Just about all of the women in that room planned to combine careers and family in some way. But almost all assumed and accepted that they would have to make compromises that the men in their lives were far less likely to have to make.
Group items matching
in title, tags, annotations or url
1More
1More
Promise yourself more 'me' time in 3 simple steps - UKEdChat.com - 1 views
-
"Teaching and leading within an educational setting can demand a copious amount of time, and many educators struggle to maintain a healthy work/life balance. In fact, previous research has shown that striving for a positive work/life balance is an unobtainable myth, and with constant mobile notifications, e-mails, along with the never-ending pile of marking and planning that needs doing, how can you stop working when you're off the clock?"
1More
Children's math education resources for teachers | DreamBox Learning online math educat... - 1 views
-
From Dreambox in my inbox: "In honor of Math Awareness Month this April, I am e-mailing you this morning to share the news that DreamBox Learning is launching DreamBox Math Classroom, a school version of the curriculum and standards based childrens math adventure game, DreamBox Learning K-2 Math. To celebrate the release, DreamBox Learning offers free access to the game for any kindergarten, first or second grade classroom in the U.S. and Canada through the end of the current school year or June 30, 2009. Teachers at accredited schools can simply visit www.dreambox.com/teachers to sign up for classroom usage. "
77More
Why Women Still Can't Have It All - www.theatlantic.com - Readability - 7 views
-
-
when many members of the younger generation have stopped listening, on the grounds that glibly repeating “you can have it all” is simply airbrushing reality, it is time to talk.
-
I still strongly believe that women can “have it all” (and that men can too). I believe that we can “have it all at the same time.” But not today, not with the way America’s economy and society are currently structured. My experiences over the past three years have forced me to confront a number of uncomfortable facts that need to be widely acknowledged—and quickly changed.
- ...67 more annotations...
-
I had the ability to set my own schedule most of the time. I could be with my kids when I needed to be, and still get the work done.
-
the minute I found myself in a job that is typical for the vast majority of working women (and men), working long hours on someone else’s schedule, I could no longer be both the parent and the professional I wanted to be
-
having it all was not possible in many types of jobs, including high government office—at least not for very long.
-
“Having control over your schedule is the only way that women who want to have a career and a family can make it work.”
-
Yet the decision to step down from a position of power—to value family over professional advancement, even for a time—is directly at odds with the prevailing social pressures on career professionals in the United States.
-
Think about what this “standard Washington excuse” implies: it is so unthinkable that an official would actually step down to spend time with his or her family that this must be a cover for something else.
-
Both were very clear that they did not want that life, but could not figure out how to combine professional success and satisfaction with a real commitment to family.
-
many of us are also reinforcing a falsehood: that “having it all” is, more than anything, a function of personal determination.
-
there has been very little honest discussion among women of our age about the real barriers and flaws that still exist in the system despite the opportunities we inherited.
-
But we have choices about the type and tempo of the work we do. We are the women who could be leading, and who should be equally represented in the leadership ranks.
-
women are less happy today than their predecessors were in 1972, both in absolute terms and relative to men.
-
The best hope for improving the lot of all women, and for closing what Wolfers and Stevenson call a “new gender gap”—measured by well-being rather than wages—is to close the leadership gap:
-
Only when women wield power in sufficient numbers will we create a society that genuinely works for all women. That will be a society that works for everyone.
-
We must clear them out of the way to make room for a more honest and productive discussion about real solutions to the problems faced by professional women.
-
These women cannot possibly be the standard against which even very talented professional women should measure themselves. Such a standard sets up most women for a sense of failure
-
A simple measure is how many women in top positions have children compared with their male colleagues.
-
Every male Supreme Court justice has a family. Two of the three female justices are single with no children.
-
women hold fewer than 30 percent of the senior foreign-policy positions in each of these institutions.
-
“You know what would help the vast majority of women with work/family balance? MAKE SCHOOL SCHEDULES MATCH WORK SCHEDULES.” The present system, she noted, is based on a society that no longer exists—one in which farming was a major occupation and stay-at-home moms were the norm. Yet the system hasn’t changed.
-
“Inflexible schedules, unrelenting travel, and constant pressure to be in the office are common features of these jobs.”
-
I would hope to see commencement speeches that finger America’s social and business policies, rather than women’s level of ambition, in explaining the dearth of women at the top. But changing these policies requires much more than speeches. It means fighting the mundane battles—every day, every year—in individual workplaces, in legislatures, and in the media.
