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Reflecting on my experiences, the appeal of teaching for me developed over the years and authenticated while working with diverse students, who have motivated me to share my enjoyment for learning. My experiences have not only shaped my understanding of students and their unique learning processes, however, they have also shaped my skills and character accordingly.

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My Resources on Pinterest

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Explore Sia Bess's board "My Classroom" on Pinterest. | See more ideas about School, Elementary schools and Class room.

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GROWING SUCCESS DOC.

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Many people have very strong views on competition in schools.Some think that it's bad, that it robs students' self-esteem and increases their level of anxiety about their education. Then there are those who believe that it is not only beneficial to students, but vital to their overall education. However, if you look closely and think it through, you will probably find that competition in schools has both positive and negative aspects.

The Pros
1. Better/More Prepared Teachers
Educators who teach in highly competitive schools may be better prepared for their days teaching. They may spend more time planning lessons, researching new teaching strategies and methodologies, and attending professional development workshops.

School systems or schools in the same system that are competitive with each other may use better hiring practices and employ higher-quality teachers. There has been a study done on the effect of competition in schools and "the results, while far from conclusive, suggest that competition raises teacher quality and improves the overall quality of education." ( Does Public School Competition Affect Teacher Quality?)
2. More Motivated Students
Nothing can get my students going like a game or contest.Sometimes, having kids compete against each other makes them try harder to succeed. If kids are trying and working harder, the extra effort is seen in improved grades and standardized test scores.
3. More Confident Students and Teachers
A natural by-product of success is confidence. If competition leads to success, then this may very well boost the confidence of students and teachers alike.

The Cons
1. Stressed-Out Kids
Simply put, some competition is good, but too much is bad. Too much competition can lead to stressed-out students. The negative impact of stress on children has been well-documented and is huge cause for concern among teachers and parents alike.
2. Loss of Recess and Free Time
Competition among schools and school districts has led some school leaders to find ways to increase instructional time. In many places this has meant less time for children, even very young children, to have time to just play and take a break from the rigors of the academic world. Children, just like adults, need time during the day to unwind and interact socially with their peers. Too much competition in schools has led to a decrease in the time allotted for this, at the expense of our students.
3. Loss of Arts Programs
Along with cutting out time for recess and unstructured play, many systems are opting to do away with arts programs in schools. Although there is sometimes a financial aspect tied to cutting these programs, some are being cut in favor of more academic time. If they are not being cut be the school system, some parents insist their children take academic classes and forego arts programs so that they can keep up in the highly competitive environment many of our schools now have.

Of course, a very valid argument is that school is a place for academics. I am not suggesting otherwise, but many students reap huge benefits from participating in arts programs, such as increased self-esteem and enjoyment of school.

Balance

In the end, it is important to remember that competition is not all good, nor is it all bad. When the correct balance is struck, competition is a healthy part of life that helps us to succeed. But, the correct balance must be struck. It is not necessary, nor appropriate for students to feel like they must be the best at everything, and as teachers we must be sure our students learn this essential lesson.

Competition In Our Schools

A 4-part-series focusing on competition in our schools today. This series will look at teaching in a competitive environment, the effects of high-stakes testing, and the influence of competition on students and teachers.

1. How to Succeed When You're Teaching a Competitive Environment

2. How to Help Students Succeed on Standardized Tests

3. Pros and Cons of Competition in Our Schools

4. A Teacher's Guide to Dealing With Cheating

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Many people have very strong views on competition in schools.Some think that it's bad, that it robs students' self-esteem and increases their level of anxiety about their education. Then there are those who believe that it is not only beneficial to students, but vital to their overall education.

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In this writing guide, we provide four teacher resume samples. Whether you teach middle school, elementary school, preschool, or are a substitute teacher, we outline the different methods candidates can use to create an achievement-oriented resume. Follow our tips below and get started on the job hunt.

