| A few days ago I came across the following online article, which speaks to bullying and teasing often occurring within the school setting. Even though it may not be prevalent in our division, I believe it is still important for us as educators to understand the impact that such a situation can have on our children. Bullying does not always have to be ‘up in your face’; it can be so subtle, that you or your child aren’t cognizant of its existence.
A broad definition of bullying is when a student is repeatedly exposed to negative actions on the part of one or more other students. Bullying also entails an imbalance in strength between the bullies and the victim, what experts call an asymmetric power relationship. It is important to know the facts about bullying, even if you don’t think it affects your child. Unfortunately, teasing is often part of growing up — almost every child experiences it. But it isn't always as innocuous as it seems. Words can cause pain. Teasing becomes bullying when it is repetitive or when there is a conscious intent to hurt another child. It can be verbal bullying such as making threats or name-calling; psychological bullying such as excluding children or spreading rumours, or physical bullying such as hitting, pushing or taking a child's possessions.
How Bullying Starts
Bullying behavior is prevalent throughout the world and it cuts across socio-economic, racial/ethnic, and cultural lines. Bullying can begin as early as preschool and intensify during transitional stages, such as starting school in 1st grade or going into middle school. Victims of bullying are often shy and tend to be physically weaker than their peers. They may also have low self-esteem and poor social skills, which makes it hard for them to stand up for themselves. Bullies consider these children safe targets because they usually don't retaliate.
Effects of Bullying
If your child is the victim of bullying, he may suffer physically and emotionally, and his schoolwork will likely show it. Grades drop because, instead of listening to the teacher, kids are wondering what they did wrong and whether anyone will sit with them at lunch. If bullying persists, they may be afraid to go to school. Problems with low self-esteem and depression can last into adulthood and interfere with personal and professional lives. Bullies are affected too, even into adulthood; they may have difficulty forming positive relationships.
Warning Signs
If you're concerned that your child is a victim of teasing or bullying, look for these signs of stress:
· Increased passivity or withdrawal
· Frequent crying
· Recurrent complaints of physical symptoms such as stomach-aches or headaches with no apparent cause
· Unexplained bruises
· Sudden drop in grades or other learning problems
· Not wanting to go to school
· Significant changes in social life — suddenly no one is calling or extending invitations
· Sudden change in the way your child talks — calling himself/herself a loser, or a former friend a jerk.
How to Help
First, give your child space to talk.
If he/she recounts incidences of teasing or bullying, be empathetic. If your child has trouble verbalizing his/her feelings, read a story about children being teased or bullied. You can also use puppets, dolls, or stuffed animals to encourage a young child to act out problems.
Once you've opened the door, help your child begin to problem-solve.
Role-play situations and teach your child ways to respond. You might also need to help your child find a way to move on by encouraging him/her to reach out and make new friends. He/she might join teams and school clubs to widen his/her circle.
At home and on the playground
Adults need to intervene to help children resolve bullying issues, but calling another parent directly can be tricky unless he or she is a close friend. It is easy to find yourself in a "he said/she said" argument. Try to find an intermediary: even if the bullying occurs outside of school, a teacher, counselor, coach, or after-school program director may be able to help mediate a productive discussion. If you do find yourself talking directly to the other parent, try to do it in person rather than over the phone. Don't begin with an angry recounting of the other child's offenses. Set the stage for a collaborative approach by suggesting going to the playground, or walking the children to school together, to observe interactions and jointly express disapproval for any unacceptable behavior.
At school
Schools and parents can work effectively behind the scenes to help a child meet and make new friends via study groups or lab partnerships. If you are concerned about your child:
· Share with the teacher what your child has told you; describe any teasing or bullying you may have witnessed.
· Ask the teacher if he/she sees similar behavior at school, and enlist his/her help in finding ways to solve the problem.
· If he/she hasn't seen any instances of teasing, ask that he/she keep an eye out for the behavior you described.
· If the teacher says your child is being teased, find out whether there are any things he/she may be doing in class to attract teasing. Ask how he/she responds to the teasing, and discuss helping him/her develop a more effective response.
