128 Matching Annotations
  1. Sep 2019
    1. hichaltogetherconstitute107sheetsofwriting,occupiedmeverypleasantlythroughoutthewholelongwinterinm

      Baraga makes a set of four small works, both in English and Ojibwe, to be used for teaching

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  2. Aug 2019
    1. Ifyoufind'DrSir,thatI.asktoomuch,Ihopeyouwillcheckm

      Ely asks for a lot for the school in order to maintain the attention of attending students (scholars) and attract new members

    2. hiefMg—oz

      Chief Ma-ozit (Loon's foot) approves of the school where Ely is

    3. Theywhocome,therefore,Come?fromtheirownWills

      According to Ely, children come to mission schools of their own accord

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    1. heschoolhasbeensuspendedforeightweeks.AswecouldobtainnohelpwewereunabletodowithoutMissCook'sassistanceinthefamily.Sheisabouttocommenceagain

      because many of the women at La Pointe are/have been very sick, school closed for 8 weeks

    2. houldyougotothisstationyouwouldbeexpectedtoteachtosomeextent,todidintakingcareofthesecularaffeirsofthefamily,andtobewiththeIndiana,asmuchascircumotencsewouldpermit,aidingthemcomeintheirattemptstobecomesettled&cul—tivatetheground,persuadingthemtoattendmeetingt,andsendtheirchildrentoschool,impartingreligiousinstructionasforasyoucould,bymeansofinterpretersorotherwise.Youmightalsodidsomeinprovidingcomfortablebuildingsforthefamily,iftheyshouldnotyetbefurniehod,andperhapsituiohtbeadvisableforyoutoaidoccasionallyatoneortwooftheotherattioneinthatvicinity,inthesamen

      What Mr. Town would be expected to do at Yellow Lake

    1. AlinefromBr.Elyrecdthisev

      Mr. Ely tells Mr. Boutwell that the first chief, La Gueule Plot, wants a school

    2. amtobelocatedatSandyLake

      Ely confirms he is to be located at Sandy Lake to teach

    3. rE.toteachtheschoolther

      Mr. Ely will teach school at Sandy Lake

    4. twillbeimpossible,atleastsofarasIcansee,tosustainasmallschooleven,withoutfeediecthechil.tosomeextent.IftheInds.zenhe‘nduoedbyexample&otherhelps,suchasEecd&preparingtheground,tocultivutcmorelargely,theyyould,Ihavenodoubtfurnishprovisionsfortheirohil.inp

      the school will have to feed children regardless, but parents can contribute more if they settle down and cultivate land

    5. hatthereareindividualswhowouldbeun—willingtohavetheirchil.instructedatpresent,Ihavenodoubt.Iamnotwithouthopehowever,thatbykindness&ajudiciouscourseofconduct,theirprejudiceswouldsoongiveway

      Boutwell understands not all families want their children taught, but he believes that they will eventually

    6. eLordhathopenedadoor&isapparentlypreparingthesayforyoutooccupythisfieldassoonasyoucanfurnishthemen&mean

      the school and mission should be established as soon as funds are available

    7. ychildrenarepoor&ignorant

      how mothers feel about their children not knowing how to read, write, or sing in English

    8. aidhe"wishedhiechildrentolearntheBookbutnottoreceiveourreligion["].

      this is about Dr. B's children - Dr. B is a Chief among the Yellow Lake bands

    9. cnewigowawhohavechildrenwillprobablystaytheHummerat-ten@;tqinstructionandsendtheirchildrentoschool

      Ayer says widows with children are more likely to stay and send their kids to school

    10. Onaccountofthoextremencmrcityofnrovinioneherotheycouldnotremainion-er

      the school on the Yellow Lake Mission doesn't have provisions for students to stay long

    11. eplanwhichwehaveformedwouldplaceourordainedmissionary&hiswife,withaninterpreterafemaleteachers,&perhapsanotherfemalehelper,atLaPointe;acatechistandafemaleteacheratYellowLake;&anordainedmissionary&amaleteacheratSandyLake,withtheexpectationthattheformerwillvisitLeechLake,&perhaps,spendaconsiderableportionoftheyearthere,preparingthewayforapermanentestablishmenttherenext

      proposed division of labor for the various missions: ordained missionary, his wife, an interpreter, female teachers (La Pointe): catechist, female teacher (Yellow Lake): ordained missionary, male teacher (Sandy Lake and Leech Lake)

    12. oardtoprovidebuildingsandteachers&thatallthescholarsboardedbesup-was“Pmmxefomuwamug“'K’twGossamer“mus‘ot.edPurihd.portedAinthismannertomaintaina‘goodfoundationforascho

      While Hall and Boutwell hope that the parents would provide for their children, they understand that much of that work/cost would come from the school

    13. wouldnotbelessthan$3,000,norexceed$3,500

      expected costs for a school at La Pointe is $3000-$3500

    14. heschoolsshouldbetaughtpiinoipallyinthenativelanguage.Itisinvaintoattempttoin—troducetheEnqllehlanguageextensivelyamongtheseIndians.Theyhavetoolittleintercoursewiththosewhospeakit,torenderitanobjectforthemtolearni

      Hall and Boutwell don't suggest teaching english at the schools - rather French

    15. atifmissionestahlishmentsaremaintained,withwhichschoolsaremaintainedconnected,theseschoolsmustbesmall,unlessprovisionismadeinpartatleast,forthemainte~nanceofscho

      if missions and schools are to be established in this region, they must be willing to stay small with circulating students, or have provisions to provide for students when their parents leave

