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in title, tags, annotations or urlThe 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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The Marshall Memo Admin - Issues - 0 views
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students who have four years of art score 91 points higher on the SAT than students who don’t.
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Danny Gregory applauds the arguments made for the importance of art and music in schools: they improve motor, spatial, and language skills; they enhance peer collaboration; they strengthen ties to the community; they keep at-risk students in school and improve their chances of ultimately graduating from college; and
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In middle school, the majority start to lose their passion for making stuff and instead learn the price of making mistakes.
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Education | Greater Good - 0 views
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Seven Ways to Cultivate Joy and Empathy in Math Class
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Four Ways Teachers Can Reduce Implicit Bias
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How to Awaken Joy in Kids
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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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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…"
Tinkering Spaces: How Equity Means More Than Access | MindShift | KQED News - 0 views
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Existing inequities play out when adults engage with kids around tinkering or making. And, while makerspaces are a unique kind of learning space, many of the techniques thoughtful educators are using to improve their interactions with students could be used in other venues.
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Sewing has been one of the most successful projects in the program Escudé helps run at the Boys and Girls Club in San Francisco’s Visitacion Valley neighborhood. Kids shared their family histories of sewing and even invited grandparents to participate and share. The activity was framed as intellectual thought and valued as equal to any other tinkering task. The success of this activity came from giving students the space to share themselves and build relationships with one another and the facilitators, not because they were using the most recent technology or because they were building robots.
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it’s a cultural assumption that kids would think taking apart toys would be fun.
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Boys Will Be Boys - Reading By Example - 0 views
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If a school were to alter their approach for teaching boys, a priority would have to be placed on hands-on experiences, constructing knowledge at their pace, and not placing such a premium on assignment deadlines or the printed and written word.
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Another idea is to allow students to dictate their writing using voice recognition software. This circumvents the oft-cited complaint of boys that they hate the physical act of putting words on paper. This deficit is supported by research that shows boys develop more slowly than girls in fine motor skills, a critical skill for writing.
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we need to rebuild schools and make them more accommodating for how boys learn.
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Digital History | Promises and Perils of Digital History - 0 views
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Gertrude Himmelfarb offered what she called a “neo-Luddite” dissent about “the new technology’s impact on learning and scholarship.” “Like postmodernism,” she complained, “the Internet does not distinguish between the true and the false, the important and the trivial, the enduring and the ephemeral. . . . Every source appearing on the screen has the same weight and credibility as every other; no authority is ‘privileged’ over any other.”
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“A dismal new era of higher education has dawned,” he wrote in a paper called “Digital Diploma Mills: The Automation of Higher Education.” “In future years we will look upon the wired remains of our once great democratic higher education system and wonder how we let it happen.”3
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In the past two decades, new media and new technologies have challenged historians to rethink the ways that they research, write, present, and teach about the past. Almost every historian regards a computer as basic equipment; colleagues view those who write their books and articles without the assistance of word processing software as objects of curiosity.
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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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