· After the initial conversation, be sure to make a follow-up appointment to discuss how things are going.
· If the problem persists, or the teacher ignores your concerns, and your child starts to withdraw or not want to go to school, consider the possibility of "therapeutic intervention". Ask to meet with the school counselor or psychologist, or request a referral to the appropriate school professional.
At the SECSPSD our vision encapsulates our dedication to provide the best learning environment for our children, free of fear, discrimination and feelings of low esteem. Talk to your child, ensure that they are performing at their highest levels and that they are comfortable in their own space; we need your help, as together we ensure success and achievement for every student in every school.
(Adapted from Scholastic: Read Every Day, Lead a Better Life)
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| It is always refreshing to share with my children the sense of fulfillment that comes with the opportunity to be literate. I have moulded them to be cognizant of the importance of attaining competence or knowledge in a specific area and am constantly seeking avenues that promote self-expression and indulgence in educational opportunities. Of equal importance are the students of the SECPSD and the role that I play in the development of literacy and the creation of a conducive learning environment that promotes critical thinking and coherent speaking and writing patterns. January 27 is marked Family Literacy Day for a number of reasons; it raises awareness of the importance of reading and engaging in other literacy-related activities as a family; it is a means of reaching not only children, but also the adults in their lives with the literacy message; it encourages adults to spend time engaged in a literacy activity together; helps reinforce the importance of learning with children as a means of building the knowledge necessary for future skills; and helps adults maintain their literacy skills. The following tips by Sarah Elaine Eaton, author, workshop facilitator and educator, speak to literacy not just for family literacy day, but for continuous improvement and success for every child in every school.
Reading Text
· Read to your child/children or vice versa. A book. A graphic novel. Anything that sparks interest. The important thing is to enjoy the activity of reading together. Make it fun and give them the gift of reading that will last a lifetime.Listen intently. Nod your head to show you are paying attention. Ask a few questions after the reading has finished to show interest and curiosity.
· Read a newspaper article as a family. Critique and evaluate the article together, talking about its meaning, content, and bias. Allow each member of the family to read the entire article or take turns reading sections of it aloud around the dinner table.
Document Use
· Read and understand nutritional labels. As a family, become conscious of what you are eating today by checking out the nutritional labels on the food products you eat. Understanding information from tables is one aspect of document use.
· Use schedules to plan an outing. Whether it's a trip to your local rink or another area of your community, gather together bus schedules, find out how much things cost and the hours of operation of places you want to visit. Gathering information from scheduled players at the rink for example, or using a GPS on a family trip to check schedules as well as mapping and documenting interesting sights is a great way to improve literacy.
Numeracy
· Plan a home renovation project. Have you been thinking about improving your kitchen? Updating one of the children's bedrooms? Get out a tape measure and start taking some measurements!
· Calculate what you'll need for your project. How much paint do you need to cover the surface area of the walls you want to paint? How much laminate do you need to buy for a new living room floor?
Writing
· Write and send an e-mail as a family. Like writing on paper, knowing how to put words on a screen using a word processing or e-mail program is an important part of document use. Write an e-mail to a family member with an upcoming birthday. Avoid "text talk” such as writing "u" instead of "you". For this family e-mail, use proper words and full sentences. You can always save the e-mail to the drafts folder if the birthday is a few days away.
· Fill out applications together. Does everyone in the family have a passport? If not, fill out passport applications together. Help an aspiring college student with an application to a post-secondary institution. Learning to fill out forms correctly is a skill that you can build together as a family.
Oral Communication
· Share updates. Around the dinner table, have each person give an update on their day, as well as upcoming events such as games, school events or important work meetings. Challenge everyone to avoid slang and speak in full sentences. Encourage other family members to practice active listening, nodding and responding with questions that express interest and curiosity.
· Have a family debate. Pick a topic that every family member can contribute to. It may be a political issue or where you want to go for your next family vacation. Have each family member make a case for their point of view and try to persuade the others. The point isn't to win or have a heated argument, but rather to construct excellent verbal arguments and listen to one another without interrupting.