    16. wecouldgaintheiru..‘confidenceenoughtosecuretheirchildrentobetaught,manywouldundoubtedlybeinducedtolisten.tothegos

      Hall and Boutwell think that securing the education of mixed children will solidify the christian gospel in the region

    17. mall,seldomexceedingtwentyscholars,andalargepartofthetimenotabovetwelveorfifteen.Onthereturnofthetraders,shouttheletofAug.itnumberedsomewhatmore.Severalchildrenwereleftbyclerksinthefam—iliesatthisplacetoattendschool.AfterthereturnoftheIndiansfromtheirgardens,aboutthefirstofSept.itnumberedthirtyormore,endaveraged25.FromthefirstofNov.whentheIndiansleft.fortheirfishinggrounds,mostoftheIndianboysleftalso,andhaveattendedbutlittlesince.Atthepres-enttimeitnumbers23,andaverages30."ithoneexceptiontheconductofthescholarshasbeenasgoodascouldbeexpected.

      at the school in La Pointe, the numbers of students varied depending on the time of year and whether or not the children were needed to work at the gardens, or fish (the boys left and most didn't return to school)

    18. choolwasopenedwhich/"1hgzigontinuedWithlittleinterruptiontothepres

      School opened at La Pointe in fall 1831

    1. Mr. D's Music School is a top-rated vocal school in Folsom and have professionally trained faculty to personalize voice lessons in Folsom in order to meet any specific goals and requirements. You can opt for our group or private voice classes in Folsom to learn folk & traditional, pop & rock, musical theatre, jazz, or classical singing, including Lied & Opera.

  3. Jun 2019
    1. “Because the bully had no prior record of bullying, and even though there were so many different days and incidents of physical assault, it was treated as a one-time offense, and for a one-time offense you just get a short talk and a call home,”

      In order for suspension and expulsion, there must be multiple offense. In this case, there are witnesses and a confession, but that is not enough. Even though there were many different days and incidents of physical assault this is considered a one-time offense? A short talk and a phone call home is the consequences of a death threat and physical assault? Where is the importance of bullying would not be tolerated? Where is the importance of ensuring the victim's safety? This is why this whole system fail to tackle on the issue of bullying. The limit of what the school can do is unjust. How is that resolved? The victim and their family would still feel unsafe, fear, and paranoia.

    1. heSchoolissmallr-10or13onlyattend&thosenotregular.Itismuchembarrusoodforthewunhof.ateacher,whosetimecanbemostlfdevotedtoit

      the school at this area is small, with irregular attendance (from both students and teacher)

    2. noboardingschoolsrunattheBoard'sexpense

      Board shouldn't pay for schools

    3. benentstheywouldderivefromhavingschoolsandinreceivingthegospel,andtoldthemtheadvantagesoftheircultivatingtheirland.TheysaidthatwhatIhadtoldthemwasalltrue,andverygood.

      objectives: schools, gospel, land cultivation

    4. twillbedifnculttokeepchildrenlongatschoolamongtheseIndians,unlesstheyarefed,onaccountoftheirmigratoryhabitsandthedifncultyofobtainingprovision.Manyofthemresideatseveraldifferentplacesduringtheyear

      expect low attendance because of hunger and migration

    5. WithregardtoourprospectsforimmediatelybenentingtheIndians,Ihardlyknowwhattosay.

      sent by the Board to educate them and build a school

  4. May 2019
    1. On September 4, 1957, the first day of classes at Central High, Governor Orval Faubus called in the Arkansas National Guard to block the black students’ entry into the high school

      So in that time black skin people can't enter the same high school as white skin people

  5. Apr 2019
    1. “The greatest hope for traumatized, abused, and neglected children is to receive a good education in schools where they are seen and known, where they learn to regulate themselves, and where they can develop a sense of agency.”
    2. “Sadly, our educational system, as well as many of the methods that profess to treat trauma, tend to bypass this emotional-engagement system and focus instead on recruiting the cognitive capacities of the mind. Despite the well-documented effects of anger, fear, and anxiety on the ability to reason, many programs continue to ignore the need to engage the safety system of the brain before trying to promote new ways of thinking. The last things that should be cut from school schedules are chorus, physical education, recess, and anything else involving movement, play, and joyful engagement.”
    1. Despite the well-documented effects of anger, fear, and anxiety on the ability to reason, many programs continue to ignore the need to engage the safety system of the brain before trying to promote new ways of thinking. The last things that should be cut from school schedules are chorus, physical education, recess, and anything else involving movement, play, and joyful engagement. When children are oppositional, defensive, numbed out, or enraged, it’s also important to recognize that such “bad behavior” may repeat action patterns that were established to survive serious threats, even if they are intensely upsetting or off-putting.
  6. Mar 2019
    1. bridging formal and informal learning through technology in the twenty first century: issues and challenges This article is in a fully online journal. It relates to schools but the learning is by students, not teachers. However, professional development is called for. The article addresses the desired topic in that it refers to social networking and other technology enabled forms of learning; however, it does not seem to be substantive enough to be tremendously helpful. rating 1/1