Table of Contents:

1. Teacher Resumes By Format

2. Related Cover Letter

3. Teacher Resume Samples (Text Format & Quick Facts)

4. Steps to Writing a Resume for Teachers

5. Additional Resources for Teachers

Teacher Resumes By Format

Click the images to expand the resumes to a larger size. We have four resumes:
Make a Resume in Minutes >> Click Here to Download
These Teacher Resumes
SEE ALSO › Popular Sample Resumes

Click the image below to download and learn how to write a cover letter for a teacher:

Teacher Resume Samples (Text Format & Quick Facts)
Facts about this resume: Facts about this resume:

ARIZONA DEPARTMENT OF EDUCATION

State of Arizona Teaching License

Facts about this resume:
Facts about this resume:

Qualifications Summary

Steps to Writing a Resume for Teachers

Write your teacher resume with the following tips in mind.

Write Quantified Professional Experience

Your professional experience will be listed in bullet points. Each bullet point should be relevant to the job that you're applying for. If you're hoping to get another job as a teacher, choose the best skills, abilities, and knowledge that you've accumulated through your experience.
Make sure that your bullet points are accomplishment-oriented and quantified.

If you're hoping to get another job as a teacher, choose the best the skills, abilities, and knowledge that you've accumulated through your experience.

For instance, in our English teacher sample resume, here's an example of an accomplishment-oriented bullet point that is quantified.

Pay attention to the bold text:

Ensured that all students comprehended the curriculum, and supported students who required extra guidance, resulting in writing and reading comprehension test scores increasing 16% over three years on average

The candidate's ability to raise test scores demonstrates that they are skilled teachers and potentially valuable hires, especially given the current teaching climate in the United States, which is increasingly test score oriented.

What if you lack accomplishments?

Many teachers face insurmountable obstacles including being underfunded, teaching in tough neighborhoods, and lacking support from administration. In other words, not everyone can increase test scores by 16% over three years on average, simply because reality won't allow for it.

In that case, your resume can still be quantified, and give the hiring manager a concrete idea of the scope of your skills and abilities. For instance, you can quantify the number of students you work with per semester:

Assess and look after 150+ students' progress throughout the term and work closely with other staff to efficiently plan and coordinate work

Or you can quantify the size of the school you work in:

...with curriculum objectives and assist students to prepare for examinations in a 2,500+ student school

Or you can quantify the number of people you trained, which indicates that you are knowledgeable, skilled, and trusted by management - excellent qualities to impress upon a hiring manager:

Trained four new preschool teachers, emphasizing the importance of classroom control...

The important thing to remember is that your bullet points should NOT be bland duties and responsibilities.

Mentioning any success with academic or athletic coaching is another great way to quantify your previous accomplishments.

Include your Certifications

Most teachers should list all of their certifications, or when they anticipate receiving them. This can either be done in a separate certifications section, or added to the additional skills section.

Note: Certifications differ greatly between different states. You will need to be aware of how they are listed in your state. In our English teacher sample, the candidate is from Florida, where a middle school English teacher certification is called "Certification in Middle Grades English."

To find out your state's teaching requirement, stop by Teach.com's "Where Can I Teach?" map for all the details you need to start your career.

Action Verbs for Teachers

Like the list above? Find more at the longest action verb list in the universe.

How to Convey Entry-Level Teacher Resume Experience

If you are an entry-level teacher, then you've recently been through extensive training, including earning classroom experience through interactive field experience.

This experience should also be included in your Professional Experience section, but under a different subheading called "Interactive Field Experience".

Create a subheading for each school where you earned field experience, and write your bullet points in the same way described in the above section - make sure they are targeted, quantified, specific, and impactful.

The final section of your resume is the Skills section, which is detailed below.

Write a Targeted Skills Section

Teachers in the 21st century are expected to be competent with technology, such as using laptops, projectors, tablets, and software to increase student performance and engagement. Be sure to include this information on your resume.

TEACHERS IN THE 21ST CENTURY ARE EXPECTED TO BE COMPETENT WITH TECHNOLOGY, SUCH AS USING LAPTOPS, PROJECTORS, TABLETS, AND SOFTWARE TO INCREASE STUDENT PERFORMANCE AND ENGAGEMENT.

