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Martin Burrett

'Teaching' Technology by @sansanananana - 11 views

ukedchat.com/...teaching-tech

technology

shared by Martin Burrett on 05 Nov 18 - No Cached
  • Martin Burrett on 05 Nov 18
     
    "As a technology teacher, I always keep looking for new tools to excite my students. During parent-teacher conferences, when a parent comes and asks me how's their child doing at my subject I almost always say, "Everyone is good at technology" or "All of them love ICT lessons". But when I'm alone, I reflect on these statements many times. If everyone already loves technology and is good at it, then what am I here for? What's my role? This is a generation of digital natives. You show a two-year-old how to scroll through the camera roll of your phone once and they won't ask you again. This makes me question my validity again and again."
Nigel Coutts

Enhancing the power of our reflective practice - The Learner's Way - 18 views

thelearnersway.net/...wer-of-our-reflective-practice

power learner learning teaching reflection mentoring coaching

shared by Nigel Coutts on 21 Oct 18 - No Cached
  • Nigel Coutts on 21 Oct 18
     
    "We do not learn from experience... we learn from reflecting on experience." ― John Dewey These words by John Dewey point to a truth about learning that is often forgotten. Experience alone is not sufficient for true learning to occur; reflection is an essential part of the process and our failure to include time for this is why our learning often does not stick.
Martin Burrett

Controlling risk in an intuitive world by @NewEraEdCG - 3 views

ukedchat.com/...controlling-risk

shared by Martin Burrett on 21 Mar 19 - No Cached
  • Martin Burrett on 21 Mar 19
     
    "Having a young grandson really brings home the intuitive nature of technology these days. Without any training whatsoever he navigates and investigates any devices to which he has access and there are many he encounters in his daily life. He is able to find features that we as adults didn't even know exist let alone use."
Martin Burrett

Pupils with autism twice as likely to be bullied - what can teachers do? - 6 views

ukedchat.com/...autism-bullied-teachers

autism bullied bullying

shared by Martin Burrett on 04 Jan 19 - No Cached
  • Martin Burrett on 04 Jan 19
     
    "In the UK, there are about 100,000 children with autism - about one in 100 - according to the NHS and 70% are educated in mainstream schools. Learning and socialising with neurotypical children can pose a challenge for pupils with autism who find it hard to read facial expressions and body language and have difficulties understanding the intentions of their peers. They may also prefer to play alone which sets them up as targets in the playground, with other children finding it easier to pick on them as they do not have a support structure around them."
Martin Burrett

Teens who seek solitude may know what's best for them - 13 views

ukedchat.com/...e-may-know-whats-best-for-them

shared by Martin Burrett on 28 Mar 19 - No Cached
  • Martin Burrett on 28 Mar 19
     
    "Teens who choose to spend time alone may know what's best for them, according to new research that suggests solitude isn't a red flag for isolation or depression. The key factor is choice, say researchers at the University of California, Santa Cruz, and Wilmington College: When solitude is imposed on adolescents and young adults, whether as punishment or as a result of social anxiety, it can be problematic. But chosen solitude contributes to personal growth and self-acceptance, they found."
Nigel Coutts

Growth = Mindset + Action - The Learner's Way - 13 views

thelearnersway.net/...growth-mindset-action

growth mindset action learner education teaching learning

shared by Nigel Coutts on 31 Mar 19 - No Cached
  • Nigel Coutts on 31 Mar 19
     
    Having the right mindset is alone not sufficient for growth. I might talk the talk about a growth mindset and believe I can learn a new skill but unless I back that belief with action, it is just talk.
Nigel Coutts

Encouraging Persistence - The Learner's Way - 5 views

thelearnersway.net/...encouraging-persistence

persistence determination attention

shared by Nigel Coutts on 09 Nov 20 - No Cached
  • Nigel Coutts on 09 Nov 20
     
    "Nothing in this world can take the place of persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent. The slogan Press On! has solved and always will solve the problems of the human race." ― Calvin Coolidge Growing up, I had a copy of this quote on my wall. It is one of those things that stuck with me over the years. For a long time I might not have truly appreciated its wisdom. Now as a teacher in times of volatility, uncertainty, complexity and ambiguity, its significance seems to have grown. When we can instantaneous consumers of the all of the worlds information, as we access anything and everything at the speed of light, how do we learn the value of persistence?
Adrienne Michetti