  7. Nov 2018
    1. Blurring the Lines betweenHigh School and College:Early Colleges and the Effecton Adult Learners

      Early College High School

  8. Oct 2018
    1. The NYCLU found nothing in the documents outlining policies for accessing data collected by the cameras, or what faces would be fed to the system in the first place. And based on emails acquired through the same FOIL request, the NYCLU noted, Lockport administrators appeared to have a poor grasp on how to manage access to internal servers, student files, and passwords for programs and email accounts. “The serious lack of familiarity with cybersecurity displayed in the email correspondence we received and complete absence of common sense redactions of sensitive private information speaks volumes about the district’s lack of preparation to safely store and collect biometric data on the students, parents and teachers who pass through its schools every day,” an editor’s note to the NYCLU’s statement on the Lockport documents reads.
    2. It might sound like dystopian science fiction, but this could be the not-too-distant future for schools across America and beyond. Researchers at the University of California, San Diego, for instance, have already begun publishing models for how to use facial recognition and machine learning to predict student engagement. A Seattle company recently offered up an open-source facial recognition system for use in schools, while startups are already selling “engagement detectors” to online learning courses in France and China. Advocates for these systems believe the technology will make for smarter students, better teachers, and safer schools. But not everyone is convinced this kind of surveillance apparatus belongs in the classroom, that these applications even work, or that they won’t unfairly target minority faces.
  9. Sep 2018
    1. Matthew Mayer, a professor of educational psychology at Rutgers’ Graduate School of Education, says that among experts the best solutions to school shootings are not really in dispute: basic gun control, more and better mental-health services and a robust national threat-assessment program. We also need to help educators create an atmosphere where students who hear about a potential threat feel comfortable sharing that information with adults. (Many student shooters, including Gabe Parker at Marshall County, hint about their plans to at least one other person or tell them outright. Getting those others to inform teachers is one of our best options for preventing shootings from happening in the first place.) In February, Mayer and his colleagues circulated an eight-point document titled “A Call for Action to Prevent Gun Violence in the United States of America,” which summarized these and other key actions needed to reduce the risk of school shootings. So far, 4,400 educators and public-health experts have signed it. But political will is still missing. “We keep revisiting the same conversations every five or six years without learning or changing much of anything,” Mayer says. “Armed guards and metal detectors make it look like you’re doing something. You get far fewer points for talking about school climate and mental health.”
    2. From the inside, a mass shooting can feel distinctly unchartable. But Reed — and Pynoos, and Melissa Brymer, his colleague at the National Center for Child Traumatic Stress — say that while each school shooting is different in its particulars, several features are common to all. For example, Brymer says, it can be the secondary trauma that undoes a school’s recovery. “After a shooting, everyone wants to talk about how to find the next shooter so that this doesn’t happen again,” Brymer says. “But that’s not what the school itself needs to focus on. We’ve had suicides, car accidents, overdoses.” For a school that’s already traumatized, she says, these follow-up events can be incredibly devastating. Brymer advises schools to conduct mental-health screenings before anniversaries, to find the people who are struggling most and help them. The hierarchy of hurt can split in surprising ways. For the most part, people closest to the carnage are the most traumatized, and people farther away are less so. But any teacher might be plagued by any number of things, including what they saw and how they responded in the moment. One educator might flee the building in a panic, leaving his students behind, only to be devastated by guilt afterward. Another might behave heroically, then seethe with resentment over not getting enough recognition. Each will need counseling and support to fully recover.
    3. Teachers are at the quiet center of this recurring national horror. They are victims and ad hoc emergency workers, often with close ties to both shooter and slain and with decades-long connections to the school itself. But they are also, almost by definition, anonymous public servants accustomed to placing their students’ needs above their own. And as a result, our picture of their suffering is incomplete. We know that the trauma that teachers experience after a school shooting can be both severe and enduring. “Their PTSD can be as serious as what you see in soldiers,” says Robert Pynoos, co-director of the federally funded National Center for Child Traumatic Stress, which helps schools coordinate their responses to traumatic events. “But unlike soldiers, none of them signed up for this, and none of them have been trained to cope with it.” We know that teachers who were least able to protect their students in the moment tend to be especially traumatized. “For teachers, the duty to educate students is primary,” Pynoos says. “But the urge to protect those students is deeper than that. It’s primal.” And we know that their symptoms can include major sleep disturbance, hair-trigger startle responses and trouble regulating emotions.
    4. For all the fear they inspire, school shootings of any kind are technically still quite rare. Less than 1 percent of all fatal shootings that involve children age 5 to 18 occur in school, and a significant majority of those do not involve indiscriminate rampages or mass casualties. It has been two decades since Eric Harris and Dylan Klebold ushered in the era of modern, high-profile, high-casualty shootings with their massacre at Columbine High School in Littleton, Colo. According to James Alan Fox, a criminologist at Northeastern University, just 10 of the nation’s 135,000 or so schools have experienced a similar calamity — a school shooting with four or more victims and at least two deaths — since then. But those 10 shootings have had an outsize effect on our collective psyche, and it’s not difficult to understand why: We are left with the specter of children being gunned down en masse, in their own schools. One such event would be enough to terrify and enrage us. This year, we had three.
    5. Teachers were the first responders. Before police officers and medics arrived, they gathered sobbing, vomiting, bleeding kids into the safest rooms they could find, then locked the doors and kept vigil with them through the stunned and terrified wait. They shepherded the injured to hospitals in their own cars. And they knelt on the ground with the ones who were too wounded to move, stanching blood flow with their own hands and providing whatever comfort and assurance they could muster.
  10. Aug 2018
    1. There's also potential for confusion within the CRDC itself. While this particular item refers clearly to "a shooting," the previous item asks about a long list of incidents, some involving "a firearm or explosive device" and others involving "a weapon."
    2. A separate investigation by the ACLU of Southern California also was able to confirm fewer than a dozen of the incidents in the government's report, while 59 percent were confirmed errors.
    3. For comparison, the Everytown for Gun Safety database, citing media reports, listed just 29 shootings at K-12 schools between mid-August 2015 and June 2016. There is little overlap between this list and the government's, with only seven schools appearing on both.
    4. Our reporting highlights just how difficult it can be to track school-related shootings and how researchers, educators and policymakers are hindered by a lack of data on gun violence.
    5. In 161 cases, schools or districts attested that no incident took place or couldn't confirm one. In at least four cases, we found, something did happen, but it didn't meet the government's parameters for a shooting. About a quarter of schools didn't respond to our inquiries.
    6. How many times per year does a gun go off in an American school? We should know. But we don't. This spring the U.S. Education Department reported that in the 2015-2016 school year, "nearly 240 schools ... reported at least 1 incident involving a school-related shooting." The number is far higher than most other estimates.
    1. And in our schools, we need to continue the work done by many states that are pursuing educative approaches to school safety and student success by reducing school exclusions and leveraging initiatives that strengthen students’ social-emotional skills, mental health supports, and sense of safety and belonging. If we genuinely want to ensure safer schools, we should follow the evidence about what works, rather than jeopardizing lives with ideological battles.
    2. Numerous studies have suggested an association  between exclusionary discipline  practices and an array of serious educational, economic and social problems, including school avoidance and diminished educational engagement; decreased academic achievement; increased behavior problems; increased likelihood of dropping out; substance abuse; and involvement with juvenile justice systems. All of these problems are costly to the victims and to our society. They drive up the public costs associated with the aftermath of violence, substance abuse counseling, unemployment or underemployment, policing and the justice system, and much, much more.
    3. Indeed, school exclusion, without these supports, can exacerbate a bad situation. In the Parkland case, the fact that Nikolas Cruz had been expelled from school may have contributed to driving an angry young man who felt isolated to take out his frustration and anger by killing students and staff at his former school. In theory, zero-tolerance policies deter students from violent or illegal behavior because the punishment for such a violation is harsh and certain. However, research shows that such policies ultimately increase illegal behavior and have negative effects on student academic achievement, attainment, welfare, and school culture.
    4. These social-emotional learning practices have been found in hundreds of studies to reduce negative behavior and violence in schools, making schools safer while also increasing academic achievement. The guidance builds on what we know about how to increase school safety through “conflict resolution, restorative practices, counseling and structured systems of positive interventions.” The guidance also provides research-based resources to address students’ mental health needs, as well as proven practices that make students feel more connected to school and part of a community, so they are less likely to engage in negative and harmful behavior.
  11. Jul 2018
    1. The documentation of routines invited the students to reflect on the multiplicity of practices that shape temporality inside the school community, making the social layering of time more perceptible. Far from being restricted to timetables, buzzers and timed tasks, school time is a fusion of personal times, rhythms and temporal force