Classroom software:

Other Software Skills:

Microsoft Office

GIMP/Photoshop

Windows Movie Maker or iMovie

Research Skills:

Web browsing and online search abilities

JSTOR and other research tools

Google Scholar

Other Potential Sections for your Teacher Resume

Other information you could include on your resume: Study Abroad, Relevant Coursework, or Academic Awards and Honors

Additional Resources for Teachers

One of the oldest and most reliable resources on the web for educators is Gradebook. Gradebook has all sorts of resources for all levels of educators. Categories are divided amongst educators, parents, students and subjects. This is a great place to start if you're looking to get an overview on a broad range of educational subjects.

Finally, don't get down about writing your Teacher resume. You didn't decide to become a teacher because you wanted to become rich, you did it because you have passion for education. As professor of economics Larry Smith of Waterloo University explains, "Never forget to hold to that passion!"

Didn't get the specific answers you wanted from this page? Please leave a comment with your question or visit Resume Genius on Facebook, Twitter, Google Plus, or Linkedin to ask. And if you really liked the sample, don't forget to pin it on Pinterest!

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Teacher Resume Samples & Writing Guide | Resume Genius

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In this writing guide, we provide four teacher resume samples. Whether you teach middle school, elementary school, preschool, or are a substitute teacher, we outline the different methods candidates can use to create an achievement-oriented resume. Follow our tips below and get started on the job hunt.

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Niagara University | The premier private university in the Buffalo-Niagara region.

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As Parent Teacher Conferences near each school year, I am always reminded of my first year as a teacher, and my first experience with Parent Teacher Conferences. I have to tell you, I was absolutely terrified at the thought of talking to each of my students' parents individually that first year. Sure, I can talk to a roomful of six year olds all day long...but adults? Just the thought had me over-indulging in the stash of M&M's I'd secretly been keeping in my desk for a little snack here and there! Or every time I'd walk by! (But that's another issue, haha!)

Anyway, as the time for those very first conferences got closer, I began to do some research (as in, majorly drilling my colleagues) regarding what in the world I should expect, what to talk about, and how to get my students' parents to see that I really want the best for their children, even when I might have some not-so-great things to tell them. The more I talked with my teacher friends, and the more prepared I became, I started to relax about the idea of talking to my students' families. These were, after all, their supporters, and I definitely wanted to be on the same team as anyone who also had my students' best interests at heart.

Over the years, I've definitely become more effective at communicating with my students' parents and supporters, and I no longer dread talking to them at conferences. In fact, other than the long hours that conference days provide, I really look forward to talking with my students' families now. I love relaying positive stories about our "shared kids," and I am always amazed at how much I can learn about my students through listening to their parents and caregivers speak about them for a few short minutes.

In learning to prepare for Parent Teacher Conferences, here are the six most helpful tips I've learned over the past nine years...

I cannot tell you how long it took me to jump on board with online scheduling, but now that I have, I could not imagine doing it any other way! I used to send back and forth notes with suggested time slots, and what a hassle that was! Now, I use a free website called SignUpGenius, and it has been such a time and life-saver! No more notes back and forth--it is easy peasy!

I simply set up my account, create a conference sign-up form with the dates and times available, and then I allow parents a chance to sign up using our classroom computers during Back to School night. I also send home a quick note featuring the sign up link for any parents who chose not to sign up that night. So simple! Plus, parents get an automatic email reminder, and they can easily change time slots should they need to reschedule.

This is something that my current school is really awesome at! When you walk down the halls on Parent Teacher Conference days, you'll see desks with tablecloths and pretty decor, bowls of candy, and samples of student work on display. It is so inviting! This year, I used some adorable freebies to share mints and water bottles with my students' parents, and the looks of surprise and gratitude on their faces were fantastic! The adorable free water bottle labels can be found at The Lemonade Stand, and while you're there, be sure to check out some of her other wonderful ideas! The free mint note can be found at Nicole Bunt's Teachers Pay Teachers Store.