Working with others
· Play a game. Choose a game that you can play independently, in pairs or in teams. Play one round with individual players and one round in pairs or teams. Become aware of the differences of working alone versus working with others.
· Plan a family meeting. What will you talk about? Who will lead the discussion? It is OK for leadership to rotate or for different people to take the lead on different aspects of the meeting. What do you want out of the meeting? How much time will you spend on each item? Learning to plan and actively participate in meetings is an important aspect of working with others.
Continuous Learning
· Have family members teach each other a skill. Make it simple and easy to learn in an afternoon. Topics such as "How to post a picture on Facebook", "How to cook a meal" or "How iron a dress shirt" are good examples. Take turns having each family member teach a simple skill to everyone else. Others must practice the new skill and demonstrate that they have made an honest attempt to learn. Use this as an opportunity to practice working with others, by offering and receiving constructive and helpful feedback.
· Attend a workshop or a course as a family. Spend a day learning how to snowboard or take a cooking class together. Have family members put suggestions into a hat for a topic or subject they'd like to suggest to the family. Select randomly. Figure out where you can find a course on that topic and register the whole family.
Thinking Skills
· Plan a family outing. In addition to using schedules to plan transportation, research where you will go and what you will do when you get there. Use your numeracy skills to plan a budget for the outing, or use a GPS to map land markings and ascertain locations.
· Do some consumer research. Are you planning to buy something as a family? A new toy? An appliance? Teach your family the basics of consumer research, by showing them how to research products and services, compare similar products, understand consumer reviews and learn about bias in research. Which store offers the best price for the product you are looking at? Can you order it on line for less money? If you can order it on line, use your numeracy skills to factor in shipping and handling to determine the final price. Check out the Canadian Consumer Handbook and use it to inform your research.
Computer Use
· Have a family "Play Date" with technology. Learn how to use a video game controller by playing video games. Start a family game of Scrabble on line. Incorporating play into technology and computer use can reduce anxiety and make it much more enjoyable. Focus on the fun. Allow those with high technology literacy to lead the way in teaching and facilitating. When you get frustrated, just laugh and try again. It's not about being perfect, it's about sharing time together as a family.
· Improve your "mobile literacy". Do the teenagers in your world know how to do all kinds of things with their cell phones and other mobile devices, but you've been left behind in the 20th century dust? All cell phones today have texting capability. Have a young person teach you how to text or show you how to do it more efficiently. If you already know how to text, learn how to send a text long distance, send a photo or a web page link, or tweet using your phone. Digital literacy doesn't stop at your desktop. Asking a young person or a "techie" in your family for help with technology is a great way to involve them in literacy.
Taking time every day to read or do a learning activity with children is crucial to a child’s development. Even just 15 minutes a day can improve a child’s literacy skills dramatically, and can help a parent improve their skills as well. Learning happens everywhere, and it’s easy to embrace it and make learning part of your daily life.
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| As the school year progresses, many teachers in particular become increasingly concerned with ensuring discipline and order within the realms of the classroom setting. Essentially, ensuring discipline and order is part of the mandate of the SECPSD as it helps create a framework for personal growth and development of all students and emphasizes the need for a positive and harmonious educational environment. Indeed, the role of a teacher also encapsulates the development and executing of certain disciplinary techniques and the monitoring and controlling of the processes involved therein, to ensure maximum levels of student performance.
The following ten prevention techniques for your classroom were excerpted from the Canadian Teacher Magazine, written by Ronald Morrish-an educational consultant and speaker from Fonthill, Ontario. Though these prevention techniques may not be practical with all types of learners, they are worth contemplating and perhaps even exercising, and may just be what is needed to improve student discipline.
You will have routines or you will have events
Consistency builds routines. When a behaviour is performed in the same pattern repeatedly, it becomes automatic and is very efficient. You can increase teaching using this technique for procedures and transitions. An added benefit-no arguments. Routines are cognitive; arguments are cognitive and emotional. Once something is routine, the students ‘just do it.’
