Tagged “Healthy”

Podcast Whole Child Podcast

Learning and Leading at Every Level: Whole Child Lessons Learned

How many times have you heard (or asked), "What does a whole child education look like in a school setting?" Over the years since ASCD launched the Whole Child Initiative, teachers, principals, and administrators have implemented the Whole Child Tenets (healthy, safe, engaged, supported, and challenged) in creative ways in classrooms and schools. Last year, four ASCD Emerging Leaders participated in a grant program to explore the approach through a new lens.

On this episode of the Whole Child Podcast, ASCD's Kevin Scott talks with these leaders about their experiences creating and implementing projects for reading culturally relevant texts in an elementary setting, science in a middle school setting, and leadership for minority students in a high school setting. There's something to learn at every level.

Listen to the episode below or download.

Panelists

  • Jessica Bohn is a former science curriculum specialist and high school science teacher and is currently the principal at Gibsonville Elementary in Guilford County, N.C. Bohn has written for Educational Leadership magazine, ASCD Express, Education Update, and the U.S. Department of Education's The Teacher Edition. In addition to being a wife and mother, she is passionate about professional development, teacher development, science education, and weather. Connect with Bohn on Twitter @JessicaBohn.
  • Fred Ende is a former middle school science teacher and department chair and is currently the assistant director of curriculum and instructional services for Putnam/Northern Westchester Board of Cooperative Educational Services (BOCES) in New York. Ende has been a facilitator for the American Museum of Natural History's online professional development program, both written and reviewed manuscripts for the National Science Teachers Association and ASCD, and writes for ASCD's Inservice blog, SmartBlog on Education, and Edutopia, and he serves on the New York State ASCD board of directors and is an ASCD Policy Advisory Committee member. Connect with Ende on Twitter @FredEnde.
  • Amy Fowler Murphy currently works as chemistry education specialist with the Alabama Math, Science, and Technology Initiative at the University of Montevallo. Prior to her role with this program, Murphy taught high school chemistry in urban and suburban settings for ten years. She is a National Board–Certified teacher and serves on the Alabama ASCD board of directors. Connect with Murphy on Twitter @amykfmurphy.
  • Krista Leh Rundell spent the first ten years of her career in education as a high school social studies teacher. For the next five years, she served as a curriculum and instructional technology coach supporting K–12 teachers across the district in rigorous curriculum design. Currently she is an ASCD Faculty member focusing on social-emotional learning, curriculum design and instruction, and teacher leadership. Connect with Rundell on Twitter @klrundell.

How have you implemented whole child projects in your classroom, school, or district? What lessons have you learned that you can share?

Are you or someone you know interested in becoming an ASCD Emerging Leader? Applications for the class of 2015 open on February 2. Learn more at www.ascd.org/emergingleaders, or e-mail constituentservices@ascd.org to be notified when the applications open. ASCD Emerging Leaders are accomplished educators with 5–15 years of experience who are highly involved in ASCD and the education community as a whole. ASCD now enrolls more educators in each class than ever before, and offers the grant opportunity to members in their second year of the program. All emerging leaders are provided with opportunities to pursue various leadership pathways, including serving on committees, hosting networking events for educators, advocating for sound education policy, and contributing to ASCD publications.

Podcast Whole Child Podcast

Working Together to Improve Learning and Health

Health and education affect individuals, society, and the economy and, therefore, must work together whenever possible. Schools are a perfect setting for this collaboration. Schools are one of the most efficient systems for reaching children and youth to provide health services and programs, as approximately 95 percent of all U.S. children and youth attend school. To date, however, integrating health services and programs more deeply into the day-to-day life of schools and students remains a largely untapped tool for raising academic achievement and improving learning. This month, the Whole Child Podcast shares a two-part discussion on the importance of a healthy—safe, secure, and connected—learning environment and how unifying the fields of education and health in the school and community settings can aid the growth, development, and learning of all children.

In the first episode, the panelists look at the benefits of a healthy learning environment from the education perspective. We ask, "Why should education (principals, teachers, and students) be concerned about health?" Listen to the episode below or download it here.

