Some educators and researchers that the "bullying" has been overused and abused, watering down its true, very serious meaning.
Every parent, teacher and child knows the word: "bullying." But this month, as schools and communities launch fresh campaigns around National Bullying Prevention Month, some are urging more precise use of the B-word.
"Bullying," some researchers say, has been misused and abused in the last few years -- too casually uttered about every hurt, slight and fight, too frequently used in place of "teasing" or "fighting," too often brought up before there's proof it happened.
Play is essential to the healthy development of children. It is the way the brain learns best. It provides the movement that is critical to overall development. It leads to optimal social/emotional abilities. Due to the importance of play in helping a child
Many of the lessons learned in fatherhood apply, on a certain level, to change leadership. Here are the parallels between building a complex LEGO set and coaching a client through transformational change.
Teaching to students’ strengths and interests can promote creative and critical thinking. But requesting creative responses often engenders the exact opposite of creativity. “Just tell me what you want me to do and I’ll do it.” “How many words does it need to be?” “What should I write about to get a good grade?” “I’m not creative.” Often these comments are accompanied with sighs, groans, or no responses at all (in the case of online students), indicating just how much students resist when asked to be creative. And these responses are even more prevalent in required and prerequisite courses. So how do we overcome the resistance and encourage creative ideas and thinking from our students?
Is there "a difference between a 'student' and a 'learner,' between a 'teacher' and an 'educator.' Teachers want their students to be responsible and curious. They expect their students to follow class rules and do their homework. But what about the reverse? What do students want from their teachers?"
"Invent to Learn: Making, Tinkering, and Engineering in the Classroomby Sylvia Libow Martinez and Gary Stager, does a fantastic job of laying out the pedagogical underpinnings for why "making" has a place in school.
"In their readable, down-to-earth style, Martinez and Stager provide a rich history of why making activities not just belong in school but are the root of genuine learning: "The maker movement may represent our best hope for reigniting progressive education," they write."
I was looking at participation policies in a collection of syllabi this week. I wouldn’t give most of them high marks—lots of vague descriptions that don’t functionally define participation and then prescribe instructor assessment at the end of course with little or no mention of criteria. But I’ve voiced my concerns about participation policies previously, so I won’t do again here. Instead, what I would like to share with you is a policy that’s impressive in its specificity and in the intriguing idea it contains.
Why full-day kindergarten doesn't work Macleans.ca Full-day kindergarten was the cornerstone of his vision: children would learn in a “play-based” curriculum under the supervision of teams—one fully certiﬁed teacher and one instructor with a degree...