I love the idea of "making deposits before withdrawals," so I'm always sure to give lots of positive feedback and share the strengths of each particular student before discussing any areas that need to be focused on. To guide the conversation, I like to refer to a rubric or a check-in form during each conference. This helps me to highlight what I really need to talk about without getting distracted (because I kind of like to talk--a lot).

I always explain to the parents that the rubric or form is just a guide to keep me on track, and that they are welcome to discuss anything that they would like to discuss in addition or in place of this guide. I usually talk about strengths, then discuss one or maybe two things I would like for the student to work on during the next part of the school year. I try to keep things positive, but I also try to keep it real. It doesn't help the child learn, grow, or change, if we're not all on board to support a new skill or behavior.

They say a picture is worth a thousand words, and I definitely believe that to be true! I love to show off each student's work and discuss how he or she has grown so far during the year. I also sometimes use this opportunity to show parents what might not be a students' best work if he or she has made a habit of rushing through things or putting in little effort when I know they're capable of more.

Sometimes it is just nice to be heard. Parenting is a tough job, and many parents, especially those who do not work with children on a daily basis, need some encouragement and affirmation that they are doing good work! They may just want to share funny stories about their child with you, or they may be concerned about their child's behavior at home, even though they may act like a perfect little angel at school (they all do, right?). Or, maybe they see some of the same behaviors and issues that you see in the classroom, and need support or suggestions for how to help their child at home.

Through listening to the questions, concerns, and stories of each parent, you are building a relationship and fostering collaboration. Find out what the child and maybe even what the parent needs, figure out a way to work together to make it happen, and follow through!

This last one is just as important as the rest. Make sure to thank the parents for coming, and invite them to contact you if they have any other questions, concerns, or just want an update on their child's progress. I like to send a little thank you note about a week after the conference just to show my appreciation and willingness to continue communication. Sometimes after a few days of thinking things over, parents may or may not have more questions, so it is great to check in!

I hope you have found these tips helpful as you plan your next Parent Teacher Conferences! I'd love to hear your fantastic conferencing tips, too, so if you've got some great ideas, please share them!

Also, if you would like to check out the resources that I use in my own classroom for Parent Teacher Conferences including my rubrics, scheduling sheets, student reflection forms, and thank you notes, please stop by my Teachers Pay Teachers Store to see my newly added Editable PDF Parent Conference Forms which come in three styles to fit any classroom's design!

As a thank you for visiting my blog and store, if you download the "Free Preview" file, you'll get a sample of an editable Self Reflection activity that you can use as is or even modify for use in your own classroom for FREE! Enjoy, and Happy Conferencing!

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How to Approach Parent Teacher Conferences Like a Pro!

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As Parent Teacher Conferences near each school year, I am always reminded of my first year as a teacher, and my first experience with Parent Teacher Conferences. I have to tell you, I was absolutely terrified at the thought of talking to each of my students' parents individually that first year.

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"With Equal Step"

Contact vs Engagement

The school staff and families maintain an equal partnership

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Strategies for effective IEP development

* Collaborate with in-school team of teachers and administrators and other education professionals who are involved with the student.

* Establish set meeting times for IEP collaboration with staff - often at the beginning of the year and prior to reporting periods for revisions.

* Collaborate with student and parents/guardians - Set a meeting.

* Use assessment data (teacher-based and professional, if available).

* Develop specific accommodations (with the exception of some students who are solely identified with giftedness and who are on extended programs).

* If needed, develop modifications with an annual goal and specific expectations for each subject area that differs from the curriculum for the student's grade level.

* Do not include the specific expectations items of the regular grade curriculum on the IEP, if the student will be working at the grade level with accommodations.

* If needed, develop alternative programming, to teach the student skills not represented in the Ontario Curriculum (social skills, self-help and related skills).