-
assumes that most women will feel as comfortable as men do about being away from their children, as long as their partner is home with them. In my experience, that is simply not the case.
-
I do not believe fathers love their children any less than mothers do, but men do seem more likely to choose their job at a cost to their family, while women seem more likely to choose their family at a cost to their job.
-
To many men, however, the choice to spend more time with their children, instead of working long hours on issues that affect many lives, seems selfish.
-
It is not clear to me that this ethical framework makes sense for society. Why should we want leaders who fall short on personal responsibilities?
-
Regardless, it is clear which set of choices society values more today. Workers who put their careers first are typically rewarded; workers who choose their families are overlooked, disbelieved, or accused of unprofessionalism.
-
having a supportive mate may well be a necessary condition if women are to have it all, but it is not sufficient
-
Ultimately, it is society that must change, coming to value choices to put family ahead of work just as much as those to put work ahead of family. If we really valued those choices, we would value the people who make them; if we valued the people who make them, we would do everything possible to hire and retain them; if we did everything possible to allow them to combine work and family equally over time, then the choices would get a lot easier.
-
Given the way our work culture is oriented today, I recommend establishing yourself in your career first but still trying to have kids before you are 35—or else freeze your eggs, whether you are married or not.
-
But the truth is, neither sequence is optimal, and both involve trade-offs that men do not have to make.
-
You should be able to have a family if you want one—however and whenever your life circumstances allow—and still have the career you desire.
-
If more women could strike this balance, more women would reach leadership positions. And if more women were in leadership positions, they could make it easier for more women to stay in the workforce. The rest of this essay details how.
-
I have to admit that my assumption that I would stay late made me much less efficient over the course of the day than I might have been, and certainly less so than some of my colleagues, who managed to get the same amount of work done and go home at a decent hour.
-
Still, armed with e-mail, instant messaging, phones, and videoconferencing technology, we should be able to move to a culture where the office is a base of operations more than the required locus of work.
-
Being able to work from home—in the evening after children are put to bed, or during their sick days or snow days, and at least some of the time on weekends—can be the key, for mothers, to carrying your full load versus letting a team down at crucial moments.
-
Changes in default office rules should not advantage parents over other workers; indeed, done right, they can improve relations among co-workers by raising their awareness of each other’s circumstances and instilling a sense of fairness.
-
The policy was shaped by the belief that giving women “special treatment” can “backfire if the broader norms shaping the behavior of all employees do not change.”
-
Our assumptions are just that: things we believe that are not necessarily so. Yet what we assume has an enormous impact on our perceptions and responses. Fortunately, changing our assumptions is up to us.
-
One of the best ways to move social norms in this direction is to choose and celebrate different role models.
-
If we didn’t start to learn how to integrate our personal, social, and professional lives, we were about five years away from morphing into the angry woman on the other side of a mahogany desk who questions her staff’s work ethic after standard 12-hour workdays, before heading home to eat moo shoo pork in her lonely apartment.
-
Women have contributed to the fetish of the one-dimensional life, albeit by necessity. The pioneer generation of feminists walled off their personal lives from their professional personas to ensure that they could never be discriminated against for a lack of commitment to their work.
-
It seems odd to me to list degrees, awards, positions, and interests and not include the dimension of my life that is most important to me—and takes an enormous amount of my time.
-
This does not mean that you should insist that your colleagues spend time cooing over pictures of your baby or listening to the prodigious accomplishments of your kindergartner. It does mean that if you are late coming in one week, because it is your turn to drive the kids to school, that you be honest about what you are doing.
-
Indeed, the most frequent reaction I get in putting forth these ideas is that when the choice is whether to hire a man who will work whenever and wherever needed, or a woman who needs more flexibility, choosing the man will add more value to the company.
-
In 2011, a study on flexibility in the workplace by Ellen Galinsky, Kelly Sakai, and Tyler Wigton of the Families and Work Institute showed that increased flexibility correlates positively with job engagement, job satisfaction, employee retention, and employee health.
-
Other scholars have concluded that good family policies attract better talent, which in turn raises productivity, but that the policies themselves have no impact on productivity.
-
What is evident, however, is that many firms that recruit and train well-educated professional women are aware that when a woman leaves because of bad work-family balance, they are losing the money and time they invested in her.
-
The answer—already being deployed in different corners of the industry—is a combination of alternative fee structures, virtual firms, women-owned firms, and the outsourcing of discrete legal jobs to other jurisdictions.
