Many young adolescents desire to “blend in” by hiding or shedding certain aspects of their identities due to social pressures. How can I help students view differences as strengths? This is part 2 in “Mentor Me” questions about Social and Emotional Learning (SEL). The need to conform to seemingly popular ways of thinking, dressing, and
Read More… from How can I help students view differences as strengths?
Google Apps, now called G Suite, is really catching on in classrooms around the United States and beyond. But the way we think about its tools, such as Docs, Sheets, or Slides, is stuck in first gear. It is easy for teachers to think of using these productivity suite tools in these ways: I’ll have
Read More… from Google Can Do What? Five Activities to Engage Students
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A transformative experience that will inform your approach to teaching As educators, we take a mental snapshot of our students. We figure the funny seventh grader who goofs off with boys in the hallway has plenty of friends to sit with at lunch. We assume the cynical loner who tries to sleep through our class
Read More… from When Every Educator in a Middle School Shadows a Student for a Day
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Providing students with opportunities to explore, wonder, and discover. Mini-Course Day As I began teaching a thoughtfully designed lesson on conductors and insulators, I was met with blank stares and compliant students, patiently waiting me out. If they weren’t such compliant young people, they might have said, “Really, is this necessary? Can we start learning
Read More… from Tinkering to Learn: A Reflection on a Promising Practice
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Two Quick Tips for Helping Students in Anger With Valentine’s Day right around the corner, I thought it would be appropriate to write about anger. Sounds about right. Before I was a middle school teacher and administrator, I was a young adolescent. And as I’ve mentioned on previous posts, my middle grades diet was a balance
Read More… from A is for Anger: How and Why Should We Teach it?
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Students collaborate from afar using online tools. Geographically, it did not make sense. Middletown and Pocomoke Middle Schools, both located in Maryland, are approximately 200 miles away, and students in both classrooms were discussing the same piece of literature. Each student analyzed the author’s style and offered unique takeaways about attributes of the plot. However,
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