THE WHOLE CHILD BLOG
Join Robyn Jackson, author of Never Work Harder Than Your Students & Other Principles of Great Teaching, for an exciting, free webinar on differentiating instruction for your students.
Wednesday, June 20, 2012, 3:00 p.m. eastern time
Register now!
Register now!
Post submitted by whole child blogger Caroline Newton, a sophomore at Temple University. Newton is studying journalism and writes for Jump: The Philly Music Project magazine.
"How can we prepare our learners for the future? How can our learners cultivate global competence?" Heidi Hayes Jacobs of Curriculum21 asked in her ASCD Annual Conference session. The topic of the hour? Connecting the classroom and the school to the global world.
A couple of weeks back I wrote about “The Unknown Students" and outlined a simple process for discovering which students are flying under the radar and are unknown by adults at the school. In discussing solutions such as having adults linked to students as mentors to get to know them, it was made clear that the key factor is that the students believe that their teachers and other adults at the school know them. It’s not enough that we may think we know them—it has to be from the students' perspective. In this situation, the students' perception is their reality.
But, this doesn't automatically mean that teachers need to do more, engage more, or try more. For some teachers, it means that they should actually keep doing what they are doing, but be more aware of what they are doing and why it is being done.
Post written by Douglas B. Reeves, founder of the Leadership and Learning Center in Salem, Mass., and author of ASCD books on educational leadership. Connect with Reeves by e-mail atDReeves@LeadAndLearn.com. This post was originally featured in ASCD Express.
What does "college and career readiness" mean? The Common Core State Standards suggest some clear and reasonable criteria. Consider the example of critical thinking. The Common Core documents suggest that students must be able to examine claims, arguments, and evidence and determine whether or not the evidence supports the claim. In addition, students should be able to advance arguments and support their ideas with evidence. The Common Core also places a heavy emphasis on informational writing, a need highlighted by college professors frustrated by the poor writing skills of even high-achieving high school students.
"Today educators are interested in the whole life of the child. They are aware that experiences in school affect not only the child of today, but also the man of tomorrow. No longer is 'book learning' the total aim of the days and years of classroom attendance.There is also the recognition that the health of the child determines his ability to deal with his school tasks. The next step toward understanding man at his various stages of development is being taken by recognizing that only the mentally healthy child can make full use of the tools for living handed him in school."
This quote is tailor-made for our look at what it means and takes for children to be mentally healthy. It was also written 63 years ago, in May 1949, by Dr. Mabel Ross, director of Prince George's County (Md.) Mental Health Clinic in ASCD's Educational Leadership magazine (read the article [PDF] and the full issue).
The National Center for Education Statistics (NCES) has released its annual analysis of the significant developments and trends in U.S. education. As always, The Condition of Education report addresses all aspects and all levels of education, but this year's version includes a special focus on the changes in the nation's high schools over the past 20 years.
Post written by Willona Sloan and originally featured in Education Update.
Educators today face many exciting challenges: preparing students for life and careers in the 21st century and helping every student overcome obstacles and experience the joy of learning. To meet these challenges, every teacher and every administrator must work together within their schools and across schools, breaking free of their silos and collaborating. Just as principals can no longer stay in their offices, administrating behind closed doors, teachers also cannot seal themselves inside of their classrooms.
Research proves that when teachers collaborate effectively to analyze student performance, create interventions for struggling students, and continue their own professional learning, they can increase their efficacy. When principals empower teachers to do what they know is best for kids, children learn more and teachers find more satisfaction in their work. Collaboration creates a win-win-win situation for students, teachers, and administrators.