-
Women, and Generation X and Y lawyers more generally, are pushing for these changes on the supply side; clients determined to reduce legal fees and increase flexible service are pulling on the demand side. Slowly, change is happening.
-
In trying to address these issues, some firms are finding out that women’s ways of working may just be better ways of working, for employees and clients alike.
-
“We believe that connecting play and imagination may be the single most important step in unleashing the new culture of learning.”
-
“Genius is nothing more nor less than childhood recovered at will.” Google apparently has taken note.
-
the more often people with different perspectives come together, the more likely creative ideas are to emerge. Giving workers the ability to integrate their non-work lives with their work—whether they spend that time mothering or marathoning—will open the door to a much wider range of influences and ideas.
-
Men have, of course, become much more involved parents over the past couple of decades, and that, too, suggests broad support for big changes in the way we balance work and family.
-
women would do well to frame work-family balance in terms of the broader social and economic issues that affect both women and men.
-
Yet I also want a world in which, in Lisa Jackson’s words, “to be a strong woman, you don’t have to give up on the things that define you as a woman.”
-
“Empowering yourself,” Jackson said in her speech at Princeton, “doesn’t have to mean rejecting motherhood, or eliminating the nurturing or feminine aspects of who you are.”
-
But now is the time to revisit the assumption that women must rush to adapt to the “man’s world” that our mothers and mentors warned us about.
-
If women are ever to achieve real equality as leaders, then we have to stop accepting male behavior and male choices as the default and the ideal.
-
We must insist on changing social policies and bending career tracks to accommodate our choices, too. We have the power to do it if we decide to, and we have many men standing beside us.
2More
Education Is My Life | Join the 20% Time MOOC Today! - 8 views
educationismylife.com/join-the-20-time-mooc-today
education news teaching geniushour google20% tumblr
shared by Vicki Davis on 09 Jul 13
- No Cached
skip zalneraitis liked it
-
From my friend AJ Juliani - if you want to do 20% time - perhaps you should join in this MOOC right now - it isn't too late. "In the past year we have seen a boom in 20% projects and Genius Hour projects happening in the K-12 classroom. Amazing educators have pushed this movement forward, and Angela Maiers Choose2Matter campaign is another way for students to find their passions and learn with purpose. This July we are running a "20% Time MOOC". The course offers two outcomes. Teachers will learn about the research behind Google's 20% policy and how it can be applied in K-12 education; and, learners will also participate in their own 20% project throughout the course and present as a final product. I want to encourage you to join this MOOC and connect with so many teachers who are giving their students the power to choose (Access Code for the course is ZXQ2B-8CWMV). We'll be using the #20timeacademy hashtag throughout the course to share with each other!"
-
Retired teacher looking for advise on a model to change primary and secondary education. E-MAIL ME THROUGH THE SITE WITH SUGGESTIONS http://www.textbooksfree.org/Educating%20the%20Class%20of%202030.htm
10More
Susan Silverman's Lucky Ladybugs project going on for elementary - 0 views
kids-learn.org/...project.htm
best_practice connectingpeople curriculum digital_access education hz08 hzmeta virtualcollab
shared by Vicki Davis on 16 Apr 08
- Cached
-
This project will demonstrate lesson plans designed following principles of Universal Design for Learning (UDL) and examples of student work resulting from the lessons. As teachers we should ask ourselves if there are any barriers to our students’ learning. We should look for ways to present information and assess learning in non-text-based formats.
- ...5 more annotations...
-
Based on brain research and new media, the UDL framework proposes that educators design lessons with three basic kinds of flexibility: 1. Multiple formats and media are used to present information.
-
Examples: Illustrations, pictures, diagrams, video or audio clips, and descriptions 2. Teachers use multiple strategies to engage and motivate students. 3. Students demonstrate learning through multiple performance and product formats.
-
UDL calls for three goals to consider in designing lessons: 1. Recognition goals: these focus on specific content that ask a student to identify who, what, where, and when. 2. Strategic goals: these focus on a specific process or medium that asks a student to learn how to do something using problem solving and critical think skills. 3. Affective goals: these focus on a particular value or emotional outcome. Do students enjoy, and appreciate learning about the topic? Does it connect to prior knowledge and experience? Are students allowed to select and discover new knowledge?
-
Resources you might want to use: Scholastic Keys, Kid Pix, Inspiration and Kidspiration, digital camera (still and video), recording narration/music, United Streaming. Let your imagination go!
-
A great way to get started with technology is to join in an exciting project. this project by Susan Silverman was designed using the principles of Universal Design for Learning. I've heard her present and she is a pro. (Along with my friend Jennifer Wagner.)