Where Everybody Knows Your (Screen) Name: Online Games as "Third Places" - 52 views

jcmc.indiana.edu/...steinkuehler.html

games gaming social

shared by Adrienne Michetti on 19 Nov 09 - Cached
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      This is, I think, why I'm more keen on today's social networks than I am on games -- games do not provide deep emotional support.
  • "bowling alone" hypothesis (Putnam, 2000), which suggests that media are displacing crucial civic and social institutions
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      Putnam - need to check this article. Interesting; not sure I agree.
  • ...80 more annotations...
  • According to Putnam, time spent with relatively passive and disengaging media has come at the expense of time spent on vital community-building activities.
  • The evidence to date is mixed
  • A core problem on both sides of the debate is an underlying assumption that all Internet use is more or less equivalent
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      SO True
  • It would be more plausible and empirically rigorous, then, to consider how specific forms of Internet activity impact civic and social engagement as a result of their particular underlying social architectures
  • combining conclusions from two different lines of MMO research conducted from two different perspectives—one from a media effects approach, the other from a sociocultural perspective on cognition and learning.
  • By providing spaces for social interaction and relationships beyond the workplace and home, MMOs have the capacity to function as one form of a new "third place" for informal sociability much like the pubs, coffee shops, and other hangouts of old.
  • loosely structured by open-ended narratives
  • They are known for their peculiar combination of designed "escapist fantasy" and emergent "social realism"
  • from two research projects: one an examination of the media effects of MMOs, the other an ethnographic study of cognition and culture in such contexts.
  • the conclusions of both studies were remarkably aligned.
  • the assumption that the most fruitful advances are sometimes made when congruent findings are discovered through disparate means
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      Love this quote.
  • demonstrate the "effects" of game play vs. no game play.
  • first project was a traditional effects study
  • second project, a qualitative study of cognition and learning in MMOs (
  • ethnography
  • sociocultural perspective
  • as a way to tease out what happens in the virtual setting of the game and how the people involved consider their own activities, the activities of others, and the contexts in which those activities takes place
  • a reasonable level of generalizability (random assignment to condition in the first study) and contextualization (ethnographic description of existing in-game social networks and practices in the second)
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      but I wonder why he chose these games -- this is not specified. Only their success in US and abroad?
  • brick-and-mortar "third places" in America where individuals can gather to socialize informally beyond the workplace and home
  • the exaggerated self-consciousness of individuals.
  • In what ways might MMOs function as new third places for informal sociability?
  • virtual environments have the potential to function as new (albeit digitally mediated) third places similar to pubs, coffee shops, and other hangouts.
  • in this section we analyze the structural form of MMOs that warrants this "third place" assertion.
  • eight defining characteristics of third places
  • there is no default obligation
  • To oblige any one person to play requires that explicit agreements be entered into by parties
  • the default assumption is that no one person is compelled to participate legally, financially, or otherwise.
  • Unless one transforms the virtual world of the game into a workplace (e.g., by taking on gainful employment as a virtual currency "farmer" for example, Dibbell, 2006; Steinkuehler, 2006a) or enters into such agreement, no one person is obligated to log in
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      and this is why, in my opinion, you will never see games in school. The game cannot be the Third Place because school is a Second Place.
  • Yee's (2006) interviews also reveal that individuals who game with romantic partners or family find that such joint engagement in the "other world" of MMOs allows them to redefine the nature and boundaries of their offline relationships, often in more equitable terms than what may be possible in day-to-day offline life
  • the relationships that play-partners have with one another offline are often "leveled" within the online world
  • an individual's rank and status in the home, workplace, or society are of no importance
  • appeal to people in part because they represent meritocracies otherwise unavailable in a world often filled with unfairness
  • conversation plays an analogous role
  • "In all such systems, linguistic interactions have been primary: users exchange messages that cement the social bonds between them, messages that reflect shared history and understandings (or misunderstandings) about the always evolving local norms for these interactions" (p. 22).
  • third places must also be easy to access
  • such that "one may go alone at almost any time of the day or evening with assurance that acquaintances will be there"
  • accessible directly from one's home, making them even more accommodating to individual schedules and preferences
  • barriers to initial access.
  • "What attracts a regular visitor to a third place is supplied not by management but by the fellow customer,"
