In a culture that emphasizes youth, and where too many children do not spend enough time with grandparents, it is important in the coming year to include honoring the elderly as one of your teaching objectives. This need not be difficult, and it can fit into ongoing curriculum and instruction in a variety of ways.
For decades, James Comer has been a forceful advocate for the rights of children, particularly African-American and Latino children from economically disadvantaged backgrounds. Foremost among those rights are what some have called, "developmental rights." These are the rights for all children to benefit from what we know and to have the resources and opportunities to grow up in a positive and productive way.
Summer is a good time for reflection, and I have been reflecting on why, after so much education research, and so many years of educational practice, we still seem to be struggling to find "what works." So my next two blogs will look back at the words of folks who have thought about social-emotional aspects of education, written about them, and created successful and effective efforts to promote them.
This is part seven of the seven-part series from the Project Happiness curriculum. It explores the many facets of happiness and provides practical techniques to generate greater happiness and a more meaningful life -- from the inside. By reclaiming the happiness you were born with, you can influence those around you to tap into the best within themselves, too. Each door can be done alone, or the Seven Doors journey can be done in sequence. You can use this exercise to explore your own relationship to happiness, and/or bring it to your students to help them build a stronger sense of their own happiness. If you have any questions, please don't hesitate to post them in the comments section below.
It all begins with relationship. We hear educators say this over and over, but do we really believe it? Do our actions support our words? After an unbelievable, engaging conversation I had with others at ISTE12 SocialedCon, I know that there are many passionate educators ready to go forth and make the changes we so desperately need in education.
Have you ever noticed that the worst behaving children are never absent? I was tempted many times, when teaching seventh grade, to breath on certain students when I was sick. I wondered if the reason that these students never missed school was because their parents didn't want them at home. Of course, it was never that simple. Some parents worked and had no one to watch their children. Other students lived in dangerous home environments, and school was safer than staying home. Regardless of the reason, I wonder how many children feel unwanted wherever they are; home, school, the corner store, with their peers or on the streets.
Of the thousands of 18.5-year-olds that I've taught, some could not manage the challenges of college while others attacked higher education responsibilities with full uh-rah commitment. It is from observing the later group's mojo that I derived the following strategies.
Greetings from sunny San Diego. I'm here for the annual ISTE conference and its innovative kick-off gathering, SocialEdCon -- the one-day unconference formerly known as EduBloggerCon. (Organizer Steve Hargadon changed the name to reflect the change in emphasis from blogging to the larger social media universe that brings educators together.)
Topics this year ranged from how to expedite technology adoption to the impact of technology on social and emotional learning; blended learning; and tools and ideas for making media in the classroom. (See the entire SocialEdCon schedule) Over the next week or so, we'll hear from some of these participants as guest bloggers here on Edutopia.
I was a college student the first time I remember hearing about Juneteenth, the annual holiday established to commemorate and celebrate the emancipation of the last African chattel slaves in the United States in the state of Texas.
If a student dropped to the linoleum floor hungry and ill, as a classroom community, we would come to her aid immediately. We would offer food and comforting words and search out medical support from the school nurse and possibly even dial 9-1-1.