-
Susan Silverman creates excellent projects for global collaboration among elementary students.
11More
Is Google Making Us Stupid? - 0 views
-
A new e-mail message, for instance, may announce its arrival as we’re glancing over the latest headlines at a newspaper’s site. The result is to scatter our attention and diffuse our concentration.
-
Most of the proprietors of the commercial Internet have a financial stake in collecting the crumbs of data we leave behind as we flit from link to link—the more crumbs, the better. The last thing these companies want is to encourage leisurely reading or slow, concentrated thought. It’s in their economic interest to drive us to distraction.
- ...4 more annotations...
-
He couldn’t foresee the many ways that writing and reading would serve to spread information, spur fresh ideas, and expand human knowledge (if not wisdom).
-
And because they would be able to “receive a quantity of information without proper instruction,” they would “be thought very knowledgeable when they are for the most part quite ignorant.”
-
emotionlessness that characterizes the human figures in the film, who go about their business with an almost robotic efficiency. Their thoughts and actions feel scripted, as if they’re following the steps of an algorithm.
2More
Study: Teens See Disconnect Between Personal and School Writing : April 2008 : THE Journal - 0 views
-
While the vast majority of 12- to 17-year-olds (85 percent) engage in some form of electronic writing--IM, e-mail, blog posts, text messages, etc.--most (60 percent) don't consider this actual writing.
6More
Messaging Shakespeare | Classroom Examples | - 0 views
-
Brown's class was discussing some of the whaling calculations in Moby Dick. When one student asked a question involving a complex computation, three students quickly pulled out their cell phones and did the math. Brown was surprised to learn that most cell phones have a built-in calculator. She was even more surprised at how literate her students were with the many functions included in their phones. She took a quick poll and found that all her students either had a cell phone or easy access to one. In fact, students became genuinely engaged in a class discussion about phone features. This got Brown thinking about how she might incorporate this technology into learning activities.
-
Brown noticed that many students used text messaging to communicate, and considered how she might use cell phones in summarizing and analyzing text to help her students better understand Richard III. Effective summarizing is one of the most powerful skills students can cultivate. It provides students with tools for identifying the most important aspects of what they are learning, especially when teachers use a frame of reference (Marzano, Pickering, & Pollock, 2001). Summarizing helps students identify critical information. Research shows gains in reading comprehension when students learn how to incorporate isummary framesi (series of questions designed to highlight critical passages) as a tool for summarizing (Meyer & Freedle, 1984). When students use this strategy, they are better able to understand what they are reading, identify key information, and provide a summary that helps them retain the information (Armbruster, Anderson, & Ostertag, 1987).
-
Text messaging is a real-world example of summarizing—to communicate information in a few words the user must identify key ideas. Brown saw that she could use a technique students had already mastered, within the context of literature study.
- ...2 more annotations...
-
To manage the learning project, Brown asked a tech-savvy colleague to help her build a simple weblog. Once it was set up, it took Brown and her students 10 minutes in the school's computer lab to learn how to post entries. The weblog was intentionally basic. The only entries were selected passages from text of Richard III and Brown's six narrative-framing questions. Her questions deliberately focused students' attention on key passages. If students could understand these passages well enough to summarize them, Brown knew that their comprehension of the play would increase.
-
Brown told students to use their phones or e-mail to send text messages to fellow group members of their responses to the first six questions of the narrative frame. Once this was completed, groups met to discuss the seventh question, regarding the resolution for each section of the text. Brown told them to post this group answer on the weblog.
1More
Today's the day: signups open for free Google Message Security for K-12 schools - 0 views
-
Google Message Security - powered by Postini - provides the capability for administrators to limit messages based on who they are from, where they are going, or the content they contain. Message rules can be applied to groups of users, allowing customization for different user sets (like younger students, older students, and teachers).
2More
Acrostic poem maker - 34 views
-
In this online tool, students can learn about and write acrostic poems. An acrostic poem uses the letters in a word to begin each line of the poem. All lines of the poem relate to or describe the main topic word. As part of the online tool, students brainstorm words to help write their poems and can save their work-in-progress to revise and edit, reinforcing elements of the writing process. Students can also print their finished acrostic poems or proudly show off their work by e-mailing it to a friend.
-
Students can make acrostic poems using this tool. They will brainstorm ideas on screen to come up with the ideas
Response to Class Project Over 100 BUT - 3 views
‹ Previous
21 - 35 of 35