      This graf and the next, might be helpful for the Time Machine Project study. Cites: Adam on description of "school time."

  12. Jun 2018
    1. I had a learning disability when I was in school. But I could do factory work. Factory work is what we did. Now robots do that job. What happens to people like me?
  13. Apr 2018
    1. Most previous explanations had focussed on explaining how someone’s beliefs might be altered in the moment.

      Knowing a little of what is coming in advance here, I can't help but thinking: How can this riot theory potentially be used to influence politics and/or political campaigns? It could be particularly effective to get people "riled up" just before a particular election to create a political riot of sorts and thereby influence the outcome.

      Facebook has done several social experiments with elections in showing that their friends and family voted and thereby affecting other potential voters. When done in a way that targets people of particular political beliefs to increase turn out, one is given a means of drastically influencing elections. In some sense, this is an example of this "Riot Theory".

    1. The grade-level breakdown of these kanji is known as the gakunen-betsu kanji haitōhyō (学年別漢字配当表), or the gakushū kanji. (ja:学年別漢字配当表)

      Also known as Kyōiku kanji (教育漢字, literally "education kanji"). see Wikipedia: Kyouiku Kanji

  14. Feb 2018
    1. But what the data shows is we know if we're looking at test scores, if we're measuring the achievement gap, which is the test score gap between black and white students, that gap was the narrowest at the peak of integration in the school integration, which was 1988. As soon as we start to see the segregation increasing again, that achievement gap increases. And we've actually never gotten back to that low point that we were at when schools were their most integrated.

      affect of desgregation

  15. Jan 2018
    1. If one is familiar with the meditative system of visual holograms produced by tigle as per the Dzogchen lineage, the description shown here, where tigle is described as being productive of various impure cognitive aspects of grasping to true exsitance in terms of the Prasangkika (sgra-spyi etc.) is very interesting. The way in which tigle is interpreted and assimilated with this kind of philosophical positioning and their transforation at the level of path and result as devoid form (tong gzugs), indestructible sound (gzhom med kyi grad), non conceptual awareness and unchanging blissfull awareness culminating in the eventual 4 bodies of a Buddha (sprul-sku, longs-spyod rdzoks pai sku, ye-she chos sku and ngo wo nyid sku) which are particular to the Gelug system seems to demonstrate that there are a wide variety of approaches to these terms and practices. I am curious how interpretations have changed over time and how the various Tibetan Buddhist schools each approach the Kālacakra tantra.