Panelists

The second episode features panelists from the public health sector who take an in-depth look at the new Whole School, Whole Community, Whole Child (WSCC) model, from its rationale, to its objectives, to its potential to develop a collaborative approach to learning and health. We ask, "How can school health teams use this model to start a conversation with educators?" Listen to the episode below or download it here.

Panelists

  • Wayne H. Giles, MD, MS, is the director of the Division of Population Health within the National Center for Chronic Disease Prevention and Health Promotion at the U.S. Centers for Disease Control and Prevention (CDC). He directs research and programmatic activities in arthritis, aging, alcohol, chronic obstructive pulmonary disease, disease prevention, school health, and epilepsy.
  • Holly Hunt, MA, is the chief of the School Health Branch in the Division of Population Health within the National Center for Chronic Disease Prevention and Health Promotion at the CDC. The School Health Branch leads chronic disease prevention activities specifically for children and adolescents in schools and focuses on obesity prevention, nutrition, physical activity, and tobacco prevention and control. Hunt leads innovative projects in research application, evaluation, and program and professional development.
  • Lloyd J. Kolbe, PhD, is an emeritus professor of applied health science at the School of Public Health at Indiana University Bloomington. He consults for the government, businesses, and industries on public policy research and development to improve the health and education of children and young people. Kolbe served as founding director of the CDC's Division of Adolescent and School Health from 1988 to 2003 and then as a professor and associate dean for the Office of Global & Community Health Partnerships at the School of Public Health at Indiana University Bloomington from 2004 to 2010.
  • Laura Rooney, MPH, is the manager of the Adolescent Health Program at the Ohio Department of Health and a school health liaison to the Ohio Department of Education regarding policies and programs in schools. She also convenes a state-level school health advisory collaborative to improve health outcomes of school-age children and is a member of Ohio ASCD's Whole Child Planning Committee.

The new WSCC model is the next evolution of the traditional coordinated school health approach. Developed by ASCD and the CDC and launched in spring 2014, the model aims to better align the policies, processes, and practices of education, public health, and school health, and, in doing so, improve learning and health. ASCD and CDC encourage use of the model as a framework for improving students' learning and health in our nation's schools. The model is in the public domain and schools, districts, states, and school health organizations are welcome to use the model in the planning and implementation of coordinated school health initiatives and programs. Go to www.ascd.org/learningandhealth to learn more, request materials, and get started.

Podcast Whole Child Podcast

Baruti Kafele on Motivation: Linking Attitude to Achievement

Teachers know that engaging and inspiring students initially requires building positive relationships and creating relevant learning experiences. Students who are motivated and see meaning in what they learn progress faster and at high levels, even when they start with knowledge or skill gaps. In fact, focusing on motivation and meaning can be an underutilized tool for the classroom.

Baruti Kafele - Whole Child PodcastOn the last episode of the Whole Child Podcast, we talked with author Richard Curwin and ASCD Emerging Leaders Ashanti Foster and John Hines about the building blocks of motivation—hope, meaning, and challenge. In this episode, host Sean Slade, director of ASCD's Whole Child Programs, speaks one-on-one with Baruti Kafele—veteran educator and nationally renowned speaker on the topic of motivating low-performing students—about how knowing your students, intentionally creating a positive school climate and culture, and making learning relevant sets the stage for students to be motivated to succeed.

As a middle and high school principal, Kafele led the transformation of four different schools, including Newark Tech High School, which went from a low-performing school in need of improvement to being recognized as one of the best high schools in the United States. He is the author of Motivating Black Males to Achieve in School and in Life and Closing the Attitude Gap: How to Fire Up Your Students to Strive for Success, and has received more than 100 educational, professional, and community awards.

Listen to the episode below or download:

What are you doing to change your students' attitudes so that every day they walk into the classroom, they are fired up and ready to excel?

Podcast Whole Child Podcast

Hope, Meaning, and Challenge: The Building Blocks of Motivation

Teachers know that engaging and inspiring students initially requires building positive relationships and creating relevant learning experiences. Yet other key actions also matter: setting realistic expectations, creating a needs-satisfying classroom, and teaching students to self-evaluate and self-moderate. Students who are motivated and see meaning in what they learn progress faster and to higher levels, even when they start with knowledge or skill gaps. In fact, focusing on motivation and meaning is a classroom strategy that is often underutilized.