* Develop a transition plan for students with transition needs. All students on IEPs who are fourteen years and older, unless solely identified with giftedness, require a transition plan to prepare for post-secondary activities. Transition plans are part of IEPs for students of any age who have Autism Spectrum Disorder, to plan for daily transitions.

* Report on student progress. The Provincial Report Card is utilized most often, as well as the Report Card Addendum to report on alternative programming. Individual school boards may use an additional report card for some students on IEPs.

* Revise IEPs at each reporting period or when goals need to be altered.

Strategies for effective implementation of an IEP

* Collaborate with other teachers, including the special education resource teacher.

* Develop a schedule and tracking process to ensure that IEP modified expectations are being addressed each day.

* Assess regularly and re-establish student goals once existing ones are obtained.

* Communicate regularly with parents/guardians and consider a communication system. (For example, agenda book signed daily).

* Aim for the student to understand his/her specific accommodations and/or modifications.

* Coach the student to be a good advocate for him/her self.

* Consider cutting and pasting modifications or alternate programming expectations into a checklist document for the student to utilize each day.

* Consider pasting the student's specific term expectations and strategies in the front of an applicable notebook for regular review.

* Converse regularly with the student on his/her goals and analyze errors with the student as a form of learning.

* Include a summary of IEP information for occasional teachers so that programming is seamless.

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Strategies for effective IEP development * Collaborate with in-school team of teachers and administrators and other education professionals who are involved with the student. * Establish set meeting times for IEP collaboration with staff - often at the beginning of the year and prior to reporting periods for revisions.

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ON Curriculums
MATH:
http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf
LITERACY:
http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf

Provincial Report Card Template

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Developing Multicultural Sensitive and Gender Equitable Classrooms

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Developing Multicultural Sensitive and Gender Equitable Classrooms

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Self-Regulation: The Key to Successful Students? | Education.com

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Self-regulation is increasingly being seen as a good predictor of a child's academic success. What is it, and how can parents help their child learn it?

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We all know the struggle. We teach and teach and reteach and work with individuals or small-groups and, despite our efforts, that one student just doesn't get it. Or we try one behavior management or modification technique after another and just can't get the desired behavior from that student. Learning difficulties or emotional trauma are unfortunately the cause of issues like these all too often. However, many times the root of the problem may simply be that we are not adequately motivating our students. Effectively motivating your students cannot erase every problem, but it can be a solution or preventative to many problems that students and teachers experience in the classroom.

Of course, what motivates one student might not motivate another. Some students are intrinsically motivated. These are students that are motivated from something within. Intrinsically motivated students might simply have a deep desire to succeed and are, therefore, motivated to do well in all that they do. In some cases, intrinsic motivation comes from utilizing a topic that a student is particularly interested in. If students are interested in the topic, then they are intrinsically motivated to listen and learn. Other students are extrinsically motivated. These students need some outside factor to boost motivation. Grades are extrinsic motivators for some students. Rewards and praise can also be effective extrinsic motivators. Regardless of the kind of motivator that students respond to, there are techniques that can be used to increase motivation for both intrinsically and extrinsically motivated students.

Establish Clear Goals and Expectations

First of all, we cannot expect high motivation if students do not fully understand the ultimate goal. Therefore, it is critically important that at the beginning of every lesson or unit teachers let students know exactly what they will be expected to do or know at the end. It also helps if there is a life application involved. For example, at the end of a money unit, you would expect students to be able to add various amounts of money. By providing a class store with small items to buy if they are able to accurately add the amounts of money, they are provided the opportunity to display that knowledge, and the goal/expectation provided motivation for their learning.

Focus on Growth

Another way to provide motivation for students is to establish and maintain a growth mindset. The ultimate level for the student's grade-level or age may be too overwhelming and seem unachievable. If you set small, achievable goals for the students and focus on whether or not the student has made strides toward that goal, students see more successes and are able to stay motivated throughout the process. Celebrate the growth along the way, no matter how small!

