Editor's Note: Today's guest blogger is Belia Mayeno Saavedra, a Community Action Program Coordinator for Youth Radio in Oakland CA.
Please also note that this post examines both student and Internet vernacular. If you are uncomfortable with this type of language, you may wish to read something else. This post first appeared as Sh*t My Students Write and Its Flaws on Turnstyle.
Sh*t My Students Write and Dumb $#!% My Students Say are new meme-sites poking fun at the fumbles and goofs of students. Classroom quotes and essay excerpts are posted by teachers and take the basic meme formula from Sh*t My Dad Says and other quick-and-dirty quotables. But at a time when schools across the country are suffering severe budget cuts, and students enter institutions with increasingly limited resources, what are these sites bringing to the conversation about education?
Note: Mary Kate Land teaches Montessori grades 4-6, and is the new facilitator for our Social and Emotional Learning group. She's got some excellent ideas and years of experience working with SEL. We hope you'll join us for some practical, supportive and inspirational discussions.
When I first began working in the field of Social/Emotional Learning more than twenty years ago, the term SEL had not yet been invented, and that made it somewhat challenging to talk with teachers and parents about promoting these skills. Since that time, the educational landscape has evolved to the point that most educators realize how important the psychological aspects of the learning environment can be for individual student progress as well as group cohesiveness. Though we'd like to jump up and cheer, this may actually be a more perilous situation for our field than the total obscurity we've thus far endured.
There will not be room for a lot about SECD in the ESEA, so I'd like to describe three essential pieces I think should be included. They are the minimum that we need to prepare children for the tests of life, not a life of tests, and for genuine, passionate, informed participation in civic life.
Editor's Note: Holden Clemens (a pseudonym) is an educator who has dedicated his life to providing hope to students in his classroom. He is also a humorist, and he hopes to bring smiles to the faces of hard working educators around the globe. This is the first in his series on how to teach to a variety of different student archetypes.
I wanted to talk briefly today about a series of posts I have entitled: The Other Student. The Other Student is about those kids in your class that seem to fall between the cracks of our great educational system. (It's hard to believe that a student can slip by in a class of 32 with varied special needs, but I heard a story once where a child was left behind, and it made me sad.) Today's post will be on the Missing Homework kid.
How can we determine not only who is a competent leader, but a good leader? Some, like Tom Lickona of the Smart and Good Schools Initiative, believe the proper distinction is between moral and performance character. The former typically refers to having sound values, to be oriented toward an ethical way to behave; the latter refers to the essential importance of having the skills -- particularly SEL skills-- to carry out one's values.
Editor's Note: Today's blogger is Dr Joseph Durlak, lead author of a recent study, "The Impact of Enhancing Students" Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions," published in the January-February 2011 issue of Child Development.
The overall education policy and even more strongly, in my home state of New Jersey, encourages the development of charter schools. Often, support for charter schools is framed in the context of competition being good for education, as it is in business.
Editor's note: Today's guest blogger is Thom Markham, a psychologist, educator, and president of Global Redesigns, an international consulting organization focused on project-based learning, social-emotional learning, youth development, and 21st-century school design. He formerly directed the Buck Institute for Education's national training program in PBL and is the primary author of BIE'sHandbook on Project Based Learning.
Tim Brennan is the Founder of the DREAMER Institute for Connective Living. He is also a life-long public educator and has been pursuing a deeper understanding of the importance of social, emotional and character development (SECD) well before he was familiar with those terms. I believe his perspective adds important depth to our collective understanding of SECD and what it means to learn authentically and well.