  • "It is the regulars who give the place its character and who assure that on any given visit some of the gang will be there"
  • affective sense
  • As one informant satirically commented in an interview, "You go for the experience [points], you stay for the enlightening conversation.
  • engendering a sense of reliable mentorship and community stability.
  • Oldenburg argues that third places are characteristically homely, their d�cor defying tidiness and pretension whenever possible. MMOs do not fit this criterion in any literal sense
  • In neither of our investigations did the degree of formality exhibited by players within the game bear any relation to the degree of visual ornamentation of the players' immediate vicinity.
  • Thus, while the visual form of MMO environments does not fit Oldenburg's (1999) criterion of "low profile," the social function of those environments does.
  • Oldenburg (1999) argues that seriousness is anathema to a vibrant third place; instead, frivolity, verbal word play, and wit are essential.
  • The playful nature of MMOs is perhaps most apparent in what happens when individuals do bring gravity to the game.
  • the home-like quality of third places in rooting people
  • Participation becomes a regular part of daily life for players and, among regular gamemates such as guild members, exceptional absences (i.e., prolonged or unforeseen ones) are queried within the game or outside i
  • create an atmosphere of mutual caring that, while avoiding entangling obligations per se, creates a sense of rootedness to the extent that regularities exist, irregularities are duly noted, and, when concerning the welfare of any one regular, checked into
  • Are virtual communities really communities, or is physical proximity necessary?
  • Anderson (1991), who suggests that geographic proximity itself is neither a necessary nor sufficient condition for the emergence and preservation of "community."
  • Social capital (Coleman, 1988) works analogously to financial capital; it can be acquired and spent, but for social and personal gains rather than financial
  • operates cyclically within social networks because of their associated norms of reciprocity
  • bridging social capital is inclusive.
  • This form of social capital is marked by tentative relationships, yet what they lack in depth, they make up for in breadth.
  • On the one hand, bridging social capital provides little in the way of emotional support; on the other hand, such relationships can broaden social horizons or worldviews, providing access to information and new resources.
  • bonding social capital is exclusive.
  • social superglue.
  • it can also result in insularity.
  • shows that bridging and bonding social capital are tied to different social contexts, given the network of relationships they enable.
  • Virtual worlds appear to function best as bridging mechanisms rather than as bonding ones, although they do not entirely preclude social ties of the latter type.
  • One could argue that, if the benchmark for bonding social capital is the ability to acquire emotional, practical, or substantive support, then MMOs are not well set up for the task:
  • While deep affective relationships among players are possible, they are less likely to generate the same range of bonding benefits as real-world relationships because of players' geographic dispersion and the nature of third places themselves.
  • Despite differences in theoretical grounding and methodologies, our conclusions were remarkably similar across complementary macro- and micro-levels.
  • It is worth noting, however, that as gamers become more involved in long-term social networks such as guilds and their activities become more "hardcore" (e.g., marked by participation in large-scale collaborative problem-solving endeavors such as "raids" into difficult territories or castle sieges), the function of MMOs as "third places" begins to wane.
  • It may be, then, that the structure and function of MMOs as third places is one part of the "life cycle" for some gamers in a given title.
  • In such cases, MMOs appear to enable a different kind of sociability, one ostensibly recognizable as a "community" nonetheless.
  • However, our research findings indicate that this conclusion is uninformed. To argue that MMO game play is isolated and passive media consumption in place of informal social engagement is to ignore the nature of what participants actually do behind the computer screen
  • Perhaps it is not that contemporary media use has led to a decline in civic and social engagement, but rather that a decline in civic and social engagement has led to retribalization through contemporary media (McLuhan, 1964).
  • Such a view, however, ignores important nuances of what "community" means by pronouncing a given social group/place as either wholly "good" or "bad" without first specifying which functions the online community ought to fulfill.
  • Moreover, despite the semantics of the term, "weak" ties have been shown to be vital in communities, relationships, and opportunities.
  • is to what extent such environments shift the existing balance between bridging and bonding
  • In light of Putnam's evidence of the decline of crucial civic and social institutions, it may well be that the classification "lacking bridging social capital" best characterizes the everyday American citizen. T
  • Without bridging relationships, individuals remain sheltered from alternative viewpoints and cultures and largely ignorant of opportunities and information beyond their own closely bound social network.
  • it seems ironic that, now of all times, we would ignore one possible solution to our increasingly vexed relationship with diversity.
dmassicg