Rewards and Recognition

Some students are greatly motivated by rewards and/or recognition. One very commonly used method is to set up a reward system in your room. You can set rewards for the whole class, but students tend to stay more motivated if the rewards are based on individual growth and/or achievement. Types of rewards will vary based on the age of the students, but students can be rewarded for consistently good behavior, high achievement, or growth. A small chart can be placed on each student's desk to keep track of the positive behaviors you would like to reward. Again, this could be for all students or you can target the ones that are really struggling with motivation.

While tangible rewards can be effective, I find that recognition and praise may be even more so. Many students long for and respond to praise and recognition. By simply acknowledging accomplishments, some students are greatly motivated to keep up the good work.

Students' Interests

This is a method that will dip into that goldmine of intrinsic motivation. When learning is centered on students' interests, the motivation is already there. So maybe find out a favorite hobby of that student who struggles with motivation, and teach a unit incorporating that somehow. Of course, this may not always be possible, but you might be surprised at how far a little peak of interest can go. If you are teaching language arts, no problem. Find a book on the topic and spark that interest. Other areas may not be quite as easy, but where there is a will, there is a way. I had a student a few years ago that struggled terribly in math. He also completely lacked motivation to improve. This same student, at a very young age, could repair car motors and even take some of the machinery apart and put it back together. So, I incorporated cars as much as possible. Every word problem was about a car, tractor, or engine. When we used manipulatives, we used cars. He looked forward to math every day!

Develop Positive, Meaningful Relationships with Your Students

All of the above listed ideas are great and can go a long way to motivate students. However, there is no substitute, when it comes to motivation, for developing meaningful relationships with your students. To motivate your students you must know what makes them tick. How can you know that without really getting to know and understand them?

Students can also be motivated simply by the fact that they know you care for them and want them to succeed. When they know they are loved, they love you in return. When they love you, they love school. When they love school, they want to be there. When they want to be there, they are motivated to do their best! Talk to your students. Invest in them. Love them. This is the greatest motivator of all!

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How to Motivate Students in the Classroom - TeachHUB

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We all know the struggle. We teach and teach and reteach and work with individuals or small-groups and, despite our efforts, that one student just doesn't get it. Or we try one behavior management or modification technique after another and just can't get the desired behavior from that student.

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https://www.cec.sped.org/~/media/Files/Policy/IDEA/IDEA40/TEACHING%20Exceptional%20Children2009Childre614.pdf

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Backward design is a process educators use to create learning experiences and instruction techniques that achieve specific educational goals or standards.

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The Third Educator - The Environment

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http://www.edu.gov.on.ca/eng/teacher/classManagement.pdf

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I had never been to an "unconference" before, but when I heard the organizer of SocialEdCon Unconference introduce the event, I knew I was in for something new:
"Write your ideas that you want to discuss on the top of the poster board. Each of you can look at all of the ideas and put check marks beside the ones that interest you, and then that will drive the topics that we discuss today."
I leaned over to my husband, Brad Flickinger, an "unconference expert," and whispered that I'd love to learn more about educating teachers about technology. He told me to go up and write it down. Fifteen minutes later after the milling crowds of educators thinned out from around the poster boards, I saw my idea surrounded by checkmarks. The organizer announced that Teaching Teachers about Technology would begin in five minutes on the right side of the room, and could the person who wrote the idea down please moderate and share at that session.

I gulped!

I was here to learn from others -- not lead a session -- but I jumped into the deep end of the pool of unconferencing.

As the Director of Instructional Technology for the Poudre School District in Fort Collins, Colorado, I'm responsible for the professional "technology" development of nearly 1500 teachers. Teaching teachers about technology is the main responsibility of my job, and finding new ways to support teachers is always on my radar.

What I loved about the unconference is that I had the opportunity to share some of the great ideas we have in place at our district; but more importantly to me, I was able to learn from others and hear about their great ideas that I could modify and use within my own district.

What Did I Share?

Currently, our teachers attend five days of professional tech development every three years, during which they learn about Google apps and other web 2.0 interactive tools. I shared some of the most effective practices for finding ways to teach teachers!

