Education, Curiosity, and Happiness
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Education, Curiosity, and Happiness
What roles can curiosity and happiness play in learning?
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Rescooped by Ivon Prefontaine, PhD from Evolution of Education
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Supporting Kids Through Times of Change

Supporting Kids Through Times of Change | Education, Curiosity, and Happiness | Scoop.it
Ten ways to help children cope with tough transitions in school—whether you’re their teacher or their parent.
Via Vicki Moro
Ivon Prefontaine, PhD's insight:
Change is challenging regardless of age. These 10 ways to make unexpected change easier to manage work for children and adults in schools. It won't change the change, but it might make it easier to understand.
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Rescooped by Ivon Prefontaine, PhD from Study MBBS
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Choose Love and Empathy | Rethinking Learning - Barbara Bray

Choose Love and Empathy | Rethinking Learning - Barbara Bray | Education, Curiosity, and Happiness | Scoop.it
We cannot have a world based on fear and hatred. We have to base our world on love and empathy for each other. You can be the change that makes a difference.

Via Barbara Bray, Marianas
Ivon Prefontaine, PhD's insight:
Pedagogy and educating are about leading children and youth. Each teacher I interviewed spoke about how essential pedagogic relationships, caring for students, and understanding each student as exceptional was to their teaching.
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Rescooped by Ivon Prefontaine, PhD from Leadership, Strategy & Management
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Generation Y: why young job seekers want more than money

Generation Y: why young job seekers want more than money | Education, Curiosity, and Happiness | Scoop.it
New research shows Millennials are less interested in financial security and more concerned with job fulfilment

Via Chad Manske, Emeric Nectoux
Ivon Prefontaine, PhD's insight:

I don't think it is just Gen Y. I left a great paying job. because I was doing someone's work besides what made me whole. I think there are many others like me, who are older, who would leave if they knew how.

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Chad Manske's curator insight, February 21, 2014 3:05 PM

Setting aside the specifics of this piece and focusing on the general traits of the millenials provides valuable insight to leading and managing this ever-growing segment of the workforce.  Gen X'ers like myself, and baby boomer bosses MUST study millenial trends and characteristics if we are to effectively lead, manage and work with them.

David Hain's curator insight, February 22, 2014 3:25 AM

What makes you rich?  Maybe not money...

Rescooped by Ivon Prefontaine, PhD from Evolution of Education
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The Real Reason Teachers and Leaders are Overwhelmed - @ajjuliani

The Real Reason Teachers and Leaders are Overwhelmed - @ajjuliani | Education, Curiosity, and Happiness | Scoop.it
“ What is true is that change is constant. It’s also getting exponentially quicker. This is not only in education, but in many fields of work. It’s taken a while for change to pick up the speed with which we now see it in the classroom, but it has always been there. So, how do we handle this as teachers and school leaders? How can we keep the frustration and desperation from boiling over and hurting all potential progress? More importantly how can we make sure the frustration and desperation does not trickle down to our students and impact their learning experience in a negative way? Well, we can start with these guiding beliefs: ”

Via John Evans, Vicki Moro
Ivon Prefontaine, PhD's insight:
The teachers I intereviewed spoke about the pace of change and how it could overwhelm them. As well, they spoke about the lack of support during periods of mandated change i.e. new marks programs. They spoke about it was good to gather with other teachers based on age, subject matter, and interests.
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Rescooped by Ivon Prefontaine, PhD from Education and Training
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Why the Problem with Learning Is Unlearning

Why the Problem with Learning Is Unlearning | Education, Curiosity, and Happiness | Scoop.it

Don’t get stuck in your current ways of thinking.


Via Ariana Amorim, Bobby Dillard
Ivon Prefontaine, PhD's insight:
You have to unlearn many things to learn.
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