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Troy Patterson

The Principal: The Most Misunderstood Person in All of Education - Kate Rousmaniere - T... - 1 views

  • In American public schools, the principal is the most complex and contradictory figure in the pantheon of educational leadership.
  • A few years ago when I walked the hallways of a high school with my five-year-old niece Evie, she remarked, without prompting: “There’s the principal’s office: you only go there if you are in trouble.”
  • Most remarkably, those very people who did not understand what a principal did were often the first to argue for the abolition of the role.
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  • The history of the principal offers even more contradictions. Contemporary principals work in the midst of unique modern challenges of ever-changing fiscal supports, school law and policy, community values, and youth culture.
  • The complex role of the principal is not an accidental by-product of history; rather, the principal’s position at the nexus of educational policy and practice was an intentional component of the role when it was originally conceived.
  • Like other middle managers, the principal had a “dual personality,” standing “on the middle ground between management and employee,” as both a loyal sergeant to a distant supervisor and a local administrator who had to negotiate with workers in order to get the job done properly.
  • Through the mid-20th century, the principalship was an inconsistently defined position, as often a teacher with administrative responsibilities as an administrator who supervised teachers.
  • As the principalship evolved away from the classroom to the administrative office, the principal became less connected with student learning, and yet more responsible for it.
  • Modern principals came to have less to do with student learning and more to do with upholding administrative structures and responding to public pressures.
  • For all those efforts, however, the history of the principalship is marked by an increasing discrepancy between the popular image and the actual work of the position. Ironic too, is the dominant image of the principalship with an office, given the great variety, mobility, human interactions, and community relations of principals’ work.
Troy Patterson

Computer Desktop Clutter Reveals Your Personality| The Committed Sardine - 1 views

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    Computer users with messy desktops are more likely to be liberal, educated city-dwellers who are career-minded and good at math, while those that keep their computer icons neat and tidy are more likely to be young tech-savvy suburbanites that say their personal life is more important than work. At least according to a new survey.
Troy Patterson

Get Rid of Grade Levels: A Personalized Learning Recipe for Public School Districts | E... - 0 views

  • The problem with the current public education model is that it was created for the industrial revolution.
  • Harrisburg, South Dakota is taking concrete steps to go from teacher-driven to student driven learning.
Ron King

Research Summary: Service-Learning - 1 views

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    Service-learning is a teaching and learning method that connects meaningful, community service experiences with academic learning, personal growth, and civic responsibility (Shumer & Duckenfield, 2004).
Ron King

The Stereotypes About Math That Hold Americans Back - Jo Boaler - The Atlantic - 0 views

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    Speed doesn't matter, and there's no such thing as a "math person." How the Common Core's approach to the discipline could correct these misperceptions.
Monte Tatom

FHU Blogs | Faculty Blog - 0 views

    • Monte Tatom
       
      iPad Training for Monday & Tuesday
  • From the Computer to the Classroom: Outstanding iPad Apps
  • Great iPad Apps for the Congregational & Personal setting
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  • How to use the iPad in the Congregational & Personal setting
Ron King

Is Student-Centered Learning Like Opening Pandora’s Box? | Blended Learners - 0 views

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    I recently met with a group of veteran teachers from “traditional” schools to discuss student-centered learning. Perhaps because most of the educators in my Personal Learning Network al…
Troy Patterson

Why Aren't There More Podcasts for Kids? - The Atlantic - 2 views

  • “A podcast aimed at 3-10-year-olds that parents could actually tolerate—if you could do it right—would be an unbelievable hit,”
  • NPR saw a 75 percent increase in podcast downloads
  • while adults and teens could easily fill their waking hours with audio, kids would struggle to fill a few.
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  • The absence of images in podcasts seems to be a source of their creative potential. Without visuals, listeners are required to fill the gaps—and when these listeners are children, the results can be powerful.
  • Not only are children listening and responding creatively, observations suggest they’re also learning.
  • When it comes to using public radio in the classroom, Brady-Myerov believes three-to-five-minute segments are most effective, leaving the teacher significant time to build a lesson around the audio.
  • That said, a number of schools have already begun incorporating longer podcasts into their curricula, to great success.
  • high-school teachers in California, Connecticut, Chicago, and a handful of other states have been using Radiolab, This American Life, StoryCorps, and, overwhelmingly, Serial.
  • TeachersPayTeachers.com (a site where educators can purchase lesson plans) saw a 21 percent increase in downloads of plans related to podcasts in 2014, and a 650 percent increase in 2015.
  • Research further supports the benefits of audio learning for children. When words are spoken aloud, kids can understand and engage with ideas that are two to three grade-levels higher than their reading level would normally allow.
  • Aural learning is particularly helpful for students who have dyslexia, are blind, or for whom English is their second language, who might struggle with reading or find it helpful to follow a transcript while listening.
Troy Patterson

Technology in Education | American Federation of Teachers - 1 views

  • Myth 1: New technology is causing a revolution in education.
  • Myth 2: The Internet belongs in the classroom because it is part of the personal world 
experienced by children.
  • Myth 3: Today’s “digital natives” are a 
new generation who want a new style 
of education.
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  • Myth 4: The Internet makes us dumber.
  • Myth 5: Young people don’t read anymore.
Troy Patterson

10 Realities About Bullying at School and Online | MindShift | KQED News - 0 views

  • “most educators aren’t aware of the function bullying serves in school,”
  • The majority of kids don’t bully other kids and haven’t been victimized
  • Kids pick on others as a way to secure their standing among their peers or to move up a notch.
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  • aggression is intrinsic to status and escalates with increases in peer status until the pinnacle of the social hierarchy is attained.”
  • Children from single-parent homes, and those with less educated parents, are no more apt to bully than kids with married and learned parents. African-Americans and other minorities show the same rates of bullying as their white counterparts.
  • The popular notion of bullies as sullen social outcasts who come from broken homes is a myth.
  • What adults call bullying kids call drama.
  • Cyber-bullying is just an extension of what’s happening in the classrooms, halls, and cafeteria
  • online cruelty merely makes visible what kids are doing in person behind the backs of adults.
  • ust another way for kids to express hostility towards targets they’ve already gone after—or are in retaliation against those who have attacked them in school.
  • Kids don’t intervene because doing so would jeopardize their own standing, they lack the tools to assist, and because they don’t think it will help anyway.
  • Adolescents are fixated on their social standing, and anything that jeopardizes their fragile position will be avoided.
  • students receive scant training on how to help in such a way that it won’t backfire.
  • “Asking students to be empowered and responsible bystanders is tantamount to telling them to be good readers or safe drivers without giving them instructions, guidance, and opportunities to practice,”
Troy Patterson

Comment on, edit, and fill PDF files, Word documents, images and more | Crocodoc - 0 views

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    From Richard Byrne
Troy Patterson

Elie Wiesel - Acceptance Speech - 2 views

  • We must always take sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented. Sometimes we must interfere.
  • one person of integrity, can make a difference, a difference of life and death.
  • What all these victims need above all is to know that they are not alone; that we are not forgetting them, that when their voices are stifled we shall lend them ours, that while their freedom depends on ours, the quality of our freedom depends on theirs.
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