Students engaged in learning are not engaged in misbehaving
Engagement is your single most important technique for preventing problems in the classroom. Make sure you come in well prepared with a quality lesson. Be enthusiastic. Use differentiated instruction and question everybody. Keep the focus of the classroom on learning, not on behaviour.
It’s better to act on insights than wait for incidents
Ninety percent of effective discipline is done before there is a problem, not after. Anticipate. Give directions related to your expectations as students enter the situations. Don’t wait until its too late. Its far better to spend 30 seconds preventing a problem than 30 minutes resolving it.
Arm yourself-with a sense of humour
Remember that what is misbehaviour to a teacher is often entertainment to a student. Keep your perspective-not everything that irritates you is misbehaviour. Before you get upset that students come unprepared, think of how many teachers go to conferences without a pad of paper and pen.
Avoid ‘face-offs’
Scolding students face to face rarely has positive results, especially with adolescents who either tune out or become argumentative. Others become resentful or feel the need to save face in front of peers. Re-engage the student if possible. Later, talk to him/her in private. They’ll listen better if they’re helping you with a job or walking next to you.
Use transitions instead of entries
When students come into your classroom, be ready to get lessons started quickly and increase time for learning. Use the doorway of your classroom as a point of transition, not just a point of entry. Be at the door to ensure that the socializing of the hallway is left in the hallway. Get students ready to listen and ready to learn by giving them work related information. i.e. to get started on a certain task or be ready to answer a particular question. Also, promote courtesy by greeting students and having them acknowledge the greeting. In elementary school, also make sure that playground behaviours are left on the playground.
Move your feet, not just your voice
Staying in one spot and watching for nay problems between students is called ‘monitoring.’ Supervision is a prevention technique. Move around, give directions. Pay extra attention to the hot spots where problems occur frequently.
Be friendly but not friends
Know your students’ personal interests and concerns. Always be willing to discuss issues. A positive relationship helps students interpret teacher actions as supportive- that the teacher is trying to help the student be successful, not just trying to punish the student for an incident. However, don’t try to be a ‘buddy.’ Rapport is about being a caring guide and leader.
Start each session with a training camp
Every great coach knows the value of starting a season with a good training camp. So does every great teacher. They make sure everyone knows what is expected of them, success skills are honed and procedures are practised to the point where they are routine. It’s also a great time for building teamwork.
A sterile environment is for hospitals
Creating an invitational learning environment is part of building student enthusiasm and engagement. When the classroom itself is boring, that sends a message about the overall school experience and decreases the desire of students to actively participate. Always have quality student work on display. Sell the excitement of learning
As educators, it is our mandate to find creative and practical solutions to dealing with the disciplinary challenges that we may face. Though some situations may be more challenging than others, unity of strength and a willingness to overcome are critical to the educational sector. “The great end of education is to discipline rather than to furnish the mind; to train it to the use of its own powers, rather than fill it with the accumulation of others.” – Tyron Edwards
Dr. Marc Casavant
Director of Education
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| Season's Greetings!
Have a safe, happy Christmas filled with friendship, love and laughter in the company of family and friends.
Best wishes for the new year!
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| This article came across my desk recently regarding predictions for technology in education in the future. Although the writer who made these predictions did so nearly a decade ago, some of his ideas are either close to coming true or not so farfetched in 2011.
Here are the 10 predictions concerning technology in education (and an extra, cheeky one at the end). What do you think about some of them? Too science fiction or the realm of possibility?
- Much of the technology for the classroom of the "future" actually exists now. The difference in the future will be that it will be much more common and used as a matter of course.
- The classroom of the future will be a "smart" classroom. It should be possible for desks to have computers built into them, much like you can buy rulers and mouse mats with calculators built into them. The computer would know who is sitting at the desk, and log on automatically and produce a menu of options, including "Load last piece of work".
- Connectivity and "embeddedness" will be the guiding principles: connectivity, in the sense that whatever device pupils do their work on will not lead to a cul-de-sac: it will be straightforward to start work on a handheld computer in one place and continue on a laptop somewhere else; embeddedness, in the sense that you won't have to think about what you're using, because it will all be part of the fabric of living. These two ideas are, of course, closely related.