Is Texting Mangling the English Language? [INFOGRAPHIC] - 2 views

mashable.com/...texting-infographic

texting infographic english via:packrati.us

shared by dmassicg on 19 Nov 12 - No Cached
  • by Sam Laird
  • Do your OMGs and LOLs have you sometimes srsly forgetting how to write in proper English? If so, you may not be alone.
  • dmassicg on 19 Nov 12
     
    "Do your OMGs and LOLs have you sometimes srsly forgetting how to write in proper English?"
Kathleen Gormley

Sherry Turkle: Connected, but alone? | Video on TED.com - 49 views

www.ted.com/...rry_turkle_alone_together.html

connected TED

shared by Kathleen Gormley on 27 Feb 13 - No Cached
  • Kathleen Gormley on 27 Feb 13
     
    Sherry Turkle (TED Talk), a professor at MIT, discusses (2012) how our many devices isolate us. Just last week, I watched a group of seniors at a coffee shop sitting together and texting rather than conversing. It made me think about their definitions of communication. Thought provoking.
Randy Yerrick

Middle School Chemistry | Download Free Science Activities, Access Chemistry Multimedia... - 113 views

www.middleschoolchemistry.com

LAI532F16

shared by Randy Yerrick on 21 Mar 11 - No Cached
John Agnew liked it
  • Holly Barlaam on 21 Mar 11
     
    Great website with lesson plans and lots of multimedia covering basic chemistry topics. Though titled "middle school chemistry" much of the material can be referred to or used for basic high school chemistry or even biology (such as the basics on bonding, water molecules, etc).
  • ...1 more comment...
  • Gerald Carey on 22 Mar 11
     
    Agreed. The chapter on the periodic table is worth it just for the animations, let alone the lesson plans and other resources. What a good get, Holly. Kudos to the American Chemical Society for setting it up.
  • Christian King on 16 Apr 12
     
    Worth a bump, I stumbled upon this gem today. Excellent resource, there is even a free pdf textbook.
  • Randy Yerrick on 31 Oct 16
     
    Middle School Chemistry lessons with worksheets and standards.
Nigel Coutts

Why build a Personal Learning Network? - 51 views

thelearnersway.net/...ld-a-personal-learning-network

PLN learning education Twitter

shared by Nigel Coutts on 20 Sep 15 - No Cached
  • Nigel Coutts on 20 Sep 15
     
    'Inside the Black Box' was written by Black and William in 1998 and in it they describe the classroom as a black box with inputs and outputs but what occurred inside was a mystery. For many teachers the reality has been that what occurs in their classroom has been both private and isolating, a matter between the teacher and his or her students but a task largely tackled alone. But this isolationist view is, in the age of the social media and networking increasingly challenged and more and more teachers are finding their voice, sharing their ideas and gaining valuable insights from a global community of connected educators.
Margaret FalerSweany

The Myths of Technology Series - "Technology equals engagement" - 73 views

connectedprincipals.com/...10418

technology engagement myths

shared by Margaret FalerSweany on 02 May 14 - No Cached
  • The Myths of Technology Series – “Technology equals engagement”
  • As educators, we have to be able to differentiate between “novelty” and “engagement”; they often look the same at the beginning, but one will quickly fade.
  • Compliance – Do this because I told you. Engagement – Do this because you are excited. Empowerment – Do this because you have the power to do something meaningful for yourself.
  • ...1 more annotation...
  • engagement” should not be the highest bar we set for our students.  If we can develop meaningful learning opportunities that empower our students to make a difference, our impact will go beyond their time they spent in our classrooms.  Technology alone will never provide this.  We need great educators that think differently about the opportunities we now have in our world and will take advantage of what we have in front of us, and help to create these experiences for our students to do something powerful.
  • Margaret FalerSweany on 02 May 14
     
    One of a series of commentaries on the relationship between technology and learning. The comments here raise questions worth thinking about.
taconi12

Fractions- Ideas for Teaching, Resources for Lesson Plans, and Activities for Unit Plan... - 3 views

