To many students, school is just a place they go. How do we create engaging learning experiences that make school more personal for them? Students need to be motivated in their learning before they can apply higher-order, creative-thinking skills and, ultimately, be prepared for their future college, career, and citizenship success.
Join renowned author, neurologist, and teacher Judy Willis for an exciting free webinar to learn which "neuro logical" strategies encourage information to pass through the brain's emotional filters to reach the most powerful cognitive control centers in the prefrontal cortex.
Wednesday, February 8, 2012, 3:00 p.m. eastern time Register now!
Discover the the interventions that reverse negativity, promote positive attitudes, increase participation, and build student confidence to persevere through challenges.
Join ASCD Managing Director of the Whole Child Initiative Molly McCloskey in conversation with ASCD author and Rutgers University professor Maurice J. Elias. McCloskey will share information about specific initiatives and examples of how a whole child approach ensures that each child, in each community, is healthy, safe, engaged, supported, and challenged.
Monday, February 27, 2012, 12:00 p.m. eastern time Call in to 1-800-868-1123 and use code 70187505
The teleseminar is part of a series of monthly meetings of the Improving School Climate for Academic and Life Success project at Rutgers, designed to support social-emotional character development (SECD) and antibullying initiatives in schools. The format allows you to call in and listen (only), though you can e-mail questions during the teleseminar to email@example.com. On the other hand, it's very convenient and you can listen in the car, in the office, at home, or while shopping. We will also post the audio of the teleseminar here on the Whole Child Blog within a few days of completion.
Post submitted by Whole Child Blogger Carole Hayward
In a session at ASCD's Fall Conference in October, Phyllis Pajardo, human resources assistant superintendent, and Brandon Wolfe, principal, both from Fairfax County, Va., asked participants to think deeply about leadership and what it means to be an effective leader, as well as to honestly assess their own leadership skills.
Pajardo asked participants to define in their own words, "teacher leadership," "building capacity," and "partnership," and to also consider how much time their schools currently invest in teacher professional development.
A high-quality physical education program is indisputably important, and so is ensuring that students are active across the school day and not just in gym class for 45 minutes—or worse, 20 minutes every other day. Research shows that kids who are physically active are not only healthier, but are also likely to perform better academically, and short activity breaks during the school day can improve concentration, behavior, and enhance learning. In short, school-based physical activity is valuable exercise—it aids cognitive development, increases engagement and motivation, and is essential to a whole child approach to education.
In this episode of the Whole Child Podcast, we discuss new ways to encourage movement and how schools are bringing physical activity out of the gym and into the classroom to maximize learning and well-being. You'll hear from
Jill Vialet, CEO and founder of whole child partner Playworks, the only nonprofit organization in the country to send trained, full-time program coordinators to low-income, urban schools, where they transform recess and play into positive experiences that help kids and teachers get the most out of every learning opportunity throughout the school day.
Michael Opitz, a former elementary school teacher and reading specialist and current professor of reading at the University of Northern Colorado, is the author of Literacy Lessons to Help Kids Get Fit & Healthy, in which he shares secrets for combining literacy-rich, ready-to-use lessons with easy-to-implement fitness exercises.
Andria Caruthers, is principal at West Education Campus in Washington, D.C., where she works toward student success through motivating her students to focus on academics and the well-being of the total body.
How do you design your classroom lessons to include movement and physical activity? What effects has this had on student engagement and overall school climate?
A few years ago, the Institute for Global Ethics collaborated with the National Association of Independent Schools to examine what exemplary schools were doing to balance attention to academic rigor with attention to the ethical behavior of high school students. A common thread among these selected schools was a collegial collaboration aimed at making adults feel safe, engaged, and inspired at work. (No surprise to learn that this "rubbed off" on students who were also invited to "take an active part in the school improvement process.")
Post submitted by Katie Test, a communications specialist at ASCD. She has been an education reform advocate through public relations and communications for a variety of education organizations and school systems, including D.C. Public Schools, Charlotte-Mecklenburg (N.C.) Public Schools and Durham (N.C.) Public Schools. Connect with Test on Twitter @ASCD or by e-mail at firstname.lastname@example.org.
October is National Bullying Prevention Month, and we at ASCD believe a whole child approach to education is the way to create safe and supportive school climates in which each child is healthy, safe, engaged, supported, and challenged. Bullying often is the unacceptable result of an unhealthy school climate. A whole child approach builds a positive school climate, which in turn reduces bullying and improves student attendance, engagement, empowerment, ownership, teaching, and learning.
Learning does not begin or end in school. In fact, the learning and development that does—or does not—happen outside of school is often as much or more important than formal learning. In September we looked at schools engaging parents and families to inform, complement, reinforce, and accelerate educators' efforts to educate the whole child. Meaningful involvement and connections between families and educators create partnerships that are critical to ensuring that each child is healthy, safe, engaged, supported, and challenged.
Why do we have a month devoted to anti-bullying? Do we have a math month or a language arts month? OK, I take that back— it turns out we do have a "Math Awareness Month" and it is in April. Who knew?
So why do we have these months dedicated to an issue, or a subject, or an idea? It's because there isn't enough attention paid to the issue or it's because an issue exists. So what should our aim be for this dedicated month? Simply it should be to do away with the need for an Anti-Bullying Month altogether.