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curated Internet presence that frames your profile in a concise and clear way

You should have a curated Internet presence for the job market. The fact is, you will be Googled.

You should have a curated Internet presence for the job market. The fact is, you will be Googled.

Michael and I look at why the future of work is all about teaching yourself and not relying on educational institutions or organizations to teach us the skills, information and knowledge that we might need to be successful both professionally and personally.

teachers are far more likely to use technology to make their own jobs easier and to supplement traditional instructional strategies than to put students in control of their own learning. Case study after case study describe a common pattern inside schools: A handful of "early adopters" embrace innovative uses of new technology, while their colleagues make incremental or no changes to what they already do.

numerous culprits

Washington-based International Society for Technology in Education

To Get a Job in Your 50s, Maintain Friendships in Your 40s

researchers found that older people on average had smaller social networks than younger people, Professor Wanberg said. This is not necessarily bad — as we age, many of us find that the quality of our relationships is more important than the quantity. But in the job search process, the number of connections we maintain in our professional and personal networks is often critical.

Once you hit your early 40s, even if you are not looking for a job, work to learn new skills and stretch yourself, Professor Wanberg said. Also, keep your networks strong by staying in touch with former colleagues and classmates, along with current co-workers and clients whom you don’t see regularly, she said.

If you had to relocate to a place in which you knew virtually no one, how would you go about finding or creating a community of intelligent, creative, professional women (very much like yourself) who are interested in becoming their best self in order to do their best work – whatever that may be?

It’s learner-centered teaching—it’s those instructional strategies and approaches designed and used by teachers who want learners to be motivated, independent, and self-regulated.

We criticize students for their surface learning approaches and yet I see a lot of surface learning when it comes to teaching. Our infatuation with teaching techniques—the tips, tricks, and gimmicks that can make our teaching dance—yes, they’re important, but so are the assumptions and premises on which they rest. We quest for “right” answers to what we think are simple questions. “Should I call on students or let them volunteer?” The answer depends on a host of variables including; how you call on students, who you call on, when you call on them, and what’s the motivation behind calling on them. Thinking that good teaching results from having right answers trivializes the complexities that makes teaching endlessly fascinating.

learning about teaching. I have talked with teachers who admit they don’t do any pedagogical reading and others who don’t do any professional development activities. How can you expect to stay instructionally alive and well when you’re not taking actions that promote health? It’s not about needing to improve; it’s about wanting to grow. It’s about taking our love of learning and tackling teaching as a subject to be mastered, a skill to be developed.

The intent of these questions are to measure the breadth and depth of my professional network. At the end of the exercise, on the outside, I can potentially have 28 people to whom I turn and rely upon for advice.I had always taken it for granted that my network is a wide one and that I know all of the right kinds of people. After answering Jarche’s tough questions, which took me roughly 30 minutes, I was stunned again to discover my real network comprises only eight people. These include people I work with, my family and two close friends. Is something the matter with me?