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2. Publishing for the World (and the Classroom Across the Hall) is Powerful

3. Establishing Your Classroom Brand

According to educators Joe Sanfelippo and Tony Sinanis, branding can be defined as “the marking practice of creating a name, symbol or design that identifies and differentiates a product from other products.” Within the past few years, this idea of branding our schools/classrooms has become extremely valuable, as it promotes transparency by painting an accurate, live picture of what is taking place. Yet, in reality, the majority of the time the educators are the ones telling these stories. While this certainly has its place, ultimately what matters most is how students feel about their experiences. Social media has allowed my students to share our classroom happenings through their eyes. It has allowed my students the opportunity to both establish and share the culture of our classroom and our school, and ultimately create our “brand”.

About 60 percent said it hindered students’ ability to write and communicate face to face, and almost half said it hurt critical thinking and their ability to do homework.

Other teachers said technology was as much a solution as a problem.

Within this scheme, Leviticus presents the humbling of the foreskin of the heart as the resolution to the stubborn heart which brought the people into exile. Heart circumcision will bring the blessing of restoration.

It is in the context of the covenant curses that our reference to heart circumcision occurs in Leviticus 26:41, revealing that Israel had an internal heart problem which led them to curse God and therefore undergo his covenant curses.

Leviticus 26 describes the outworking of the blessing, curse-exile, and return from exile

Deuteronomy presents circumcision of the heart as important means for attaining the Deuteronomic vision of loyalty from a devoted heart.4

The research confirms what we know to be true. The arts impact all learning.

Neuroscience has also provided an emerging branch of research related to studying the arts. For instance, "Learning Arts and the Brain: The Dana Consortium Report on Arts and Cognition" reinforced the positive impact arts learning has on a young person's ability to retain information.

Neither the arts nor the sciences have a monopoly on teaching creativity, collaboration, or problem-solving skills.

The design process proved to be as important as the finished product.

Schools must provide opportunities for students to learn across disciplines. No longer can we teach in silos.