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.”
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Schoolwide Bully Prevention - ASCA School Counselor - 0 views
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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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Self-determination Theory (SDT) as described by Ryan & Deci (2000) and as discussed in Daniel Pink’s (2009) work on motivation reveals three drives that help us engage and maintain enthusiasm. Autonomy or a sense of control is a part of this triad and although we may not be able to decide which tasks we complete or not we can probably determine the order they are approached. Scheduling tasks which give us a boost of energy early in the day might help us move through the challenging middle period while finishing with a task we enjoy can be a positive ending. Putting off the tasks we enjoy least, those which offer the leas rewards until the end of the day is a recipe for disaster.
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The other two drives identified by SDT are purpose and mastery. These too are linked to time and shape our perception of a task as a positive or negative experience. The perceived purpose of a task, the degree to which a task is important to us, the intrinsic enjoyment that a task has play an important part in how we value the time we spend on it. If a task is closely connected to our core purposes it is likely to be valued and time spent on is hardly noticed.
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Within SDT the desire to master a task is the third drive. Mastery in most instances takes time and situations which prevent us from achieving mastery can lead to negative feelings. Being realistic with our mastery goals and recognising that true mastery is only achieved after significant time may reduce feeling of anxiety when confronted by situations where mastery is the goal but success is difficult to achieve.
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His time management matrix shows a correlation between a task's perceived importance and its urgency with tasks deemed important but not-urgent being the ones which allow us to produce our best work. This concept is similar to the idea of wait time or thinking time and the ideas are linked together in Ritchhart’s writing.
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Collaborative planning, reflection, problem identification and solution are areas that demand our best thinking but are not always given the time they demand. What this reveals is that the problem many schools face is not one of quantity of time but rather allocation of time.
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By talking about how we use time, where we need more time, how we may better distribute our use of time to signal importance and provide opportunities for students and teachers to achieve their best with the time they have we begin to move things forward. Being open to new solutions, breaking with tradition and valuing time as we value money are steps towards a better model for time management in schools, one that has benefits for all.
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This blog post shares how the amount of time we give students to think and answer questions can have a great impact on the quality of response we receive. By giving students wait time and thinking time, the quantity and quality of student thinking increased by 300-700%.
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Teaching Why Facts Still Matter | Edutopia - 0 views
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When politicians and thought leaders can’t or won’t agree on a basic set of facts, how can we motivate students for the noble pursuit of truth and help them see why it still matters?
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An unavoidable challenge arises when students realize that no matter how many facts support a certain conclusion, denial and dissent remain.
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“You have to trust [that] the best information, the truth, will always prevail,” he said, though “that’s tough when you face a crowd of people screaming at you on Twitter in probably not the nicest way.”
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history tends to prove his assertion right.
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“I think we are losing the graces of dialogue and respect, and the ability of at least listening to one another a little bit,” he said, reminding me that truth affects people differently. It would be hard to dispute that coal contributes to global warming, for example, but it’s also true that efforts to stop its production place jobs in jeopardy.
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discuss the truth and its ramifications from multiple angles
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students should read broadly from individuals across the political spectrum. “Then, it’s important that they have a chance to test those opinions, and their ability to express them in discussions—both with their peers and with knowledgeable others,”
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SmartBlog on Education - Bullying prevention from the ground up - SmartBrief, Inc. Smar... - 0 views
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Policies, programs, protocols, etc., can be useful tools for people to use, but they don’t change people — only people can change people.
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Bullying prevention should not just be about stopping a negative behavior; it should be about how the members of the school community treat each other.
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Although it is tempting to mandate change by implementing a program to feel like something is being done about the problem of bullying, schools that do so are like the surgeon who said the operation was a success but whose patient died.
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If people can’t see their culture, they will not be able to change it.
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Directly telling educators that their school culture/climate needs to change is probably the best way of insuring that it won’t.
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Chances are that many teachers and students imitate the leader’s way of getting things done
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If students believe they won’t be caught (the great majority of the time they won’t), they don’t worry about consequences. If students impulsively bully students in retaliation for being bullied, they aren’t thinking beyond the moment anyway.
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Rather than simply telling people what NOT to do, bullying prevention “reframed” can invite and inspire all members of the school community to work together to create the type of school that they want and need.
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he more students are involved in the process of shaping the school culture and climate, the more they will feel a sense of ownership for their school.
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he best way for staff to influence student behavior is to model the change they want to see
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12 Google Search Tricks You Probably Didn't Know | The Gooru - 0 views
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shared by Jill Bergeron on 26 Feb 16
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The Marshall Memo Admin - Issues - 0 views
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work-life balance self-regulation empathy shadow a student exemplary work student examples adhd critical thinking online pd references
shared by Jill Bergeron on 26 Feb 16
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In this Education Week article, Connecticut educator Christopher Doyle worries that many educators are not taking very good care of themselves – not balancing the intense challenges of work with family, friends, love, sleep, vacations, exercise, good nutrition, emotional health, and civic engagement. “Like American society at large,” says Doyle, “ many of us are overworked, stretched thin financially, and torn between roles as spouses, parents, and employees… Not unlike other professionals devoted to nurture, such as doctors, teachers are measured – and measure themselves – against an idealized image of excellence that involves incessant work.”
