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Peter Beens

Education Week Teacher: Teaching Secrets: Communicating With Parents - 1 views

www.edweek.org/...tillery.html

teachers tips communication parents

shared by Peter Beens on 23 Jun 11 - No Cached
  • Peter Beens on 23 Jun 11
     
    Teaching Secrets: Communicating With Parents By Gail Tillery Premium article access courtesy of TeacherMagazine.org. You will face many challenging tasks as a new teacher. Dealing with parents is probably among the most intimidating, especially if you are young and in your first career. While communicating with parents can be tricky, a little preparation will help you to treat parents as partners and to be calmer when problems arise. Here's the first rule to live by: Your students' parents are not your enemies. Ultimately, they want the same thing you want, which is the best for their children. By maintaining respectful and productive communication, you can work together to help students succeed. Second, whenever problems arise, remember that parents are probably just as nervous about contacting you as you are about returning the contact-and maybe more so. I'll confess: Even after 26 years of teaching, I still get a little frisson of fear in my belly when I see an e-mail or hear a voicemail from a parent. But I have seen time and again that parents are often more nervous than the teacher is-especially if their child doesn't want them to contact the teacher. Indeed, some parents may even fear that if they raise concerns, their child will face some kind of retaliation. Remember that parents' tones or words may reflect such fears. In your response, try to establish that everyone involved wants to help the child. Here are some practical tips for communicating effectively with parents: Contact every parent at the beginning of the year. Do some "recon." Telephone calls are best for this initial contact, since they are more personal than e-mail. Ask the parent to tell you about his or her child's strengths, weaknesses, likes, dislikes, etc. Make sure to ask, "What is the best thing I can do to help your child succeed?" Remember to take notes! Once you've gathered the information you need, set a boundary with parents by saying, "Well, Ms. Smith, I have 25 more parent
Glenn Hervieux

Your digital footprint: how to preserve your kids online reputation - 82 views

themodernparent.net/ve-your-kids-online-reputation

digitalfootprint Digital Literacy parenting blogpost

shared by Glenn Hervieux on 26 May 16 - No Cached
  • Glenn Hervieux on 26 May 16
     
    Nice short post on protecting kids reputation online. Helpful for parents and educators and students alike.
Roland Gesthuizen

Teachers Should Battle Poor Publicity | Edutopia - 40 views

www.edutopia.org/reputation-teaching-profession

eduimage education teaching professional marketing blog

shared by Roland Gesthuizen on 23 Jun 12 - Cached
  • teaching must become a profession that demands more positive attention. We can't afford to be modest anymore
  • new teachers to take a course in publicity, learn to pitch and sell what you do, so that people know your worth. Learn how to control your own public relations
  • Teachers have insider knowledge of school successes, so it is our duty to go public with those victories, big and small
  • ...1 more annotation...
  • So, it's up to you to get it out there. It's not just for the good of you, the individual teacher, but also for the good of the staff, and even the profession. It's now your duty.
  • Roland Gesthuizen on 23 Jun 12
     
    ".. the more productive way to battle these teachers and the bleeding out of our profession's reputation is for those of us who love this job -- and we are the majority -- to battle the poor publicity with the sword of our own successes."
smilex3md

Who is Bigger? - 45 views

www.whoisbigger.com

bigger book sna socialnetworks history wikipedia algorithm computational

shared by smilex3md on 15 Jun 13 - No Cached
  • smilex3md on 15 Jun 13
     
    We have developed computational methods to measure historical significance through analysis of Wikipedia and other data sources. We rank historical figures just as Google ranks webpages, by integrating a diverse set of measurements about their reputation (including PageRank, article length, and readership) into estimates of their fame, explained by a combination of achievement (gravitas) and celebrity. We correct for the passage of time in a principled way, so we can fairly compare the significance of historical figures of different eras. - See more at: http://www.whoisbigger.com/#sthash.6tN6cebp.dpuf
Martin Burrett

Colllabo - Q&A for educators - 49 views

colllabo.com

q&a questions answers education social networking

shared by Martin Burrett on 06 Nov 11 - No Cached
  • Martin Burrett on 06 Nov 11
     
    An interesting new question and answer site especially for educations. Post your questions and gain 'reputation' points for answers. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Jac Londe

