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Edutopia

Edutopia
A few years ago, I wrote a post called “Teaching Digital Citizenship in the Elementary Classroom.” Now I want to share a sample lesson for teaching internet safety to students as young as kindergarten. Yes, you read correctly—kindergarten. With children spending time online at younger and younger ages, it’s vital that we explicitly teach young children how to protect themselves online. Most young children get the “stranger danger” talk at school, so they know about how to handle strangers in their neighborhood and in face-to-face situations. There are three considerations when addressing internet safety with these students. Protecting Private Information Online This is a lesson I’ve done with my kindergarten and first-grade students to introduce the idea that strangers exist on the internet and to discuss how we should interact with them. “What is a stranger?” Have students watch the Internet Safety video at BrainPOP Jr. More Resources Related:  wellbeing2

edutopia Plenty of students may know how to create digital media, but too few know how to produce engaging, high-quality content, the kind that makes them stand out not only to college admission officers, but also to potential employers. What does that kind of quality involve? We need to teach and encourage students to post original, outstanding content that will distinguish their unique identities in a sea of increasingly indistinguishable resumes -- which are going the way of the typewriter. To help accomplish this task, I model creating a positive digital footprint by making effective use of social networking and blogging. I owe my students that much -- after all, if they don't take control of their online identities, someone else will. Facebook Educators do students a tremendous disservice by demonizing Facebook, which can enhance a student's online presence and real-world prospects. Twitter LinkedIn Snapchat Blogging How should teachers go about modeling effective use of social networking?

edutopia In the fall of 2007, a new fifth-grade student arrived at Symonds Elementary School. His demeanor was reserved, and his attitude about attending a new school was skeptical. For this 11-year-old, life started in an orphanage, and many of his learning, social, and emotional challenges stemmed from this deprived early experience. Maintaining positive relationships with peers and adults was difficult. Like all of the other Symonds' students, he began his days with a morning meeting, worked with teacher support in large and small groups, experienced academic choice, lived by rules and consequences, attended art, music, physical education, and media classes, and became a part of the Symonds community. One day, he was walking up the stairs to his classroom with his teacher and asked, "Why is everyone so nice here?" Guiding Principles and Teaching Practices Symonds Elementary has been using the Responsive Classroom approach for 25 years. Buddy Classes and Sprinklers

edutopia For many educators, conferences are coming up soon, and it can be a stressful time of the school year. To help parents and educators prepare for parent-teacher conferences, we've rounded up a variety of web resources. From ideas for highlighting student progress, to questions every parent should ask, these are some of our favorite articles and resources that cover parent-teacher conferencing. Hope you all have a great rest of the school year! Parent-Teacher Conference Tip Sheets for Principals, Teachers, and Parents: The Harvard Family Research Project produced these tip sheets with English and Spanish versions. Inviting Students to Lead Conferences Student-led conferences empower learners to take ownership of their accomplishments and their classroom goals. You'll find some wonderful resources in that collection. Parent-Teacher Conference Reading List

Starting School Keyboard shortcuts Full screen - f key.Play/pause - spacebar key.Volume - up/down arrow keys.Skip - left/right arrow keys.Closed captions - c key. Starting school involves a big change for your child and family. It can be a time of great excitement, but also a time of potential challenge and stress. Families play an important role in supporting children to manage the transition to primary school. To get the most out of the videos it can be helpful to watch them in sequence (1-6) or you might prefer to choose the ones most relevant to you. Have You Watched Sesame Street’s Autism Videos Yet? Because They’re Terrific. “Sesame Street” and autism awareness is a perfect combination. This week the celebrated children’s show introduced the world to Julia, a character with autism. Julia is part of an initiative called “Sesame Street and Autism: See Amazing in All Children.” Also available on the Sesame Street and Autism website are some fantastic videos telling the stories of people with autism. We’ve compiled some of our favorites of these videos below for your viewing pleasure. Thomas’s Story: A Sibling Story: Nasaiah’s Day: Family Friends: Which stories are your favorite? We face disabilities and diseases together.

edutopia Parent-teacher conferences are one of the few opportunities for families to converse with teachers about their children's progress and needs. Lines of people wait their turn for these 15- to 20-minute interactions. One result is a conversation that establishes a relationship and delivers essential information about a student's progress. Teachers usually carry the burden of making the conference productive, yet if families were included more through communications and collaborative meeting planning, the experience could become more mutually fruitful. To this end, I'll introduce each of my points with voices from families suggesting collaborative communication about their needs. Build a Team: Make Frequent Contacts Before Each Conference I hoped teachers would inform me between conferences if anything was amiss or pleasing about my children's progress, socially or academically, so that there would be no big surprises during the conferences. 1. 2. 3. 1. Have the student attend the meeting.