  16. Nov 2017
    1. the terrible, horrible, no-good university administrators are trying to build a panopticon in which they can oppress the faculty
    1. Mount St. Mary’s use of predictive analytics to encourage at-risk students to drop out to elevate the retention rate reveals how analytics can be abused without student knowledge and consent

      Wow. Not that we need such an extreme case to shed light on the perverse incentives at stake in Learning Analytics, but this surely made readers react. On the other hand, there’s a lot more to be said about retention policies. People often act as though they were essential to learning. Retention is important to the institution but are we treating drop-outs as escapees? One learner in my class (whose major is criminology) was describing the similarities between schools and prisons. It can be hard to dissipate this notion when leaving an institution is perceived as a big failure of that institution. (Plus, Learning Analytics can really feel like the Panopticon.) Some comments about drop-outs make it sound like they got no learning done. Meanwhile, some entrepreneurs are encouraging students to leave institutions or to not enroll in the first place. Going back to that important question by @sarahfr: why do people go to university?

  17. Sep 2017
    1. The real enemies, then as now, are not the rival religions. The true battle pitches those who believe in tolerance and compromise against the tyrants who would impose their ideas on everyone else—no matter what the cost.

      Reminiscent of our current geo-political climate. The extended cycles of history.

    1. After about third grade, very little time is devoted to explicit writing instruction

      Not at Countryside Middle School!

      Our Literature and Writing Workshop rigorously maintains focus and practice time devoted to writing, from grammar, style, and technique, to active writing and publication (sharing) in formal and informal modes. Writing and active focus on writing are daily efforts.

    2. Should a parent correct a child’s writing, or just be encouraging?

      This is the ten million dollar question with a vending-machine answer: The work is the child's. It must be the child's entirely if the goal is to develop and hone writing skills. Loving parents might and often do get too involved.

      It does the young writer zero good to lose control of a written work (and it feels terrible even if never admitted—I was one of those kids). That problem is compounded when the teacher reads a twelve year old's assignment that looks too much (or entirely like) the bona-fide polished work of a mature writer with several college degrees. The teacher is not impressed and the process breaks down, for she or he is supposed to be evaluating and coaching a middle school writer on genuinely warty, often needy middle school writing.

      It does a young writer zero good to be a "middle man" left to watch back and forth between adults when the writing at the center is not the student's. A teacher can't minister to a young writer's real needs and the student can't learn if it's not the student's real writing at undergoing the writing workshop processes.

    3. analyzing text does make a difference

      Right.

      There is reading and there is active reading. I support both but in appropriate settings. Everyone should enjoy ample time just reading for pleasure, escape. When reading for a specific purpose the foundation of which is understanding, we must be active readers—even while the process can still be enjoyable.

      Reading actively takes additional effort and concentration, often with note taking (or annotation in a cool web-markup tool like this!), and purposeful thought about what is said, how, and why.

    4. start talking about persuasive essays or an informative paper

      We do this work a great deal—we don't use these labels "persuasive essay," "informative paper" because (a) outside of school nobody at all uses these terms for real writing and (b) such labels tend to mystify and ossify thinking about writing in ways that aren't helpful. We focus on purpose, technique, sign-posting and evidence, and more in the composition of many types of writing like these and others.

    5. writing assignments to work on at home

      Because we devote 3/5 of all class periods explicitly to in-class writing instruction and independent, guided writing time (and the other 2/5 involve our writing at least indirectly by working with other texts which we read and analyze for writing about), we aim to minimize the writing done at home.

      By design, students have time at school to write, revise, consult with the teacher, critique the writing of others, and write some more. When writing is done at home, it is intended to be as overflow when more than what's available in class is needed.

      There's a magical dynamic here. When student writers know they will have adequate time for writing in class, supported, scaffolded for their needs, and that what they don't get done in school must be done at home, they tend to use school time better. Writing workshops become focused, intentional, productive spaces where tons of learning and growth occur.

    6. Is my kid writing at school

      Yes, at Countryside Middle School, we do this in a nearly unbroken stream of constructive activities.

    7. middle and high school, the most common activities are fill-in-the-blanks on worksheets, writing single sentences, making lists or writing a paragraph summary

      Nope. Not at Countryside Middle School. We write, scrutinize, revise, share, and write more. Our students learn to consider, brainstorm, draft, revise with feedback, finalize, and share in many formal and other modes, primarily at school in a controlled and closely monitored learning environment.

    8. Kids are constantly creating text when they are at home. They tweet, they text, they Facebook. Each of those has its own rules

      Writing in formal modes like essays, responses to literature, book reviews, etc., have their own rules and expectations, but they're not by a thousand miles the only kinds of writing that people do or that have importance.

      Kids (like adults) are increasingly social-media writers. It may seem at times that these modes are the Wild West with lawlessness and emoticons, but there are rules and expectations—particularly concerning positive interactions and relationship building as good digital citizens.

    9. with them about the author’s craft

      This is the primary purpose for readings of all kinds selected in my English/language arts curriculum. All reading done for class purposes is intended to be active reading.