- Schools as such won't disappear, but the widespread use of handheld or laptop computers, the internet and teleconferencing will mean that those who are unable to attend school because of, say, illness, will not be excluded from the learning process. Also, guided learning time will be extended beyond the normal school day.
- Students will complete online lessons and assessments. These will be marked automatically, and the results emailed to both the student and the teacher.
- Students will use hand held computers to read ebooks, or compilations of resources in one or other ebook format. Likely contenders are Microsoft's ebook reader and Adobe's new Palm computer version of PDF.
- Schools will buy their lessons in a pick-n-mix style from online content providers.
- Schools will print out books and similar resources through the use of print on demand technology, perhaps through a licensing system similar to the one used for photocopying resources at present. (Richard Charkin, chief executive of Macmillan, has warned that the probable take-up of print-on-demand by intermediaries such as libraries is potentially "the
biggest threat facing booksellers.".)
- Teachers will continue to be the single most important element in the learning process.
- "Pundits" who plug only one vision of the future will be proved wrong.
- (Anyone who produces a list like this will turn out to be wrong!)
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| Our kids have many advantages today that they didn’t have years ago and which no one could have predicted they would have. This includes access to a wide variety of technological tools and toys that allow them to work at school and play at home.
But in living in an unprecedented time, we are also faced with unprecedented challenges. With all this technology at their disposal and the amount of time they spend with it, particularly on the Internet, we need to ask ourselves: who are our kids connecting with and what impact is that having on them?
Every school division, including ours, struggles with allowing social media and technology devices to be used in our schools. There are many benefits in allowing both to be used in the classroom, but at the same time, there are also drawbacks and negatives. Student safety is paramount and is our main concern.
We have some students who have unprecedented access to technology at home – cellphones, iPhones, iPods, iPads, Nintendo DSes, various gaming platforms and other social media connections – while there are others who don’t have access to much, if any, of this technology.
As an example, I have seen some schools where nearly every Grade 6 student had a personal cellphone, while at another school, maybe less than a handful had one. And this was in the same community. One way the division is adapting is by having laptop carts in every school, projects in classrooms, Smartboards in every room and other educational technology.
So what impact does all this technology – cellphones, texting, Facebook, Twitter, the Internet, video games – have on kids? These tools can be valuable to use, but as a parent myself and the director of a school division, we have to build up awareness about how each influences our students.
South East Cornerstone Public School Division is currently working with Sgt. Brian Trainor, a retired Saskatoon City Police officer who works on educating parents about what their kids are doing with technology, or “cyber awareness”, and helping elderly people with phone fraud.
Sgt. Trainor spoke to division administration on Sept. 19 and to community members in Estevan on Sept. 26 about cyber awareness. This is an issue the Board of Education has come to understand better and see as important in keeping students safe.
The Board has begun to financially support some communities with some level of funding, to help spread the word on things parents and the community need to be aware of when it comes to cyber awareness.
Our young people are far less safe on the Internet when teachers are not involved in scaffolding their development as digital citizens. Teachers have a major role to play in ensuring students are savvy enough in using social media tools and technology safely, as well as being smart and staying safe on the Internet.
With the advent of Facebook and Twitter and cellphones and iPhones, we all have a role to play in making sure students understand the risks that come with these new tools.
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| When students come home from school, most parents probably ask, “What did you do/learn at school today?” But is that really the right question to be asking? Should we as parents and educators instead be asking, “What makes school special for you? What makes you feel connected to your school?”
Current research from around North America is starting to suggest that success in school is not just solely about academics anymore. It’s also about students connecting with one another and their teachers and creating social and emotional bonds to their schools and communities.
Social engagement is key to a student’s academic success. Connectedness “improves educational motivation, classroom engagement, academic performance, school attendance and completion rates” while decreasing “absenteeism, fighting, bullying and vandalism,” according to Johns Hopkins University professor Robert Blum.
