-disorders-adhd

shared by Scott Nancarrow on 29 Sep 22 - No Cached
  • I recommend asking the parent to complete the Spence Preschool Anxiety Scale for a quick, reliable measure of anxiety in young children who can’t necessarily express their feelings.
  • To help determine whether anxiety is impairing or interfering in children’s lives, I ask the following questions using the acronym FISH. (This can be applied to children of all ages.) Frequency — What is the frequency of the child’s anxious behaviors? Is it every day? Once a week? Once a month? Intensity — How intense is the child’s anxiety on a scale of 1 to 10? Severity — How severe is the child’s anxiety on a scale of 1 to 10? How long — How long have anxious behaviors occurred?
  • The following tendencies among children should send up red flags: Overestimating a threat: “I’m going to get COVID. I’m going to die.” Difficulty tolerating uncertainty: “I don’t know what’s going to happen if I go to school. What’s going to be there? I don’t know that I can handle it.” Underestimating the ability to control a situation: “I never will be able to handle all this uncertainly. It is going make me really sick to my stomach or feel like I’m going to die.” Feeling increased responsibility: “If I get sick and I get my parents sick, it’s my fault. They will never forgive me.”
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  • Avoidance is at the core of anxiety.
  • There are several ways to do this. We can work directly with the child. We can work with the child and parents together. Or we can work with parents alone. All these instances emphasize teaching the child non-avoidance behaviors.
Scott Nancarrow

Mental health tools that can help middle schoolers get a better perspective | KQED - 0 views

www.kqed.org/...s-for-tweens-by-phyllis-fagell

health strategies

shared by Scott Nancarrow on 11 Jan 24 - No Cached
  • Once you bring your child’s thoughts to the surface, teach them how to talk back to their inner critic.
  • The goal is to help them recognize when they’re thinking in extremes and then challenge the thought.
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