On this episode of the Whole Child Podcast, we take a look at how teachers can spark inner motivation in all students—from those who are disengaged from school to those who strive to succeed—and create meaningful connections that get students excited about learning.

Listen to the episode below or download it here.


Panelists

How do you encourage effort and spark motivation for learning with your students?

Sean Slade

The Whole Child Is Growing Up

WholeChildBanner


Beginning this week, the Whole Child Blog will appear on the official ASCD blog Inservice, reaching a broader and larger audience of educators. It will be a standard part of Inservice, focusing attention on a core mission of ASCD.

In short, the whole child is growing up.

Read more »

Brittany Mascio, NElovesPS

Bringing Health and Wellness Back to School

Nebraska Loves Public Schools - NElovesPS - The Whole ChildThis week many schools across the Midwest will flow back into their daily classroom routines and students will start adjusting from the freedom of summer to the structure of study. That means plenty of grab-and-go school breakfasts, packed lunches, coveted afterschool snacks with outdoor recess, and brain breaks in the classroom sure to follow. The school day will soon resume its role as one of the largest influencers in a child's day to embrace and model health and wellness practices.

In interviewing for our film The Whole Child, we discovered that incorporating healthy lifestyle supports into student life directly relates to classroom performance—a healthier student is a student better equipped for learning. But, as we've found, oftentimes there are barriers for students to become fit and focused—mentally and physically—and it becomes the school and the school community's responsibility to step in.

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Sean Slade

Learning and Health are Symbiotic (and Global)

This week Education International—the world's largest federation of unions, representing 30 million education employees in 170 countries and territories—signed onto the Global School Health Statement developed by ASCD and the International School Health Network.

The Global School Health Statement was developed out of the first Global School Health Symposium, a multi-level, multi-sectorial discussion involving more than 60 leading education, health, and school health experts from across twenty countries held in Thailand in August 2013. Since then it has been introduced at a series of Global School Health Symposia and discussed at a series of key global events.

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Klea Scharberg

How Did You Reflect and Recharge This Summer?

Summer for educators is often a time to look back on the past year—and look forward to the coming one. What worked, what didn't, and what will you change? Educating the whole child and planning for comprehensive, sustainable school improvement requires us to be "whole educators" who take the time to recharge, reflect, and reinvigorate.

Last summer the Whole Child Podcast highlighted educators' need to reflect, refresh, and recharge. ASCD's Kevin Scott was joined by ASCD Emerging Leader Program alumni Peter Badalament, principal of Concord-Carlisle High School in Massachusetts, and Jason Flom, director-elect at Cornerstone Learning Community in Florida where he was a founding teacher of the elementary school, to discuss their strategies for reflection.

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ASCD Whole Child Bloggers

Leading and Learning as a Principal

Post written by Ashley Allen, a master's student in communication management with an emphasis on marketing at the University of Southern California. She received her bachelor's degree from San Jose State University last spring and hopes to use her writing skills to make a difference.

Short on Time - ASCD AriasTeacher and principal job satisfaction is down, but Bill Sterrett, an education leadership professor, started off his 2014 ASCD Annual Conference session with some great ways to focus on the positives and bring satisfaction up. In his session and ASCD Arias publication of the same name, Short on Time: How do I make time to lead and learn as a principal?, he emphasized that although there will always be challenges in education, it is vital that educators and administrators bring attention to dedicated teachers, hardworking students, and the success of the school. Doing so can help create an uplifting and thriving environment. Some of Sterrett's quick tips include:

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Ashanti Foster

A Letter to My New Principal

Welcome to our school. I have been here for a few years so I wanted to be the first to officially greet you. I am excited to learn more about you and your leadership style. I can imagine that you'd like for me to be to work on time, have prepared lessons and execute them in a personalized manner for my students. I know you expect me to have my attendance done accurately daily and to respond to parent and student concerns in a timely manner. I pledge to do all of those things, so will you do a few things for me?

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