So how do we determine, or measure, if students are (feeling) connected at school? South East Cornerstone Public School Division administration has decided to take on an initiative called “Kids With Cameras,” with the purpose of using this tool to discover what and who connects students to their schools. This initiative can help us better understand some of the many issues facing students, from their perspective.
Cameras will be given to a small, select number of students across the division, with a focus on students who either have disabilities or those who might be at risk for dropping out. We will give students four questions to ask themselves before they begin:
· What adults are important to me in the school?
· What things are important to me in the school?
· What places are important to me in the school?
· What activities are important to me in the school?
Once the students have thought about these questions and then taken their pictures, we will take the cameras and have the pictures developed or put on a disc, and then schedule an interview with each student to understand why they took each picture and what it means for them. After reflecting on this information we now have, a culmination question could possibly be, “What are the implications for action?”
Once the pictures have been collated and the student’s explanation attached to them, this could be the start of discussion with staff and others. Questions we could consider include:
· What themes or patterns emerge from the pictures selected?
· What do these patterns tell us about student connections to school?
· What are the implications of our discussion for further action?
The results of Kids With Cameras should give us a new appreciation of the idea that knowledge is power. Knowing what connects students to school can generate ideas for building broader and stronger student connections.
Marc |
| The 21st century student of today will face many new learning opportunities within the next 10 years that we could never have dreamed of 10 years ago. The supplies and equipment we use today could very well become a thing of the past tomorrow. The following are 21 things that could become obsolete by 2020. What do you think of some of these suggestions?
(The following is from Shelly Blake-Plock, a contributor at MindShift, a website which explores the future of learning in all its dimensions, particularly technology).
1. DESKS
The 21st century does not fit neatly into rows. Neither should your students. Allow the network-based concepts of flow, collaboration, and dynamism help you rearrange your room for authentic 21st century learning.
2. LANGUAGE LABS
Foreign language acquisition is only a smartphone away. Get rid of those clunky desktops and monitors and do something fun with that room.
3. COMPUTERS
Ok, so this is a trick answer. More precisely this one should read: ‘Our concept of what a computer is’. Because computing is going mobile and over the next decade we’re going to see the full fury of individualized computing via handhelds come to the fore. Can’t wait.
4. HOMEWORK
The 21st century is a 24/7 environment. And the next decade is going to see the traditional temporal boundaries between home and school disappear. And despite whatever [US Education] Secretary [Arne] Duncan might say, we don’t need kids to ‘go to school’ more; we need them to ‘learn’ more. And this will be done 24/7 and on the move (see #3).
5. THE ROLE OF STANDARDIZED TESTS IN COLLEGE ADMISSIONS
The AP Exam is on its last legs. The SAT isn’t far behind. Over the next ten years, we will see Digital Portfolios replace test scores as the #1 factor in college admissions.
6. DIFFERENTIATED INSTRUCTION AS A SIGN OF DISTINGUISHED TEACHER
The 21st century is customizable. In ten years, the teacher who hasn’t yet figured out how to use tech to personalize learning will be the teacher out of a job. Differentiation won’t make you ‘distinguished’; it’ll just be a natural part of your work.
7. FEAR OF WIKIPEDIA
Wikipedia is the greatest democratizing force in the world right now. If you are afraid of letting your students peruse it, it’s time you get over yourself.
8. PAPERBACKS
Books were nice. In ten years’ time, all reading will be via digital means. And yes, I know, you like the ‘feel’ of paper. Well, in ten years’ time you’ll hardly tell the difference as ‘paper’ itself becomes digitized.
9. ATTENDANCE OFFICES
Bio scans. ‘Nuff said.
10. LOCKERS
A coat-check, maybe.
11. I.T. DEPARTMENTS
Ok, so this is another trick answer. More subtly put: IT Departments as we currently know them. Cloud computing and a decade’s worth of increased wifi and satellite access will make some of the traditional roles of IT — software, security, and connectivity — a thing of the past. What will IT professionals do with all their free time? Innovate. Look to tech departments to instigate real change in the function of schools over the next twenty years.
