Teachers Without Borders

my favorite is word frog and furious frogs lol 

"This document presents general practices of safe school construction and the retrofitting of existing school buildings through typical design and drawing of schools as developed and practised in Aceh and West Sumtra Earthquake Response programmes. The programmes aim to create greater awareness of safer school construction in new schools, while at the same time making sure that the existing school buildings are safe. It is based on good practices from Indonesia, the most seismic prone country in the world. It is intended to be used by other countries facing similar challenges as well as other organizations working on building the capacities of local authorities to effectively implement safe and child friendly school buildings."

THIS is a good article, it connects much of the perspective that I view things from and links ideas I have not articulated together very nicely. It will do well to remember this article and its definitions. 

The Daniel Fignolé School in Port-au-Prince was admired for giving quality education to those who couldn't afford a private school until the 2010 earthquake wrecked its campus Read more: http://www.time.com/time/video/player/0,32068,746712918001_2041953,00.html#ixzz1Ayc1x5vx

Thousands of teachers, nurses, firefighters and other public sector workers have camped out at the Wisconsin Capitol, protesting Republican Gov. Scott Walker's efforts to reduce their take-home pay -- by increasing their contribution to their pension plans and health care benefits -- and restrict their collective bargaining rights.

The purpose of this website is to start a world revolution based on compassion and personal responsibility. Our vision is a world driven by the innate goodness of people and their values of justice, kindness, and compassion for other people, for the planet, and for animals.

For students kindergarten through high school

A capitonym is a word whose meaning changes based on whether or not it is capitalized.

pen schooling is becoming increasingly prevalent in many developing countries. Enrolment numbers are rising rapidly, particularly at the secondary school level. But quality assurance remains limited. Open schooling must mean access to quality education, otherwise its introduction becomes counterproductive. In our view, the quality of the education is as important as the quantity offered.

My school is currently transitioning into a more technologically savvy community. We're not only updating our software, but also our mission statement. We've recognize that students in our classes move at different paces, but we haven't been able to keep up or slow down for enough of them simultaneously - technology is a way to help do that and that's what we aim to do next year. Here are a few examples of what we plan to incorporate in our classrooms.

Teachers in the Fukishama region of Japan have joined other trade unionists in protests against the continuing nuclear emergency The teachers who are members of the Fukushima Prefecture Teachers Union are fighting to hold the government and the power company TEPCO responsible and accountable for the nuclear disaster in Japan which is cantaminating food, causing thousands of workers to lose their jobs and their livelihoods and not least means that many thousands of children are attending schools with radiation levels much higher than the previously accepted safety standards.

Did you know Spelling City offers more than just spelling practice? There's vocabulary and writing, too. Check us out http://bit.ly/c3xqWy

Free learning content dominates the web but teachers are still in demand

Education scientist Sugata Mitra tackles one of the greatest problems of education -- the best teachers and schools don't exist where they're needed most. In a series of real-life experiments from New Delhi to South Africa to Italy, he gave kids self-supervised access to the web and saw results that could revolutionize how we think about teaching.

Science vocabulary for all content areas and age levels (K-12)

It is evident that the sources of these problems must be sought in earlier grades, and even in the experiences of Ugandan pre-schoolers. Compare them with what I describe at http://replacingtextbooks.wordpress.com/2011/07/25/higher-mathematics-for-children/ for children in the US. There are excellent materials on fractions online. See http://wiki.sugarlabs.org/go/Open_Education_Resources for links to some sites that have as many as 100,000 e-learning resources available. Even if students do not have computers, teachers who can access these lessons can adapt them for the classroom or for individual practice, and share them with teachers who do not have Web access. On the issue of fractions, see also http://wiki.sugarlabs.org/go/Activities/TurtleArt/Tutorials/Fractions for an approach that requires no computers, but will be enhanced with software activities fairly soon. If your students have trouble with these exercises, and you can tell us why, we will work with you and them to develop materials that meet their needs. You will also have to tell us if there are circular Ugandan foods that we can use in lessons for children who are not familiar with European/American cakes, pies, and pizza. ^_^ When you have a 4.1% success rate on a particular topic, and thus a 95.9% failure rate, it cannot be said that individual teachers have failed to recognize individual difficulties. This is evidence that the entire curriculum is misdesigned. I assume that this is some part of the holdover colonial education system from before independence, designed originally for European children, with no relation to the prior experi