www.proteacher.org/...208_Fractions.html

math fractions reference lessonplans games

shared by taconi12 on 10 Mar 12 - Cached
  • raction Hunt Posted by:lismac #130700 Please Signin We walked around the school in small groups armed with cameras and looked for fractions occuring in our school. Each child had to find one scene to capture with the camera. Another group stayed in the classroom and created their fractions with classroom materials. Example- 10 pencils. 9 were yellow and one was red. Then the small groups would come to our computer and insert their picture. Each child then inserted text boxes to type in the fractions. Example- 9/10 of the pencils are yellow. 1/10 of the pencils are red. 9/10 + 1/10= 10/10 They could choose the fonts and colors and such... they used word art to add their names. They loved it! We also do one using multiplication.
  • Fraction Hunt Posted by:lismac #130700 Please Signin We walked around the school in small groups armed with cameras and looked for fractions occuring in our school. Each child had to find one scene to capture with the camera. Another group stayed in the classroom and created their fractions with classroom materials. Example- 10 pencils. 9 were yellow and one was red. Then the small groups would come to our computer and insert their picture. Each child then inserted text boxes to type in the fractions. Example- 9/10 of the pencils are yellow. 1/10 of the pencils are red. 9/10 + 1/10= 10/10 They could choose the fonts and colors and such... they used word art to add their names. They loved it! We also do one using multiplication.
  • One activity that went over pretty well with my class was putting fractions in order. After completing a lesson on comparing fractions, each student was given a fraction on a 3x5 card and asked to tape it to their chest. Then they were instructed to line up in order from greatest to least. After they had completed the task, after much deliberation, I informed them of the correct order. They did pretty well considering there were fifteen students.
  • ...5 more annotations...
  • Another thing I did was draw fractions number lines (about seven inches long) on a piece of paper, one under another with enough space between lines so my students could label the points. The first line was not divided. The points were labeled 0 and 1. The second line was divided into halves. The students labeled the points on the line 0/2, 1/2, and 2/2. The third line was divided into thirds. The students labeled the points 0/3, 1/3, 2/3, 3/3. You probably get the idea. The remaining lines were divided into fourths, fifths, sixths, eighths, tenths, and twelfths, and the points were labeled. (It is very...
  • I created an interactive fraction number line from 0 to 2 on my wall. I have about 40 fraction cards with different fractions and I have students take turns putting the cards on the number line. They get the chance to see that some of the fractions are equivelent to others.
  • Well, you are not alone. Fractions lessons sometimes need repeating over and over until they understand the CONCEPTS. Try giving them a mnemonic device to help them remember what to do. My kids decided to use GCF as Greatest Calories n Fat so that's why you REDUCE!! This just helped them to know when to use the GCF but it still needs lots of practice. Also, do a lot of hands-on activities that show equivalency in fractions. Make fraction strips using construction paper, and the kids can show all the equivalent fractions by matching up the strips. Or try the pizza fraction pieces that you can buy. I believe that it just takes lots of fun practice as well as drills on the procedures. Take your time and don't rush through it or you'll be sorry to see that they won't remember any of it by Christmas!!
  • Make up index cards before hand. Group them in 3's (.25 on one card, 1/4 on another, 25% on the third) make up however many sets of three you need to give a card to each of the students in your class. Once the cards have been shuffled, pass one to each student. Have them find their 'family' WITHOUT MAKING A SOUND. When .20, 1/5 and 20% find each other they have to put their cards on a large number line in the front of the class. It's a great way to get them all involved, and gets them up and around the classroom.
  • I also have my student play Fraction Tic Tac Toe, on a 4 x 4 grid filled with halves, fourths, and eighths. They have to make a whole with 3 fractions in a row. They love it!!! I'm not sure where the gamesheet come from, but I am sure you can make your own.
dpurdy

Hydrogen vehicle - Wikipedia, the free encyclopedia - 13 views

en.wikipedia.org/...Hydrogen_vehicle

hydrogen what form infrastructure current

shared by dpurdy on 19 Mar 12 - Cached
    • dpurdy
      dpurdy on 19 Mar 12
       
      Is hydrogen sustainable? depends on the source. see this highlight.
  • While methods of hydrogen production that do not use fossil fuel would be more sustainable
  • The challenges facing the use of hydrogen in vehicles include production, storage, transport and distribution.
  • ...3 more annotations...
  • The hydrogen infrastructure consists mainly of industrial hydrogen pipeline transport and hydrogen-equipped filling stations like those found on a hydrogen highway. Hydrogen stations which are not situated near a hydrogen pipeline can obtain supply via hydrogen tanks, compressed hydrogen tube trailers, liquid hydrogen tank trucks or dedicated onsite production.
  • Hydrogen use would require the alteration of industry and transport on a scale never seen before in history. For example, according to GM, 70% of the U.S. population lives near a hydrogen-generating facility but has little access to hydrogen, despite its wide availability for commercial use.[64] The distribution of hydrogen fuel for vehicles throughout the U.S. would require new hydrogen stations that would cost, by some estimates approximately 20 billion dollars[65] and 4.6 billion in the EU.[66] Other estimates place the cost as high as half trillion dollars in the United States alone.[67]
  • Hydrogen fuel does not occur naturally on Earth and thus is not an energy source, but is an energy carrier. Currently it is most frequently made from methane or other fossil fuels. However, it can be produced from a wide range of sources (such as wind, solar, or nuclear) that are intermittent, too diffuse or too cumbersome to directly propel vehicles. Integrated wind-to-hydrogen plants, using electrolysis of water, are exploring technologies to deliver costs low enough, and quantities great enough, to compete with traditional energy sources.[2]
  • dpurdy on 19 Mar 12
     