12. CENTRALIZED INSTITUTIONS
School buildings are going to become ‘homebases’ of learning, not the institutions where all learning happens. Buildings will get smaller and greener, student and teacher schedules will change to allow less people on campus at any one time, and more teachers and students will be going out into their communities to engage in experiential learning.
13. ORGANIZATION OF EDUCATIONAL SERVICES BY GRADE
Education over the next ten years will become more individualized, leaving the bulk of grade-based learning in the past. Students will form peer groups by interest and these interest groups will petition for specialized learning. The structure of K-12 will be fundamentally altered.
14. EDUCATION SCHOOLS THAT FAIL TO INTEGRATE TECHNOLOGY
This is actually one that could occur over the next five years. Education Schools have to realize that if they are to remain relevant, they are going to have to demand that 21st century tech integration be modeled by the very professors who are supposed to be preparing our teachers.
15. PAID/OUTSOURCED PROFESSIONAL DEVELOPMENT
No one knows your school as well as you. With the power of a PLN (professional learing networks) in their back pockets, teachers will rise up to replace peripatetic professional development gurus as the source of schoolwide professional development programs. This is already happening.
16. CURRENT CURRICULAR NORMS
There is no reason why every student needs to take however many credits in the same course of study as every other student. The root of curricular change will be the shift in middle schools to a role as foundational content providers and high schools as places for specialized learning.
17. PARENT-TEACHER CONFERENCE NIGHT
Ongoing parent-teacher relations in virtual reality will make parent-teacher conference nights seem quaint. Over the next ten years, parents and teachers will become closer than ever as a result of virtual communication opportunities. And parents will drive schools to become ever more tech integrated.
18. TYPICAL CAFETERIA FOOD
Nutrition information + handhelds + cost comparison = the end of $3.00 bowls of microwaved mac and cheese. At least, I so hope so.
19. OUTSOURCED GRAPHIC DESIGN AND WEB DESIGN
You need a website/brochure/promo/etc.? Well, for goodness sake just let your kids do it. By the end of the decade — in the best of schools — they will be.
20. HIGH SCHOOL ALGEBRA 1
Within the decade, it will either become the norm to teach this course in middle school or we’ll have finally woken up to the fact that there’s no reason to give algebra weight over statistics and I.T. in high school for non-math majors (and they will have all taken it in middle school anyway).
21. PAPER
In ten years’ time, schools will decrease their paper consumption by no less than 90%. And the printing industry and the copier industry and the paper industry itself will either adjust or perish.
The preceding information came from here.
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| The Characteristics that make Great Teachers
Every day, teachers can have an incredible impact on their students’ lives and how they interact and learn. Teachers possess many qualities that allow them educate students at the highest levels possible. I want to highlight the characteristics that great teachers share.
1) Understanding that being a teacher is a journey, not a destination.
2) Strong work ethic: The overwhelming majority of teachers I’ve met put in hours well above and beyond the contract.
3) Passion: As French philosopher Denis Diderot said, “Only passions, great passions, can elevate the soul to do great things.”
4) Love of your subject: Great teachers also love to share that love with their students.
5) Love of kids: It’s not enough for teachers to talk about how they love and know about their subjects – they need to mention kids as well.
6) Humility: If teachers cannot understand that a 16-year-old can tell them something they don’t know, then they shouldn’t teach, at least not in high school.
7) A willingness to reflect: Teaching requires a willingness to cast a critical eye on personal teaching practice and self – and it can be brutal.
8) Understanding the role of school in a child’s life: Some of the best teaching can happen on a sports field, in halls after class, in a drama studio and so on – the best teachers know they are teachers for much more than the time spent in the classroom.
9) A willingness to change: School should be as transformative for teachers as it is supposed to be for students.
10) A willingness to teach collaboratively: Although some great teachers shut the doors to their classrooms and do what they want, that sometimes sends a strange message to students; even when a school community is flawed, a great teacher should be part of it and work to make it better.
I hope teachers will take time to think about some of these characteristics, focus on where their strengths are and work on improving in any areas they might find wanting. Remember, a great teacher’s influence extends well beyond the confines of their classroom.
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