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Information sharing Google only shares personal information with other companies or individuals outside of Google in the following limited circumstances: We have your consent. We require opt-in consent for the sharing of any sensitive personal information. We provide such information to our subsidiaries, affiliated companies or other trusted businesses or persons for the purpose of processing personal information on our behalf. We require that these parties agree to process such information based on our instructions and in compliance with this Privacy Policy and any other appropriate confidentiality and security measures. We have a good faith belief that access, use, preservation or disclosure of such information is reasonably necessary to (a) satisfy any applicable law, regulation, legal process or enforceable governmental request, (b) enforce applicable Terms of Service, including investigation of potential violations thereof, (c) detect, prevent, or otherwise address fraud, security or technical issues, or (d) protect against harm to the rights, property or safety of Google, its users or the public as required or permitted by law. If Google becomes involved in a merger, acquisition, or any form of sale of some or all of its assets, we will ensure the confidentiality of any personal information involved in such transactions and provide notice before personal information is transferred and becomes subject to a different privacy policy.

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

These are my reasons about how and why I continue to blog almost four years on. Key points: Blogging keeps me current Blogging encourages me to read Blogging makes me think, justify and engage in debate Blogging makes me develop a discipline and a time to write Blogging encourages me to make practice explicit Blogging is for me a form of curation, of gathering sources that matter Increasingly I see blogging as a form of professional self-development.

"Conversation is key . Sawyer succinctly explains this principle: "Conversation leads to flow, and flow leads to creativity." When having students work in groups, consider what will spark rich conversation. The original researcher on flow, Mihaly Csikszentmihalyi, found that rich conversation precedes and ignites flow more than any other activity.1 Tasks that require (or force) interaction lead to richer collaborative conceptualization. Set a clear but open-ended goal . Groups produce the richest ideas when they have a goal that will focus their interaction but also has fluid enough boundaries to allow for creativity. This is a challenge we often overlook. As teachers, we often have an idea of what a group's final product should look like (or sound like, or…). If we put students into groups to produce a predetermined outcome, we prevent creative thinking from finding an entry point. Try not announcing time limits. As teachers we often use a time limit as a "motivator" that we hope will keep group work focused. In reality, this may be a major detractor from quality group work. Deadlines, according to Sawyer, tend to impede flow and produce lower quality results. Groups produce their best work in low-pressure situations. Without a need to "keep one eye on the clock," the group's focus can be fully given to the task. Do not appoint a group "leader." In research studies, supervisors, or group leaders, tend to subvert flow unless they participate as an equal, listening and allowing the group's thoughts and decisions to guide the interaction. Keep it small. Groups with the minimum number of members that are needed to accomplish a task are more efficient and effective. Consider weaving together individual and group work. For additive tasks-tasks in whicha group is expectedtoproduce a list, adding one idea to another-research suggests that better results develop

"What is so incredible about the habits listed below is that they're so wonderfully simple. #1 in particular can help a lot of people - don't just use technology for the sake of using it - make sure you have a good reason and positive outcome in mind, otherwise you're wasting your time!"

"It seems like just yesterday that I was a disconnected nomad working hard to maintain the status quo and conform to a rigid system commonly known as education. You see, prior to 2009 I was adamantly opposed to even the thought of using social media for both personal and professional reasons. As a building level leader burdened by endless responsibilities, I could not fathom wasting even a precious minute in what I saw as a perpetual time sap. " Read the rest of this post to see how Eric discovered being connected on social media and engaging in conversations with passionate educators has transformed his work in education.

Two pre-service teachers explain why they chose a Masters of Arts in Teaching rather than the quick certification route of TFA.

Scott McLeod summarizes the reasons that technology is not used effectively in independent schools, and gives suggestions for how to do it better.

Helpful look at some of the reasons we need to help students learn how to engage in online content through blended and asynchronous learning environments.

http://www.teacherspayteachers.com/Signup/referral:msreliford free CER Rubric This is a printable PDF of a 4 point rubric for the CER, or Claim, Evidence, Reasoning activities. CER promotes critical thinking.

"Students perform poorly in our courses for a variety of reasons. Here are some students you've likely encountered over the years, as well as a few ideas on the type of feedback that best helps them turn things around. "

I tried backchannel chat for the first time during keynote addresses at the EARCOS Teachers Conference: ETC09. What is Backchannel Chat? It's like note-t...

Diigo stands for "Digest of Internet Information, Groups and Other stuff." It is a social bookmarking program that allows you to save your 'favorites' online, so that they can be accessible from any computer with an internet connection. However, Diigo does much more than this.

Among the top reasons why teachers are deemed unsuccessful or leave the profession is their inability to effectively manage student behavior, experts say.

"Finland is no stranger to the higher ranks of the international education tables, and the country's universities are regarded as global leaders in higher education (HE). So, how does one of the world's smaller nations lead the way when it comes to educating and inspiring its young people?"

"There's a good reason why universities have spent the last few years dedicating precious resources and time to fostering a collaborative learning environment. Students who are encouraged to participate in discussions, work cooperatively in small-group settings, and actively engage with their peers are believed to gain not only the cognitive skills needed to survive in the professional workplace but also the interpersonal ones needed to thrive. And for many, the approach seems to be working. But is it working for all students?"

t's a comprehensive strategy that's changing how, when and where UBC students learn. Flexible learning boosts reasoning and retention, and lets students customize their experience to meet long-term educational and professional goals.

"Parents who restrict their children's use of new media technologies may be acting counterproductively in the long run, particularly if they invoke afterschool homework time as the reason. Their children's scholastic achievements at college lag behind the academic performance of same-age peers, a University of Zurich study shows."

"As a parent, I have always been able to help my children find good sources of information in order to do their homework. How do I know where to find the best information? Do I have some inside knowledge that most parents don't? Yes! How? I am a librarian… I have long believed that if parents knew about the resources available from their school library to support their children's homework they would be relieved and happy. They would be able to guide them to use these good tools without worrying about quality or reliability. Many of our resources go unused for two reasons, firstly, many teachers and students do not know about these resources, how easy they are to use and reference and secondly, parents don't know they exist."