17 U.S. Code § 106A - Rights of certain authors to attribution and integrity ... - 1 views

www.law.cornell.edu/...106A

u s rights authors attribution integrity information

shared by Jac Londe on 23 Jan 14 - No Cached
  • (a) Rights of Attribution and Integrity.— Subject to section 107 and independent of the exclusive rights provided in section 106, the author of a work of visual art— (1) shall have the right—
  • (A) to claim authorship of that work, and
  • (B) to prevent the use of his or her name as the author of any work of visual art which he or she did not create;
  • ...10 more annotations...
  • (2) shall have the right to prevent the use of his or her name as the author of the work of visual art in the event of a distortion, mutilation, or other modification of the work which would be prejudicial to his or her honor or reputation; and
  • (3) subject to the limitations set forth in section 113 (d), shall have the right— (A) to prevent any intentional distortion, mutilation, or other modification of that work which would be prejudicial to his or her honor or reputation, and any intentional distortion, mutilation, or modification of that work is a violation of that right, and (B) to prevent any destruction of a work of recognized stature, and any intentional or grossly negligent destruction of that work is a violation of that right.
  • (b) Scope and Exercise of Rights.— Only the author of a work of visual art has the rights conferred by subsection (a) in that work, whether or not the author is the copyright owner. The authors of a joint work of visual art are coowners of the rights conferred by subsection (a) in that work.
  • (4) All terms of the rights conferred by subsection (a) run to the end of the calendar year in which they would otherwise expire.
  • (d) Duration of Rights.— (1) With respect to works of visual art created on or after the effective date set forth in section 610(a) of the Visual Artists Rights Act of 1990, the rights conferred by subsection (a) shall endure for a term consisting of the life of the author.
  • (2) With respect to works of visual art created before the effective date set forth in section 610(a) of the Visual Artists Rights Act of 1990, but title to which has not, as of such effective date, been transferred from the author, the rights conferred by subsection (a) shall be coextensive with, and shall expire at the same time as, the rights conferred by section 106.
  • (3) In the case of a joint work prepared by two or more authors, the rights conferred by subsection (a) shall endure for a term consisting of the life of the last surviving author.
  • (c) Exceptions.— (1) The modification of a work of visual art which is a result of the passage of time or the inherent nature of the materials is not a distortion, mutilation, or other modification described in subsection (a)(3)(A). (2) The modification of a work of visual art which is the result of conservation, or of the public presentation, including lighting and placement, of the work is not a destruction, distortion, mutilation, or other modification described in subsection (a)(3) unless the modification is caused by gross negligence. (3) The rights described in paragraphs (1) and (2) of subsection (a) shall not apply to any reproduction, depiction, portrayal, or other use of a work in, upon, or in any connection with any item described in subparagraph (A) or (B) of the definition of “work of visual art” in section 101, and any such reproduction, depiction, portrayal, or other use of a work is not a destruction, distortion, mutilation, or other modification described in paragraph (3) of subsection (a).
  • (e) Transfer and Waiver.— (1) The rights conferred by subsection (a) may not be transferred, but those rights may be waived if the author expressly agrees to such waiver in a written instrument signed by the author. Such instrument shall specifically identify the work, and uses of that work, to which the waiver applies, and the waiver shall apply only to the work and uses so identified. In the case of a joint work prepared by two or more authors, a waiver of rights under this paragraph made by one such author waives such rights for all such authors.
  • (2) Ownership of the rights conferred by subsection (a) with respect to a work of visual art is distinct from ownership of any copy of that work, or of a copyright or any exclusive right under a copyright in that work. Transfer of ownership of any copy of a work of visual art, or of a copyright or any exclusive right under a copyright, shall not constitute a waiver of the rights conferred by subsection (a). Except as may otherwise be agreed by the author in a written instrument signed by the author, a waiver of the rights conferred by subsection (a) with respect to a work of visual art shall not constitute a transfer of ownership of any copy of that work, or of ownership of a copyright or of any exclusive right under a copyright in that work.
jodi tompkins

The connected classroom registry - 42 views

learnquebec.ca/...add-project.html

collaboration project onlineprojects

shared by jodi tompkins on 25 Jun 10 - Cached
  • jodi tompkins on 25 Jun 10
     
    A clearinghouse for telecollaborative projects, projects hosted by reputable organizations and collaborations conducted by teachers world wide.
Marc Patton

