An educational psychologist says missing out on everyday emotional support networks is storing up long-term problems
Schools give much more to our children than merely opportunities to learn. They also promote the development of a child’s social-emotional and mental health needs. The longer children are not attending schools, the greater problems we are storing for them and the education system in the months and years ahead. Covid-19 is not equal disease.
London university removes names of Francis Galton and Karl Pearson from two lecture theatres and a building.
UCL has renamed two lecture theatres and a building that honoured the prominent eugenicists, Francis Galton and Karl Pearson.
The university said on Friday that the Galton lecture theatre had been renamed lecture theatre 115, the Pearson lecture theatre changed to lecture theatre G22 and the Pearson building to the north-west wing.
Clear, positive messages from administrators can go a long way toward helping teachers working at home feel more connected.
You’ve considered all interpretations of your email’s content and feel secure that every critical detail is well thought out and explicitly stated. So you hit send and await your staff’s response. However, your intended message is lost, and teachers report being confused.
We’ve all been there, and times of high stress only increase the likelihood that messages will be misinterpreted or misunderstood.
Teachers can be more effective by uncovering and tapping into their individual combination of skills and interests.
As teachers, we enter our classrooms with diverse skill sets, talents, and attributes. During my first year as a teacher, I used the lesson plans that my mentor teacher handed down to me practically unchanged and taught all my lessons in the same manner as she did the previous year.
Focusing on who students are as individuals—instead of on learning differences or other descriptors—starts with empathy.
As educators strive to be inclusive of all children, one way to begin is to actively use person-first language, a form of linguistic etiquette in which we describe a trait or diagnosis as something a person has rather than as who they are—e.g., “a person with diabetes,” not “a diabetic.” This is a way to honour and welcome students with different abilities. Indeed, how we discuss and describe our students profoundly impacts their sense of inclusion in the classroom.