      With younger readers like middle schoolers, this doesn't always come easily and part of the comprehensive process is to teach the skills involved in active reading while reinforcing their value.

    1. New Heaven High School

      My Chile high school- New Heaven High School located in Antofagasta, Chile. Phone number = +56 55 221 9219 . -christian school -high school

    1. The first cycle (cycle I) is from 1st to 4th and the second cycle (cycle II), from 5th to 8th. The program includes eleven compulsory subjects: Language and communication Indigenous language (compulsory in schools with high density of indigenous students) Foreign languages ​​(compulsory in cycle II) Mathematics natural Sciences History Geography and Social Sciences Technology Art Physical education Orientation and religion, which the school must offer but is optional for students.

      how many classes they offer--- they offer language classes. do they study english? they also study orientation and religion, so how would religion fit in with sexual orientation?

  18. Jul 2017
    1. Haberman is in Trump’s head so deep she could be his psychiatrist, and she has had extraordinary access to the president and the administration. She is a regular commentator on TV about life “inside the castle.”

      This is absolutely incredible and profound. As an old school wannabee journalist, I applaud these efforts. If only the Charlotte Observer would lower their prices to about $5 a month for digital, I would subscribe, even on my income.

    1. It’s just not how I expected my life would be,'" he says.

      Analyze and relate to theme

    2. In the realm of narrative psychology, a person’s life story is not a Wikipedia biography of the facts and events of a life, but rather the way a person integrates those facts and events internally

      narrative on narrative writing

    1. the school’s teachers came up with a project for the fifth graders: figure out how to reduce the noise in the library. Its windows faced a public space and, even when closed, let through too much noise. The students had four weeks to design proposals.
    2. Around the world, though, other countries are making creativity development a national priority. In 2008 British secondary-school curricula—from science to foreign language—was revamped to emphasize idea generation, and pilot programs have begun using Torrance’s test to assess their progress. The European Union designated 2009 as the European Year of Creativity and Innovation, holding conferences on the neuroscience of creativity, financing teacher training, and instituting problem-based learning programs—curricula driven by real-world inquiry—for both children and adults. In China there has been widespread education reform to extinguish the drill-and-kill teaching style. Instead, Chinese schools are also adopting a problem-based learning approach.
    3. Plucker recently toured a number of such schools in Shanghai and Beijing. He was amazed by a boy who, for a class science project, rigged a tracking device for his moped with parts from a cell phone. When faculty of a major Chinese university asked Plucker to identify trends in American education, he described our focus on standardized curriculum, rote memorization, and nationalized testing. “After my answer was translated, they just started laughing out loud,” Plucker says. “They said, ‘You’re racing toward our old model. But we’re racing toward your model, as fast as we can.’ ”
    1. LetterPile»Writing»Creative Writing Very Short Stories for High School & Middle SchoolUpdated on May 12, 2017 <img src="https://usercontent2.hubstatic.com/8625837_100.jpg" alt="Howard Allen profile image" title="Howard Allen profile image"/>Howard Allen more <img src="https://usercontent1.hubstatic.com/8703622_f496.jpg" data-ratio="1.4555808656036" alt=""/> If your students are

      another possible set of sources for short story unit

  19. May 2017
    1. Fort Simpson
      Fort Simpson was originally established by the Hudson’s Bay Company at a location on the north shore of the Nass River estuary. In the summer of 1834, the Hudson’s Bay Company moved its fort to a site on the Tsimshian peninsula at McLoughlin Bay, which is now called Port Simpson, British Columbia (Patterson 1994). In 1858 and 1894, Roman Catholic missionaries reached Fort Simpson and permanently resided there. The Roman Catholic Mission provided many resources for the community, such as St. Margaret’s Hospital built in 1916 and a school in St. Margaret’s Hall built in 1917. St. Margaret’s Hall was replaced by the Federal Day School in 1974 and was run by the Federal Government. Fort Simpson is still inhabited today and is a quite popular tourist destination. It is the only village in the Northwest Territories with a population of approximately 1,250. Some people of Fort Simpson still identify as Dene. Fort Simpson is accessible via airplane or highway. The Liard Trail Highway leads to Fort Simpson from British Columbia and the Mackenzie Highway reaches Fort Simpson from Alberta. Since both of these highways pass through expanses of nature, it is possible to see black bear, moose, woodland caribou, lynx, wolves, and bison alongside the highways (Fort Simpson Chamber of Commerce n.d.). 
      

      References

      Fort Simpson Chamber of Commerce. n.d. Fort Simpson Nortwest Territories Canada. Accessed May 8, 2017. http://www.fortsimpson.com.

      Patterson, E. Palmer. 1994. ""The Indians Stationary Here": Continuity and Change in the Origins of the Fort Simpson Tsimshian." Anthropologica 181-203.

  20. Apr 2017
  21. Mar 2017
    1. digital technologies offer learners greater opportunities to be more actively involved in the learning experience.

      research opps.

    1. The researchers told New York magazine that overreliance on direct instruction and repetitive, poorly structured pedagogy were likely culprits; children who’d been subjected to the same insipid tasks year after year after year were understandably losing their enthusiasm for learning.

      Very sad.