Adrian Bruce's Educational Teaching Resources-Reading Games-Math Games-Educational Soft... - 80 views

www.adrianbruce.com

Teacher_Resources Teaching_Ideas Language_Arts Mathematics SMART_Notebook

shared by Marc Patton on 08 Nov 10 - Cached
  • Darrin Schumacher on 08 Nov 10
     
    A good resource for teaching Literacy
  • Marc Patton on 29 Jun 12
     
    In recent years I have developed a reputation nationally and internationally in the field of education as an, '...exemplary user of Information and Communication Technologies in the modern classroom'.
Deborah Baillesderr

Digital Compass | Common Sense Media - 44 views

www.commonsensemedia.org/...digital-compass

Common Sense Media digitalcitizenship gamification

shared by Deborah Baillesderr on 04 Aug 15 - No Cached
  • Deborah Baillesderr on 04 Aug 15
     
    "Learn the fundamentals of digital citizenship through animated, choose-your-own-adventure interactive experiences, designed for grades 6-9. Invite students to explore digital dilemmas, make good (and not-so-good) decisions, and try out possible solutions through stories and mini-games - all without risking their real-world reputations. Discover how Common Sense Education's award-winning digital literacy and citizenship curriculum seamlessly integrates into blended-learning environments. "
Martin Burrett

Spatial Learning: A Powerful Teaching Tool by @richardjarogers - 11 views

ukedchat.com/...spatial-learning

spatial spatial learning

shared by Martin Burrett on 24 Nov 18 - No Cached
  • Martin Burrett on 24 Nov 18
     
    "Young and inexperienced with rose-tinted goggles: I was mindful of my responsibilities as a new Science teacher. Expectations were high. When the Deputy Head of the school suddenly asked to observe one of my Year 9 Physics lessons I knew I had to perform well. As a thriving school with a great reputation, Denbigh definitely set the bar high. My Year 9 kids were typical 13 and 14-year-olds. Some days they were great and some days they'd just had enough. Keeping them on-task was a challenge for an unskilled teacher like me."
mrshathaway

Evaluating a Website or Publication's Authority - Web Literacy for Student Fact-Checkers - 25 views

webliteracy.pressbooks.com/...te-or-publications-reliability

website_reliability information_literacy

shared by mrshathaway on 15 Aug 18 - No Cached
  • most of us would like to ascribe authority to sites and authors who support our conclusions and deny authority to publications that disagree with our worldview
  • Wikipedia’s guidelines for determining the reliability of publications. These guidelines were developed to help people with diametrically opposed positions argue in rational ways about the reliability of sources using common criteria.
  • defined by process, aim, and expertise.
  • ...11 more annotations...
  • fact-checkers of all political stripes are happy to be able to track a fact down to one of these publications since they have reputations for a high degree of accuracy, and issue corrections when they get facts wrong.
  • a reliable source for facts should have a process in place for encouraging accuracy, verifying facts, and correcting mistakes
  • Process
  • researchers and certain classes of professionals have expertise, and their usefulness is defined by that expertise
  • Expertise
  • while we often think researchers are more knowledgeable than professionals, this is not always the case
  • Reporters, on the other hand, often have no domain expertise
  • Aim
  • Aim is defined by what the publication, author, or media source is attempting to accomplish
  • One way to think about aim is to ask what incentives an article or author has to get things right
  • In general, you want to choose a publication that has strong incentives to get things right, as shown by both authorial intent and business model, reputational incentives, and history
Martin Burrett

UKEdMag: Blaming the System by @ICTMagic - 9 views

ukedchat.com/...blaming-the-system-by-ictmagic

system red tape organisation

shared by Martin Burrett on 10 Oct 16 - No Cached
  • Martin Burrett on 10 Oct 16
     
    We are told 'Don't let the system get you down', and 'rail against the system' and endure the untold misery of 'We are updating your system.' Systems have a bad reputation for being bureaucratic, red-tape decorated jumping hoops. This is certainly true of many systems and no more so than in education. A system which isn't working well is clearly evident while those that are working as they should are often invisible or unnoticed, but vital to the smooth working of work, learning and life.
Jay Swan

