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Language shapes our worldview. The narratives we hear around us influence our perceptions and understandings. Take Carol Dweck's concept of fixed versus growth mindset. One of the primary tools for fostering a growth mindset is changing how we talk about learning, from how we give feedback to how we address failure. Dweck's work shows that simple shifts in language of praise and feedback can hold immense power in children's view of themselves and of learning. We should harness this same power to better support our students who struggle with mental health challenges on a daily basis. One in five children between age nine and 17 have mental health challenges that impair their daily functioning. Breaking Bad Habits: Changing Unintentionally Stigmatizing Language Stigma is powered by language. We should use language that accurately describes what we're trying to say, rather than falling back on figures of speech that may fuel negative attitudes toward those with mental health challenges.

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Learning Contracts Learning contracts are agreements between a teacher (or teaching team) and a learner (or occasionally a group of learners). They normally concern issues of assessment, and provide a useful mechanism for reassuring both parties about whether a planned piece of work will meet the requirements of a course or module: this is particularly valuable when the assessment is not in the form of a set essay title, or an examination. This page concentrates on the commonest application, relating to assessment. Obviously, there are occasions on which the contract is much wider, specifying what the client/learner wants to learn; these are more common in consultancy agreements and go beyond the purview of this site, which is principally concerned with the institutional delivery of learning. However, there is more to the principle of the learning contract than a convenient administrative device.

Life is full of uncertainty, we've just got to learn to live with it Experiments dating back to the 1960s show people have less of a reaction to viewing an unpleasant image or experiencing an electric shock when they know it’s coming than when they’re not expecting it. That’s because uncertainty, a long-known cause of anxiety, makes it difficult to prepare for events or to control them. People vary in their desire to minimise uncertainty. Learning Contracts Looking for Strategies and Activities? Click Here! What is a learning contract? 8 Ways To Encourage Soft Skills (Core Dispositions) in our Children In this post on soft skills I asked the question: What do we want our kids to be like? When it comes down to it, we parents want more than exemplary test scores and gold stars on papers, we want what will last. We want the kinds of character traits our kids will rely on to pull them through when we aren’t around, like optimism or grit.

Self-Directed Learning: Learning Contracts Learning contracts are argued to be the most important tool for successful and positive independent study experiences for both students and advising faculty members. Learning contracts should be constructed by the student and reviewed by the advising faculty member for constructive feedback and suggestions for modification. A final version of the learning contract should be signed by both student and advising faculty member. The contract then serves as an outline for the independent study units and a tool to aid evaluation.

Resilience and Grit: Resource Roundup There’s been a lot of talk lately about resilience, grit, growth mindset, and related concepts -- including the social and emotional skills associated with these factors and their importance for student well-being and academic success. Edutopia has curated these lists of resources to help educators and parents follow these topics and create home and school environments that provide supports and opportunities to help young people thrive. Nurturing Resilience The ability to bounce back from adversity is associated with a variety of skills.

PRO-ED Inc. Price: $345.00 Ages:4-0 to 8-11Testing Time:30 minutes to 1 hourAdministration:Individual The Test of Language Development-Primary: Fourth Edition (TOLD-P:4) assesses spoken language in young children. It is well constructed, reliable, practical, research-based, and theoretically sound. Professionals can use the TOLD-P:4 to (1) identify children who are significantly below their peers in oral language proficiency, (2) determine their specific strengths and weaknesses in oral language skills, (3) document their progress in remedial programs, and (4) measure oral language in research studies. Subtests and Composites The TOLD-P:4 has nine subtests which measure various aspects of oral language are described below. The results of these subtests can be combined to form composite scores for the major dimensions of language: semantics and grammar; listening, organizing, and speaking; and overall language ability (see Table 1.1).

No Cookies St Pius X College students participate in boxercise as part of the school’s MindMatters program for good mental health. Picture: ELENOR TEDENBORG Source: News Limited FOR students and staff at St Pius X College, positive mental health has been a priority for a decade. The school launched the MindMatters program 10 years ago and has plans to rejuvenate it. Student services head Sean Brannan said it started off with three key staff, with a focus on looking at the MindMatters of staff before spreading out to the students. “The concept is that people function best and at their most productive when they feel safe and secure,” he said.

Listen: Comprehension progression understand discourse on a range of topics beyond everyday contexts and immediate experiences listen for the gist or for specific information in a wide range of oral texts use comprehension strategies selectively and flexibly use a range of strategies when comprehension breaks down in different listening situations. Listeners get the gist of a wide range of complex connected discourse in a variety of situations. Topics may include those associated with personal, community, work and education settings. Listeners use comprehension strategies selectively and flexibly, with an awareness of what to do and how to do it when comprehension breaks down. Areas of study can include: listening to short plays, stories or poems to identify underlying themes or implied meanings listening and contributing appropriately to small-group discussions on some unfamiliar topics.

Can we build a better child? Teaching our kids emotional intelligence Take a look inside a classroom at Girton Grammar School in Bendigo, where an emotional intelligence curriculum has been implemented. Produced by Tim Young. It is a hot, dry Tuesday afternoon in a country Victorian classroom. As they do every day, the children of 4D are talking about their feelings. Nine-year-old Evie Kuchel is feeling confident and enthusiastic.

British Council - Word Family Framework About What is the Word Family Framework (WFF)? The WFF is a searchable resource for teachers and learners of English that consists of over 22,000 vocabulary items arranged according to six levels aligned to the Common European Framework of Reference. What can the WFF be used for? The WFF can be used by institutions, teachers and learners to construct target vocabularies for individual learning, syllabus and lesson planning, materials design and exam preparation. It can be used for two different types of vocabulary selection:

The Science of Resilience When confronted with the fallout of childhood trauma, why do some children adapt and overcome, while others bear lifelong scars that flatten their potential? A growing body of evidence points to one common answer: Every child who winds up doing well has had at least one stable and committed rela­tionship with a supportive adult. The power of that one strong adult relationship is a key ingredient in resilience — a positive, adaptive response in the face of significant adversity — according to a new report from the National Scientific Council on the Developing Child, a multidisciplinary collaboration chaired by Harvard’s Jack Shonkoff. Understanding the centrality of that relationship, as well as other emerging findings about the science of resilience, gives policymakers a key lever to assess whether current programs designed to help disadvantaged kids are working. But in the absence of these responsive relationships, the brain’s architecture doesn’t develop optimally.