Eight ways to build student leadership skills in your school Check out these eight HOT ideas guarenteed to put some sizzle in your student leadership program: 1. Challenge student leaders to work out personal goals or achievements. Research clearly shows that adults and kids who set goals usually achieve more from a program or a year than those who don’t. So get your student leaders to identify 2 or 3 goals or achievements for the year. 2. Challenge your students to think about how they would like to be remembered and what they would like others to think of them. 3. Encourage your student leadership team to choose a cause or charity to support this year. 4. Encourage presentation skills development by organising a lunch-time speaking competition for prospective student leaders. 5. Organise a number of activities that highlight student leadership development. 6. Many schools have mediation programs lead by student leaders. 7. 8. Consider how this year’s leaders will pass on their experiences and learnings to the next crop of leaders.

edutopia How do children learn to care enough about others that they reap the personal rewards associated with giving? When young people develop empathy, they not only thrive in school and life, but they also impact their communities in positive, often extraordinary ways. Individual and societal success depends on raising and educating children who care about others. Developed through emotional attachment with other human beings, empathy is our ability to recognize, feel, and respond to the needs and suffering of other people. The Foundation of Caring and Engaged Citizenship This is the last in a series of articles on how to apply eight core principles of positive youth development in the classroom using The Compass Advantage™ as an organizing framework. Image credit: Marilyn Price-Mitchell, PhD Empathy is systemically related to all of the abilities on the compass, particularly to self-awareness at "true south." 6 Empathy-Building Habits of Great Teachers 1. 2. 3. 4. 5. 6. Call to Action

Looking At (but not seeing) the Same Things | Inquire Within The room was packed. Twenty-five ninth graders and their teacher, a three-person camera crew, fifteen parents of incoming eighth graders and the principal stood flat-back against three of the four walls. For a while we all occupied the same space together. We observed the same lesson, listened to the same voices, and breathed the same air. The principal guided parents of incoming ninth graders in and out of this classroom all day. When the principal opened this classroom door she could depend on seeing engaged and well-disciplined students. My companions, film professionals, gave the class rave reviews. What none of them knew, not even the camera operators, was that what we were actually filming was a prime (and common) example of student disengagement. Our cameras were trained on a single, randomly selected student in the front row. After filming, we calculated the amount of time this student was reading, writing, listening and speaking academically during this 90-minute period.

Showing The Way In the Aftermath Of Tragedy As a social studies teacher, other than the daily worry about particular students, I felt the most anxiety about my practice the day after an atrocity. How do I teach students about these events and not terrify or discourage them from engaging in the world? I felt paralyzed in having to face them, ready to answer the why question, or ready to exude certainty that this event was surely an anomaly. Adding to the challenge for teachers today is that students sit in our classrooms full of vivid images of the events from popular media, which fuels the fire of helplessness and doom. Because the world of late has given us so much to explain and reassure them about, this anxiety is hard to shake. And yet, teachers influence the way students make sense of a catastrophic event likely more than anyone. The events this past weekend in Paris show us the two sides of atrocity — the attack and our response. We, as teachers, matter even more on days like today.

5P’s for a Positive Digital Footprint | Teaching in the Primary Years Teachers and students learning together in 21st century classrooms are capable of achieving great things. Devices allow students to connect, communicate and collaborate online and publish their work for a global audience. Any content published online will begin to create a digital footprint for each individual. As educators, we need to ensure we model and teach our students how to post content to ensure the digital footprint they are creating is positive in nature. As teachers we have a duty of care for our students. The 5 P’s for a Positive Digital Footprint, developed by the Queensland Government, is a great framework to implement in classrooms. Like this: Like Loading...

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