    2. Much greater portions of the day are now spent on what’s called “seat work” (a term that probably doesn’t need any exposition) and a form of tightly scripted teaching known as direct instruction, formerly used mainly in the older grades, in which a teacher carefully controls the content and pacing of what a child is supposed to learn.

      Too much pressure for such young kids! This is pre-school!

  22. Feb 2017
    1. The works of Blair and Campbell were often used together as course texts, and most new textbooks simply rang changes on their ideas and materials.

      Sounds a little like Dead Poets Society

      McAllister: You take a big risk by encouraging them to be artists, John. When they realize they're not Rembrandts, Shakespeares or Mozarts, they'll hate you for it. Keating: We're not talking artists, George, we're talking freethinkers.

      McAllister: Freethinkers at seventeen?

      Keating: Funny — I never pegged you as a cynic.

      McAllister: Not a cynic, a realist. "Show me the heart unfettered by foolish dreams, and I'll show you a happy man."

      Keating: "But only in their dreams can men be truly free. 'Twas always thus, and always thus will be."

      McAllister: Tennyson?

      Keating: No, Keating.

  23. Dec 2016
    1. where’s the positive evidence of what they’re claiming

      Where? Do you mean you want a NUMERIC MEASUREMENT that proves capital can't be measure numerically?

  24. Nov 2016
    1. As objeções que Krugman levanta aqui são sintomáticas de pessoas que raciocinam com as mesmas fórmulas Y = I + C + G, MV = PQ etc.

      Tudo bem que não há outras fórmulas, austríacas, para se oporem a essas como melhores e mais corretas, mas por que diabos o Krugman (e todos esses economistas que não passam nem perto de entender a teoria austríaca) pensaria que alguém, usando a mesma fórmula, chegaria a conclusões diferentes? Isso seria um absurdo lógico.

    1. Finding tutors can be a really tiring job if not taken in a proper direction. Also, it is equally important to find a competent and knowledgeable tutor, who can provide a proper direction and guidance in your studies rather than just basic teaching. As a student, you should always keep in mind that before hiring a tutor you should have a complete idea of his knowledge about that particular subject.

    2. The education sector is witnessing the immense boom in the UK. It has various elements like schools, universities, institutions and nowadays the tutoring classes have been increased tremendously. It all creates the strong educational structure within the UK. The demand for the tuitions is increasing.http://blog.selectmytutor.co.uk/demand-for-extra-tuition-is-rising-as-britishers-are-likely-to-pay-high/

    3. It has been seen nowadays in almost all the cities and countries that internet has taken the primary positions of almost all the things for human beings. The Internet is one of the most important priorities of an individual whether he/she is a kid, a younger or an elderly. Hence, the children of today also enjoy the internet and have made the internet as the most important thing for them. Kids like to study on the internet and even parents also want their children to study through the internet as the internet has the best options available for studies.http://blog.selectmytutor.co.uk/11-educational-websites-for-primary-school-children/

  25. Oct 2016
    1. On-Site Work

      This work was in schools with teachers, right? When foundations and funders of after school programs ask about how to "spread and scale" the work, it baffles me that they don't begin to answer their questions by turning to how to effectively bring the innovative after school work to teachers and students in schools. Working on the connections between in school and out of school learning is important!

    1. abolish bilingual education in California

      This seems very bizarre to me because why would they want children to learn less? I thought the point of school was to push your children, not restrict them.

  26. Sep 2016
    1. The Swedish school system has wholeheartedly, and probably too quickly and eagerly, embraced this new agenda. Last fall, 200 teachers attended a major government-sponsored conference discussing how to avoid "traditional gender patterns" in schools. At Egalia, one model Stockholm preschool, everything from the decoration to the books and toys are carefully selected to promote a gender-equal perspective and to avoid traditional presentations of gender and parenting roles

      Swedish school system has enforced use of hen

  27. Aug 2016
    1. When Robertson started out, they were hosting small rummage sales and bake sales. But by the 2008 recession, PTA fundraising had graduated to silent auctions. The money from fundraising was enough to allow Grattan to maintain its academics and actually expand its staff and its infrastructure in the midst of statewide budget cuts.

      Let's just highlight a root problem here, then: "statewide budget cuts".

      Why should any public school ever have to do fundraising?

  28. Jul 2016
    1. "If given the opportunity all teachers would stop grading their students. You’ll never find a teacher who loves grading papers, projects or tests. In 20 years as a classroom teacher, I heard more complaints about grading than anything else."

      "So, if they hate it so much, why don’t teachers stop grading? Because parents, administrators, and bureaucrats won’t let them."

      Mark Barnes

    1. "Real gifted education (not gifted programs) involves seeing every student as an individual, finding out what they need, what they want to learn, and what they care about, and then adapting the instructional environment and curriculum to those needs, wants, and passions."

      "There’s no reason we can’t do this for everyone, letting gifted students soar without the downsides of selective gifted programs."

      Gerald Aungst

    1. The more vulnerable part of higher ed is professional master’s and certificate programs, which are long and expensive and provide more than someone needs to get the job, said Selingo, the “There Is Life After College” author.

      Speaking of PhD attrition

  29. Jun 2016
    1. We are trying to imagine and create a way to educate our children for democracy, but must do this in an America that does not yet know the practice of democracy.

      This is especially true when we think about segregated schools, and how we need to teach in them without accepting them

  30. Apr 2016
    1. In the late ’70s and ’80s

      There's also something about teachers who went to school then too. I'm one of them, and I love to tinker with the curriculum.