100 Coolest Science Experiments on YouTube - 105 views

www.x-raytechnicianschools.org/science-experiments-on-youtube

science youtube experiments biology physics

shared by Jay Swan on 09 Feb 10 - Cached
  • Jay Swan on 09 Feb 10
     
    From site: Although YouTube has something of a reputation as a repository for the inane mental diarrhea of stunted man-children injuring each other for cheap laughs or shrill teenage drama queens shrieking like harpies over the latest bland, interchangeable lump passing as the epitome of masculine beauty, many others thankfully take advantage of its services as a portal to share their knowledge and educate viewers. While few of the scientific offerings formally follow the scientific method or test an explicitly stated hypothesis, even those videos veering more towards demonstrating various principles, theories, and laws still offer visitors a chance to learn something about how the world around them operates.
J C

Mashed Up Atlanta SEO - 4 views

www.socialseomanagement.com

Mashed Up Atlanta SEO internet marketing social media yelp local search suwanee georgia

shared by J C on 28 Jan 13 - Cached
  • J C on 28 Jan 13
     
    Top SEO and Social Media marketing company in Atlanta Georgia. They are known for their reputation management and their local search results.
  • J C on 28 Jan 13
     
    http://www.socialseomanagement.com please comment on the latest in atlanta seo and social media marketing "mashed up"...
Glenn Hervieux

Protecting Reputations Online in Plain English - YouTube - 122 views

www.youtube.com/watch

digitalcitizenship video cybersafety

shared by Glenn Hervieux on 01 May 13 - No Cached
  • Glenn Hervieux on 01 May 13
     
    Protecting your Digital Identity and that of others - Common Craft. Good video to use with students. 
Sharin Tebo

JOLT - Journal of Online Learning and Teaching - 62 views

jolt.merlot.org/...alderton_0911.htm

eAchieve Twitter

shared by Sharin Tebo on 26 Apr 16 - No Cached
  • All of them responded that Twitter allows them to build connections with educators beyond those in their immediate vicinity. These connections are purposefully made as a way to find and share resources and to provide and receive support. For example, Participant 8 stated, “My primary purpose is to connect with other teachers, so that I can learn from them and share resources that I find.” Similarly, Participant 9 wrote, “I am the only biology teacher at my school. I use it [Twitter] as a means of obtaining advice, resources and collaboration…I also use it to find out about new tech tools.”
  • Twitter has helped me to build a strong professional reputation
  • they follow educators. They also follow content experts and others who share professional interests.
  • ...11 more annotations...
  • Participants explained that they choose to follow people who are open, positive, and constructive.
  • “If their tweets seem to be of interest - providing ideas or resources, as opposed to just opinion - I will network with them.” Similarly, Participant 6 stated, “I look for people who interact and don't just post links.”
  • those they trust
  • Since Twitter is considered to be a social networking website, one aspect of this study looked at dialogue that transpired between followers to show evidence of collaborative conversations rather than unidirectional sharing of information.
  • Survey results show that nine out of ten of the respondents were able to give concrete examples of collaboration that occurred with fellow Twitter users.
  • These examples included ideas such as creating units, sharing of resources, students collaborating on projects between classrooms, exchanging professional materials and readings, writing book chapters, and even co-presenting at conferences.
  • beyond 140-character messages. That teachers moved discussions to forums that allow for deeper discussion and expansion of ideas is encouraging; Twitter does not seem to be a place to collaborate in depth, but rather to make those initial connections - a "jumping off" point.
  • how using Twitter has benefited them professionally. Four unique themes emerged from their responses: Access to resources Supportive relationships Increased leadership capacity Development of a professional vision
  • practical resources and ideas as a benefit.
  • opportunities for them to take leadership roles in developing professional development, organizing conferences, publishing, and grant writing.
  • This research study provides new insight into how teachers use social networking sites such as Twitter for professional purposes.
  • Sharin Tebo on 26 Apr 16
     
    Impacts of Twitter on professional lives
Thieme Hennis

Experience (Tin Can) API: What to Expect from Your LMS Provider - 30 views

www.bottomlineperformance.com/-expect-from-your-lms-provider

TinCan experience api learning reputation system education open-education lms

shared by Thieme Hennis on 06 Aug 13 - No Cached
  • Thieme Hennis on 06 Aug 13
     
    intro to the experience API (formerly API)
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