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Teachers occupy the middle to lower tiers of the American middle class – whose wages have been stagnant for some time.
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Stressed, workaholic educators are not in the best position to help students achieve some kind of balance in their overscheduled lives.
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Prioritize balance in the school schedule. This means building in time for teachers to prepare, think, meet with their colleagues, eat lunch, and pay an occasional visit to the bathroom. It’s also important not to burden teachers with unnecessary meetings.
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We should show our students, through the examples of our own lives, that they can lead healthy, multifaceted existences and not be slaves to their careers.”
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The more screen time teens have (up to 6.5 hours a day), the worse they perform academically.
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It sends a powerful message to students that someone in authority is taking the time to observe and notice with a view to making improvements in the school for their benefit.
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Give students a minute at the beginning of class to check phones. - Then have them silence their devices, put them face down on desks, and pay attention. - Every 15 minutes, allow students to check their phones for a minute. - Gradually increase the interval to 20, then 25, then 30 minutes. - If students violate the protocol, they forfeit the next phone break. - Naturally there are times when phones can be used legitimately as part of a learning experience.
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it’s unproductive to confiscate students’ phones; this can cause great anxiety and needless conflict.
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the time-honored practice of displaying samples of exemplary student work may be a turn-off for many students.
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when students are exposed to truly exceptional work, they use it as a reference point and realize they are not capable of such exceptional quality. It can lead to decreased motivation and eventually quitting if you believe the exceptional work is actually typical.”
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noticing another student multitasking electronically harms the learning of the viewer.
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Many teachers need PD on framing good critical thinking questions, modeling high-level thinking themselves, and revising their lesson tasks and assessments so they spur critical thinking.
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“Critical thinking should not be limited to one group or one age level of students.”
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Teachers need to integrate a variety of thinking questions throughout the curriculum (analyze scenarios, interpret graphics, evaluate quotes) and make sure students are seeing test questions for the first time.
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If students can produce a quick verbal answer when a question is fired at them in class, it’s probably a lower-level question. Better to let students ponder good questions and discuss them with a classmate before being asked to respond.
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it appears that study techniques that have recently emerged from cognitive science are helpful to a broad range of students with special needs. Here’s a fuller list of those approaches: - Breaking up study time into chunks; - Studying material from more than one subject in the same session; - Varying study environments; - Retrieving material from memory by testing oneself and restudying what wasn’t recalled (this is especially helpful when the material is beginning to fade, resulting in a productive struggle to recall it).
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When is online professional learning a better choice for teachers than in-person experiences?
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To study a topic that’s not offered within the district in a particular year.
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• A particular expert is not available in the school or district.
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• Singleton teachers can reach out to similarly isolated teachers in other locations.
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• Online resources can fill immediate needs, facilitating higher-quality in-person work.
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• Online PD can be significantly less expensive and more feasible than in-person PD.
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“Learning of any kind is best done collaboratively with supportive colleagues and facilitators who can push thinking, provide accountability structures, and ensure a quality learning experience. Relying on online professional development becomes dangerous when the learning is too independent and isolated.”
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when teachers go online for resources, they often gravitate to those that are immediately useful rather than looking at material that challenges them and helps them grow professionally. “School-based collaboration is still necessary,” conclude the authors, “maybe even more necessary, in an environment where teachers are participating in independent online learning activities.”
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“Use online learning to meet your personal needs, but find ways to take that learning back to your school.”
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five maxims in reference calls: • Agree with the candidate on a comprehensive and relevant list of references to call. This should include former bosses, peers, and subordinates in previous jobs. Narrow the list by thinking about the specific characteristics of the job you’re trying to fill.
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“[I]t’s easier to solicit the whole truth when you can hear hesitation or emotion in a person’s voice or see it on their face.” And emphasize that all comments will be completely confidential.
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Help the reference avoid common biases. If you start by asking an overly general question (“What can you tell me about Carol?”), Carol’s employer will usually trot out her best characteristics – and will then feel the need to be consistent with those positive comments when answering subsequent questions.
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Ask about the candidate’s social and emotional competence.
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Check values and cultural fit. Will this candidate fit in and succeed in your organization and work collaboratively with you and your colleagues?
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Probe for downstream qualities. Will the candidate keep learning, adapting, and growing?
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“Ask for examples of situations in which the person has shown the hallmarks of potential: curiosity, insight, engagement, and determination,” says Fernández-Aráoz.
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Seeing Theory - 1 views
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Brown University-created resource that allows interactive visualization/representation of prb/stats concepts. (My favorite is definitely the combinatorics - watching the binary trees shuffle from permutation to combination right on the screen is amazingly informative!)