  31. Feb 2016
    1. narratives of emotional and social journeys from being at academic risk in high schools to being academically successful in universities academic experiences.

      These are indeed the stories we need to hear, and the data that needs to be collected -- how ever she drew data from narratives.

    2. the personal, social, and emotional transformations that adolescents and adults who are at risk experience as they develop resilience and shift from disengagement to engagement, and/or academic failure to success in schools.

      I think it's important to be able to identify the changes in attitude, relationships and moods that we can see when at-risk teenagers begin to be self-directed learners. If we could see what these changes look like and agree on them, then we might be able to assess students better. Currently none of the ways we move or prevent students from moving through school make sense to me: social promotion (advancement because of age), testing (usually of a small subset of math and reading skills), or even portfolio assessment (because at-risk students usually don't have a body of "mastery" level work).

    1. One of the founders of Games Workshop, who helped revamp the computing curriculum, is to open 2 new free schools specialising in computer science, technology and the arts, Education Secretary Nicky Morgan announced today (5 February 2016) as she revealed the latest batch of this Parliament’s 500 new schools. Drawing on his experience as a videogame entrepreneur, Ian Livingstone will open the Livingstone Academies in Tower Hamlets and Bournemouth, which will provide over 3,000 children with a rigorous education rooted in STEAM - science, technology, engineering, arts and maths.

      "Free school" has a few different meanings. Here, it means a classification of schools in England that are publicly financed but independent.

      https://www.gov.uk/types-of-school/free-schools<br> https://www.gov.uk/set-up-free-school

      https://en.wikipedia.org/wiki/Free_school<br> (various meanings)

  32. Jan 2016
    1. Dea Conrad-Curry contrasts ESSA (Every Student Succeeds Act) with its predecessor, NCLB (No Child Left Behind).

      • ESSA is 391 pages. NCLB was 670 pages.
      • ESSA takes a somewhat softer tone.
      • NCLB emphasized SBR (scientifically-based research).<br> ESSA emphasizes EBP (evidence-based practices).
  33. Jul 2015
    1. into the church

      What about school? Can school be a retreat from the culture of the street? Or does it just extend that culture?

    2. The streets transform every ordinary day into a series of trick questions, and every incorrect answer risks a beat-down, a shooting, or a pregnancy.

      Given my interest in inquiry and the use of questions, I wonder if Coates would say the same about school, that it transforms "every ordinary day into a series of trick questions," and (I fear) "every incorrect answer risks a beat-down" -- even if it's just humiliation and bad grades.

    3. When I was your age, fully one-third of my brain was concerned with whom I was walking to school with, our precise number, the manner of our walk, the number of times I smiled, whom or what I smiled at, who offered a pound and who did not—all of which is to say that I practiced the culture of the streets, a culture concerned chiefly with securing the body.

      Teachers need to understand that this is going on in our classrooms too.

  34. Jun 2015
    1. We do not want to leave the school system behind. We need to keep driving toward where we want everyone to be versus waiting until everyone is ready. The end goal will involve the Internet, and there needs to be a framework for it.

      But we do want to leave it behind--the words we use--"school system" tell us exactly what is at the center--schools. What we learn are learn systems where learning is at the center which implies tacit-wise that the learner is at the center.

      (http://gph.is/1e82Pef)

      learner centric

  35. Oct 2013
    1. People think that morals are corrupted in schools; indeed they are at times corrupted, but such may be the case even at home.

      Morals: home vs school

  36. Sep 2013
    1. They characterize men who ignore our practical needs and delight in the mental juggling of the ancient sophists as “students of philosophy,” but refuse this name to whose who pursue and practise those studies which will enable us to govern wisely both our own households and the commonwealth—which should be the objects of our toil, of our study, and of our every act.

      Pointing out the idea of philosophy should be reconsidered.

    2. For men who have been gifted with eloquence by nature and by fortune, are governed in what they say by chance, and not by any standard of what is best, whereas those who have gained this power by the study of philosophy and by the exercise of reason never speak without weighing their words, and so are less often in error as to a course of action. Therefore, it behoves all men to want to have many of their youth engaged in training to become speakers

      Proposing the need of the proper education system of rhetoric.

    3. the power to speak well and think right will reward the man who approaches the art of discourse with love of wisdom and love of honor

      The power to speak is love.

    4. the stronger a man's desire to persuade his hearers, the more zealously will he strive to be honorable and to have the esteem of his fellow-citizens

      The power of speech and love again.

    5. we gain the power, after being exercised and sharpened on these disciplines, of grasping and learning more easily and more quickly those subjects which are of more importance and of greater value.

      The principle of Isocrates's school.

    6. I maintain also that if you compare me with those who profess54 to turn men to a life of temperance and justice, you will find that my teaching is more true and more profitable than theirs.

      Isocrates vs. others

    7. I shall never be found to have had anything to do with speeches for the courts.33 You can judge this from my habits of life, from which, indeed, you can get at the truth much better than from the lips of my accusers

      Writing vs. Speeches

    8. no citizen has ever been harmed either by my “cleverness” or by my writings

      Pointing out that Isocrates's school is not for deceiving people?

    9. For I have schooled myself to avoid giving any offense to others, and, when I have been wronged by others, not to seek revenge in court but to adjust the matter in dispute by conferring with their friends.

      The difference between Isocrates and others.