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This site provides resources including checklists for students with conflict and/or coping issues that affect learning in the classroom. Brain Based.

Thoughts about how we might be failing our student teachers.

Are you coping with your 'to do' list? How about following other people's lists? This site allows users to share and follow to do lists to better collaborate and organise together. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools

connecting strategy instruction to content area learning and coping with students with learning disabilities

Based on the premise that formal education is confined to the first two decades or so of a person's life and cannot possibly prepare one for the constancy and rapidity of change, lifelong learning becomes an imperative if each person is to cope with the explosion of knowledge, understand societal differences as they evolve, and adapt to the aging process.

Based on the premise that formal education is confined to the first two decades or so of a person's life and cannot possibly prepare one for the constancy and rapidity of change, lifelong learning becomes an imperative if each person is to cope with the explosion of knowledge, understand societal differences as they evolve, and adapt to the aging process.

The pace of technological change has challenged historical notions of what counts as knowledge. Dave Cormier describes an alternative to the traditional notion of knowledge. In place of the expert-centered pedagogical planning and publishing cycle, Cormier suggests a rhizomatic model of learning. In the rhizomatic model, knowledge is negotiated, and the learning experience is a social as well as a personal knowledge creation process with mutable goals and constantly negotiated premises. The rhizome metaphor, which represents a critical leap in coping with the loss of a canon against which to compare, judge, and value knowledge, may be particularly apt as a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target.

Maggie, no it's not. Learning is a change in long-term memory. These unsubstantiated ideas have led to a disastrous watering-down of standards in Western education. Evidence, not theories, must be the basis of educational practice.

A few months ago I went on a Mental Health First Aid in schools course. We learnt about the stress bucket. So it goes like this. Basically we all have a stress bucket. If it gets too full as the stresses of life flow in to it, it will over fill and over flow and we will begin to feel overwhelmed. Coping strategies are like a tap on the bucket and should be used to allow some of the stress to be released and will prevent us from becoming overwhelmed. If our stress bucket gets too full we can suffer from mental ill health. Some life events such as bereavement, illness etc. can cause our buckets to overflow quite quickly but sometimes small life stressors can build and accumulate also causing our buckets to fill...

"There are lots of stressful careers, but teaching combines the elevated baseline of chonic stress of the day to day, coupled with bouts of intensely stressful events. Inspections, staff meetings, work scrutiny, piles of unmarked books in the boot of your car, all can cause stress and anxiety. Plus the current culture of the profession, where boasts about the long hours individuals work are wore like medals rather than alarm bells, make us feel inadequate unless we are working ourselves to the verge of medical exhaustion."

Don't miss the self-assessment and reflection link.