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12 Things Kids Want from Their Teachers

12 Things Kids Want from Their Teachers
Whether we are a teacher, parent, relative, boss, or community member, each of us has a chance to make a positive and impactful difference in a child’s life. But in order to do this, we must carefully consider this question: What matters most to our children? For 20 years I have been posing this question to my students. At the beginning of every school year, I would ask my students to give me advice on how to be their best teacher. The classroom would become immediately silent as the students wrote intensely for longer than they had ever written before. Surprisingly, many of the responses were the same. Here is a list of the 12 Most Important things that came out of these amazing conversations: 1. Wish me good morning, and send me off with a “see ya tomorrow.” 2. When you look at me, let me see happiness in your eyes. 3. Sit and talk with me privately; even if only for a second. 4. Help me dream of things I might be able to do; not just the things I need to do now. 5. 6. 7. 8. 9. 10. 11. 12. Related:  ComportementTeaching

RAI-comportement Importante collaboration en matière d’initiatives en milieu scolaire Montréal, le 02 mai 2013 – Boscoville 2000, centre de développement et d’innovation, est fier d’accueillir un projet de partenariat avec le professeur et chercheur Steve Bissonnette dans le développement d’un modèle de réponse à l’intervention comportementale à l’intention des écoles du Québec. Dans les dernières années, Boscoville 2000 a développé plus particulièrement des approches en milieu scolaire visant des jeunes ayant des problèmes de comportements importants. Ce projet ainsi développé respecte les concepts de l’action psychoéducative qui voit d’Abord le jeune comme un être global qui se développe par l’interaction entre ses capacités internes et les possibilités d’expérimentation que lui offre son environnement. vu sur le site de Boscoville2000 WordPress: J’aime chargement… A propos stevebissonnette2012 Galerie Publié dans Non classé .

Forget Generation Y: 18- to 34-Year-Olds Are Now 'Generation C' It's hardly news that young adults are the most digitally connected, but now Nielsen has come up with a new name for this group based on their common behaviors: "Generation C." The C stands for "connected," and the group comprises Americans between 18 and 34 — who are defined by their digital connectivity, Nielsen and NM Incite’s U.S. Digital Consumer Report says. They consume media, socialize and share experiences through devices more than other age groups. The most recent U.S. Census finds 18- to 24-year-olds make up 23% of the population. "Their ownership and use of connected devices makes them incredibly unique consumers, representing both a challenge and opportunity for marketers and content providers alike," Nielsen writes. The below graphic visualizes different Nielsen numbers on American media consumption. Are you a part of "Generation C?" Click the image to enlarge. Image courtesy of iStockphoto, izusek

Students Share Characteristics Of Their Favorite Teachers A few weeks ago I had a Twitter dialogue with Reed Gillespie ( @rggillespie ) an AP at Kettle Run High School in Nokesville, VA. and Angela Maiers ( @AngelaMaiers ) who coined the phrase #YouMatter and is an author, educator, and national speaker. Our conversation revolved around a post from Angela titled 12 Things Kids Want from Their Teachers . Twelve simple and free “things” students want and deserve . Reed shared his post What Students Want From Their Teachers he wrote after visiting with students at his high school during lunch. This got me to thinking “What do Cherokee students want from their teachers?” The feedback provided by our very bright and amazing students wasn’t eye opening or earth shattering, but does provide their view of what they want and deserve. 1. 2. 3. 4. I enjoyed my conversations with our students.

A Constructivist Approach to Teaching & Learning Let’s say the learning goal is to learn how to recognize main idea from details. An old-school classroom might provide the children with worksheets and multiple choice answers after a whole group lesson on the overhead with the teacher presenting the information. A constructivist classroom would start with a mini-lesson where the teachers asks the kids about going to a birthday party at a familiar place such as Build-a-Bear. She might ask the class, what is the most important thing and what are some details? The teacher would write down the students’ responses on a large chart in two columns (big idea /details ) and as the learners respond encourage their thinking, ask for clarification, ask more questions, add some of her thinking. Then, the teacher would ask the learners to think about different scenarios such as big idea at dinner or big idea at shopping. Do you see the difference between the two classrooms? See the detailed chart on this website for more examples.

Why the teen brain is drawn to risk Teens tend to overestimate risk, research suggests, but process information differently than adults. Researchers are beginning to understand how teenage brains are wiredTeens may get lost in the details about specific risks and focus on possible rewardsAdolescents think carefully about risks most adults wouldn't even considerAllowing teens to experiment safely can help make a risk seem real ( -- If you're the parent of a tween, be warned: your cautious 10-year-old is bound to turn into a wild child in a few short years, with seemingly no regard whatsoever for safety. Indeed, teenagers have the double the risk of dying compared to their preteen selves. Adults have long reckoned with ways to protect adolescents from their own misjudgments. Take teens' perception of risk. Research shows, for instance, that teens tend to wildly overestimate certain risks -- of things like unprotected sex and drug use -- not to lowball them as one would predict. Texting while driving: Do you?

Quand Morphée n’est pas au rendez-vous Nos jeunes manquent de sommeil. Des spécialistes canadiens ont lancé un cri d’alarme à l’occasion de la Journée mondiale du sommeil, le 14 mars dernier, soulignant le fait que la société, voire les professionnels de la santé et les familles, y accorde peu d’importance. Pourtant, on sait aujourd’hui qu’un déficit de sommeil peut affecter la santé autant physique que mentale des enfants et des adolescents. Analyse du rôle vital de cet état qui monopolise près du tiers de notre vie. «La durée du sommeil des enfants et des adolescents canadiens [de 5 à 18 ans] a décliné de manière constante et rapide au cours du dernier siècle », affirment les auteurs d’un rapport intitulé Position Statement on Pediatric Sleep, rédigé par sept spécialistes canadiens et appuyé par la Société canadienne du sommeil, le Collège des médecins de famille du Canada et l’Académie canadienne de psychiatrie de l’enfant et de l’adolescent. Les causes Les traitements Optimiser le potentiel des enfants

Schools We Can Envy by Diane Ravitch Finnish Lessons: What Can the World Learn from Educational Change in Finland? by Pasi Sahlberg, with a foreword by Andy Hargreaves Teachers College Press, 167 pp., $34.95 (paper) In recent years, elected officials and policymakers such as former president George W. Nothing is said about holding accountable the district leadership or the elected officials who determine such crucial issues as funding, class size, and resource allocation. The belief that schools alone can overcome the effects of poverty may be traced back many decades but its most recent manifestation was a short book published in 2000 by the conservative Heritage Foundation in Washington, D.C., titled No Excuses. For a while, the Gates Foundation thought that small high schools were the answer, but Gates now believes that teacher evaluation is the primary ingredient of school reform. The main mechanism of school reform today is to identify teachers who can raise their students’ test scores every year.

Using Essential Questions to Improve a High-School History Course Using Essential Questions to Improve a High-School History Course In this thoughtful 2008 article in Social Education, teacher educator Heather Lattimer (University of San Diego) says that all too often, despite their charisma and talent getting students involved in classroom activities, “teachers are the ones doing all the thinking in the classroom.” To counteract this tendency, specifically in social studies and history classes, she recommends using essential questions for each unit. Here’s why: • Essential questions get to the heart of the discipline. They address the big ideas, pose dilemmas that puzzle historians and social scientists, and bring startling incongruities to students’ attention. • Essential questions have more than one reasonable answer. • Essential questions connect the past to the present. When is violence justified? Such questions address fundamental concerns that each generation should ponder anew. • Essential questions reveal history to be a developing narrative.

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