My oldest son is ending his elementary school career this week and I've been taking some time to reflect on his life and on my experiences as a teacher and educator. The end of year celebrations are a huge time drain and struggle as a teacher, but as a parent, it's one of the few times we are able to peek into the world own kids live in on a daily basis.
Ask educators why they went into teaching, and the majority will respond that they wanted to make a difference in the lives of young people. In this video, ASCD authors and leaders Robyn Jackson, Baruti Kafele, Doug Fisher, Jeffrey Benson, Michael Ford, Myron Dueck, and Eric Sheninger explain why they became educators.
Teachers work every day for the benefit of their students. Learn how other educators make a difference in students' lives and learning in a special summer issue of Educational Leadership and get inspired. This digital issue gives you instant access to stories about individuals, teams, schools, and even a U.S. state that are passionate about teaching and learning.
In her "Perspectives" column, Editor-in-Chief Marge Scherer reminds us to remember why we do what we do. She writes,
With so much energy devoted all year long to tackling problems, summer can be a good time to recall why you went into education in the first place, reflect on your many accomplishments, and think about the good you have done and will do in your life as an educator. It's not about self-congratulation, but about looking inside yourself for the rejuvenation and answers only you can find.
Post written by Melinda Sota, Ben Clarke, Nancy Nelson, Christian Doabler, and Hank Fien
Educational technology is compelling, largely because of its promising capability in enabling differentiated instruction. In a classroom of 30 students with diverse abilities, technology can allow teachers to more effectively instruct students within this wide range. However, the promise of using technology for differentiation relies on a range of high-quality information used to (1) diagnose students' learning needs, (2) map those learning needs onto the program's objectives, and (3) evaluate the evidence for the program.
Join respected educator and ASCD author Regie Routman for an exciting, free webinar to learn how to increase reading and writing achievement, engagement, and enjoyment for all students, including English language learners and students who struggle.
We are a nation of makers and consumers. And in this free market culture, value is king and the art of the bargain is most prized. It's a conundrum: you get what you pay for, but no one wants to pay full price. In every transaction, let the buyer beware!
So let me ask you this. Would you sink money into a car without dashboard displays? Would you buy a house with no electrical wiring or plumbing? How about a mobile device with no wireless capability? Yes I know; ridiculous examples. But follow me here...
Post written by Mikaela Dwyer, a journalism student at Southern New Hampshire University in Manchester. She considers herself a human rights activist and spends her time volunteering on campus and with various local nonprofits. After graduation, Dwyer hopes to join the Peace Corps and then become an investigative journalist for human rights issues.
Research has proven that children who play games have the opportunity to become great creative and critical thinkers as well as quick problem solvers, resourceful engineers, and empathetic individuals. For years, however, the media has tried to convince parents and educators that gaming is a way to escape real-life problems and a real waste of time. Jane McGonigal, game designer and author of Reality Is Broken: Why Games Make Us Better and How They Can Change the World, held a session at the 2014 ASCD Annual Conference advocating that gaming can be an incredibly positive thing. It is our responsibility as the adults and role models in the children's lives, however, to focus on the benefits of gaming when talking to them.
Ask educators why they went into teaching, and the majority will respond that they wanted to make a difference in the lives of young people. That initial idealism, however, is often challenged by the realities of heavy workloads, classroom discipline problems, and bureaucratic demands. How are you (and your teams) working to ensure that each child in your school and community is healthy, safe, engaged, supported, and challenged?
In this episode of the Whole Child Podcast, our guests will share what led them to teaching, what inspires them, and how they make a difference in their students' lives and learning. From building meaningful relationships or designing innovative programs that help students overcome challenges to raising academic achievement, we are taking steps to focus on the whole child project-by-project, classroom-by-classroom, and school-by-school. You'll hear from
Kevin Parr is a 4th grade teacher at Abraham Lincoln Elementary School in Wenatchee, Washington, with degrees in environmental science and elementary education. As a Peace Corps volunteer in Guatemala, he realized his passion for teaching and working with children. A 2014 ASCD Emerging Leader, he is also a regular guest blogger for the Whole Child Blog and Inservice. Connect with Parr on Twitter @mrkevinparr.
Allison Rodman is a 2013 ASCD Emerging Leader, instructional coach, and professional development facilitator who is committed to connecting teachers and administrators to the resources necessary to improve student achievement for all learners. A former social studies and alternative education teacher, she is currently the director of teaching and learning for Mariana Bracetti Academy Charter School, a K–12 Title I school in Philadelphia, Pennsylvania. Connect with Rodman on Twitter @thelearningloop.
Joan Young is a teacher and therapeutic coach with 10 years of teaching experience in elementary classrooms and 25 years of experience tutoring students of all ages. She specializes in working with students who need extra support in self-regulation and executive functioning skills. Her principle interests include the application of positive psychology to education, how resilience can help children who have experienced trauma and loss, mindfulness in schools, and teaching through multiple modalities. She is the author of the new ASCD Arias publication Encouragement in the Classroom: How do I help students stay positive and focused? and the blog Finding Ways for All Kids to Flourish. Connect with Young on Twitter @flourishingkids.
Learn how other educators make a difference in students' lives and learning with the summer 2014 issue of Educational Leadership magazine, available beginning June 16. This digital issue gives you instant access to stories about individuals, teams, schools, and even a U.S. state that are passionate about teaching and learning. In a series of videos, you'll hear from Robyn Jackson, Baruti Kafele, Doug Fisher, Jeffrey Benson, Michael Ford, Marilee Sprenger, Myron Dueck, Mike Fisher, and Eric Sheninger on becoming a teacher and how they make a difference.
Access these articles and videos—and many others—to inspire you over the summer. Download the free Educational Leadership app in iTunes, Google Play, or the Amazon Appstore. If you do not currently receive Educational Leadership magazine, subscribe now to stay informed about new ideas and best practices for educators.
How do you know when you’ve made a difference in a student's life?
What are we currently doing in our schools that will affect—negatively or positively—the future?
The ASCD Whole Child Symposium addressed what the "schools of the future" will look like and how the decisions we make today will shape what and how students learn tomorrow. Over the course of three events, we asked thought leaders, authors, practitioners, and students what they think currently works in education, what we need in the future to be successful, and how this can be accomplished.
In a world of test-driven instruction, teachers are still expected to have effective teaching strategies and teach children to love reading. It is very important that we as professionals take a look at how we introduce reading to children; what strategies we use to teach them to love reading; and how we can make it fun, engaging, and meaningful. This article discusses teaching objectives, skills that must be taught, and how they can be organized and successfully implemented by using children's literature. You may have to get a little creative, but creativity makes lessons engaging and worthwhile!