This article addresses the issue of teacher burnout and a solution to help treat and minimize it. The article suggests that relieving one's stress for a short period each day goes a long way in avoiding burnout. 1) Should all teachers be required to participate in a short training to teach them mindfulness and stress relieving techniques? 2) What techniques do you use to destress and how can incorporating mindfulness improve them? 3) How would taking time to destress through mindfulness effect your classroom performance?

Children who are physically fit absorb and retain new information more effectively than children who are out of shape, a new study finds, raising timely questions about the wisdom of slashing physical education programs at schools. How might you, as a teacher, incorporate physical fitness into your class, even if it is only for a couple minutes? Today, technology has become such a large portion of our life, what can be done to encourage students to become more physically active outside of school rather than play video games all night? Who would be a good resource to find out further information about types of physical activity for your students?

The authors offer opinions on learning and teaching in higher education. The use of social media to allow nursing students to participate in the creation of content for their course as part of a blended learning experience, involving both classroom teaching and learning as well as learning and teaching within social media, is cited as an example of what is said to be a need for college teachers to move to new teaching strategies in the 21st century by incorporating educational technology to deal with issues of student disengagement.

This article describes a teaching experience in which information and communication technologies were applied in five industrial engineering courses at the Universidad de Tarapaca in Chile. The paper compares the performance and course pass rates of the e-learning platform and portable pocket PC platform with those of the same courses teaching in traditional classroom methods. Two of the courses involving 62 students used an e- learning platform and its associated pedagogical model, while the other three, covering 110 students, employed a portable Pocket PC platform and a collaborative pedagogical model. The results show that there is no statistical evidence that technology rise the students marks, but did reveal significant improvements in course pass rates.