    Fuel cell cars are expensive.  The fuel cell costs a lot
Roland Gesthuizen

25 Ways Teachers Can Connect More With Their Colleagues | Edudemic - 20 views

edudemic.com/...ect-more-with-their-colleagues

collaboration teacher PLN edudemic

shared by Roland Gesthuizen on 01 Jul 12 - No Cached
  • A growing criticism of the American education system is that teachers spend too much of their time distanced from their colleagues (a recent survey found that teachers spend just 3% of their school day collaborating with other teachers), encouraging competition rather than collaboration, and making it difficult for teachers to work together to solve educational and institutional issues.
  • Roland Gesthuizen on 01 Jul 12
     
    "..there are many ways that teachers can reach out and connect with their colleagues and build a more collaborative atmosphere in their schools. We've come up with just a few here.."
Kevin Oliver

Protest Music - All About Protest Music - Protest Music Overview - 36 views

folkmusic.about.com/...ProtestMusic.htm

shared by Kevin Oliver on 12 Sep 12 - No Cached
  • The most remarkable thing about protest music is that it helps people realize they're not alone in feeling a spirit of dissent
    • Kevin Oliver
      Kevin Oliver on 12 Sep 12
       
      test
Carol Caywood

The Yellow Wallpaper, by Charlotte Perkins Gilman - 95 views

www.gutenberg.org/...1952-h.htm

shared by Carol Caywood on 09 Nov 11 - Cached
    • Carol Caywood
      Carol Caywood on 09 Nov 11
       
      How has the child ravaged her?
  • I must not let her find me writing
  • sub-pattern in a different shade
  • ...18 more annotations...
  • John thought it might do me good to see a little company
  • John says if I don't pick up faster he shall send me to Weir Mitchell in the fall
  • nd Jennie is good and lets me alone when I want her to
  • and follow that pattern about by the hour
  • I know this thing was not arranged on any laws of radiation, or alternation, or repetition, or symmetry, or anything else that I ever heard of.
  • optic horror
  • it is such a relie
  • how I wish he would let me go and make a visit to Cousin Henry and Julia
  • He said I was his darling and his comfort and all he had, and that I must take care of myself for his sake, and keep well.
  • I must use my will and self-control and not let any silly fancies run away with me
  • he baby is well and happy
  • There are things in that paper that nobody knows but me, or ever will.
  • ike a woman stooping down and creeping about behind that pattern
  • he faint figure behind seemed to shake the pattern, just as if she wanted to get out.
  • Of course if you were in any danger, I could and would, but you really are better, dear, whether you can see it or not. I am a doctor, dear, and I know. You are gaining flesh and color, your appetite is better, I feel really much easier about you."
  • "she shall be as sick as she pleases!
    • Carol Caywood
      Carol Caywood on 09 Nov 11
       
      talking to her in 3rd person
  • never for one instant let that idea enter your mind! There is nothing so dangerous, so fascinating, to a temperament like yours. It is a false and foolish fancy. Can you not trust me as a physician when I tell you so?"
Brianna Crowley

Education Week Teacher: Five Practices for Building Positive Relationships With Students - 6 views

www.edweek.org/...tln_clark.html

teaching education students relationships

shared by Brianna Crowley on 09 Aug 12 - No Cached
  • In a single moment, all 26 kids in that class learned three important things: 1) No matter how foolish your answer is, you will not be ridiculed in this class; 2) All of my students are equally important to me; and 3) While I want to have a close relationship with you, it will never be at the expense of another student.
  • "Do you prefer to work alone or with a partner?"
  • If I notice that the dynamics are off in a particular class, I will schedule an activity that does not require much guidance from me just so that I can use the time to reconnect.
  • Brianna Crowley on 09 Aug 12
     
    Clark lays out some simple, yet powerful reminders about how to build relationships with our students from day 1. 
mel cooke

U.S. History in Context - Document - 47 views

ic.galegroup.com/...PrimarySourcesDetailsWindow

history

shared by mel cooke on 04 Feb 14 - No Cached
  • born in the United States alon
    • mel cooke
      mel cooke on 04 Feb 14
       
      oijoijoij
    • mel cooke
      mel cooke on 04 Feb 14
       
      kljhkjhkjhkh
  • "For many a family, now that prosperity seems to be here,
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