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Shouldn’t our real goal be to increase intellectual engagement so that we are developing kids with a love or learning?  And if we are really targeting academic engagement, what about our socially engaged learners who are on the bubble and considering dropping out of school?

Teachers expert in inspiring long-term, personally meaningful and interdisciplinary projects or thematic instruction regularly exceed the standards, but that realization is lost on facilitators.

New teachers have little or no experience with classroom centers, independent work, student projects and the sorts of agency that allow children to enjoy the “flow” experiences that build upon their obsessions and lead to understanding. Even when teachers are not lecturing from bell-to-bell, the classroom agenda is top-down and leaves little chance for serendipity or student initiative.

Great teachers know their students in deeper ways than any data can provide. They ask kids about their weekends. They chat about what kids are reading and console them when their hamster dies

“butterfly brain.” Constantly flitting from subject to subject, we lose focus on the single task.

physical spaces in all states of maintenance are by necessity temporal spaces; we orient

Time is a background-level context that we assume is there.

there are some spaces – and indeed, some object – that we perceive as more temporally-laden than others, regardless of whether or not those spaces and objects are in a state of ruin

"We already have a guitar. I can learn on my own and with my friends." Me: "It seems like you should get lessons for the basics." Her: "Mom, that's what the Internet is for." It turns out she's already been practicing with the help of YouTube tutorials.

because of the abundance of knowledge and social connections

balancing the competitive pressures of college-readiness, the need for unstructured learning and socializing, and the role of the Internet in all of that

A simple and popular workaround for awkward or potentially unprofessional interactions is to use Facebook pages, groups or separate accounts in the classroom. Pages are essentially separate profiles that students can Like in order to receive updates, and you can add students to groups in order to stay connected. Creating a separate profile for yourself is an easy way to prevent students from seeing any personal information that you would normally have on Facebook.

When you set a social media policy for your classroom, it’s important to delineate clear guidelines with your students on how they should and should not interact with you.

“During the term, I perceive that friending a student creates uncomfortable boundaries for the student-professor relationship,” she says. “After all, students post information about their personal lives and vice versa.”

Who’s to blame? Not the students. If they’re naive at Googling, it’s because the ability to judge information is almost never taught in school.

And by the time kids get to college, professors assume they already have this skill.

Students quickly gain the ability to detect if a top-ranked page about Martin Luther King Jr. was actually posted by white supremacists.

social comparison.

"When you're on a site like Facebook, you get lots of posts about what people are doing. That sets up social comparison — you maybe feel your life is not as full and rich as those people you see on Facebook," he says.

"It suggests that when you are engaging in social interactions a lot, you're more aware of what others are doing and, consequently, you might be more sensitized about what's happening on Facebook and comparing that to your own life,"