1) Show, don't tell.

Our technology tech trainers create three-minute video podcasts that show teachers in action using the new technology at the front of their classrooms. We also include pictures of the lesson plan, rubrics and students' work at the end and link it to the state standards so that new teachers can easily steal ideas. Here's the link so you can steal ideas, too: http://www.psdschools.org/academics/instructional-technology/techcellence

2) Teach with TV.

Each month, tech trainers produce an in-depth, 20-minute tech show which features our new technologies being used in the classroom. These shows are broadcast on our local TV station, but are also on-demand so that teachers, parents and students can search them on our website. Check out all of last year's shows: http://epresence.psdschools.org/1/Page/Published/5.aspx

3) Be "liked."

We created a Facebook account, TeachTechPSD, where we post weekly updates on new technology, pictures of classes using tech and other fun things we are learning about. When teachers come to training with us, we ask them to "like" us so that, when they check their own accounts, they will quickly see what we are up to. Facebook is currently blocked in our district and on teacher computers, but we found that teachers were very willing to check us out after hours!

4) Chirp about your accomplishments.

Our Twitter handle is @TeachTechPSD, and we tweet twice a week about timely information that teachers need. One great example was during the final week of school, when we tweeted about how to put their school email on auto-respond!

5) Blog about it.

Using Wordpress, we created a blog, TeachTechPSD, which has become the storage vault for all our content creation. Twice a week, we write a short post that presents a tech tip our teachers can learn in under five minutes. We also update our blog anytime a new podcast is posted or a new TV show is aired. It has become our one-stop shop for most teachers wanting to keep abreast on what is happening in technology in our district.

The Top 5 Ideas I'll Bring Back to my District

1) Have each grade level at an elementary school learn a different tech application.

Students will gain exposure to a variety of tech tools by the end of elementary, whereas teachers need to learn only one tech tool.

2) Host a teacher tech playground in a fun location.

Choose someplace like a restaurant or unusual business, where teachers will get the opportunity to meet off campus and play with a variety of tech tools.

3) Create tech field trips.

Divide teachers into groups, making sure that you have a tech-savvy teacher or a technology coach in each group. Send them out into the community to record information about fun activities that students can do. Upon return, use that new tech tool to create a presentation or description, and then present to the whole group. Teachers learn not only about how to use a new tech tool, but also more about the activities where students can participate in their community.

4) Save five minutes at the end of each staff meeting to have a teacher tech smackdown!

Teachers have 45 seconds to share their favorite app or web 2.0 tool with their colleagues in a fast-paced, engaging way. Make sure your moderator keeps everyone's time limit the same. Anyone who wants to learn more can always meet up with the presenters after everybody has shared.

5) Create a virtual learning commons area.

This is a resource where teachers can go online to check out the new web tools that are pre-screened for them.

I survived my first unconference and fell in love with the idea. I panicked over leading the group, but I gained more than I presented . . . and isn't that what it is all about?

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Ten Ideas for Teaching Teachers Technology | Edutopia

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I had never been to an "unconference" before, but when I heard the organizer of SocialEdCon Unconference introduce the event, I knew I was in for something new: "Write your ideas that you want to discuss on the top of the poster board.

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The Ministry has great resources!

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The role of schools in mental health

Children and youth spend a great deal of their lives at school; struggling with a mental health issue can affect their school life. They may behave in different ways with teachers and classmates, have difficulty making friends, or avoid going to class. Having difficulties can affect their grades. All of these issues can make things worse for them.

Ontario is dedicated to supporting the mental health of students. Promoting positive mental health, identifying students at risk, and helping them to get the support they need are all roles that the education system can play.

The School Mental Health (SMH) Assist implementation team is one initiative that exists to help Ontario district school boards promote student mental health and well-being. To learn more about the program and the role of Ontario schools in child and youth mental health, visit http://smh-assist.ca

Promoting positive mental health

Schools are a great place for children and youth to experience and learn about mental well-being. Encouraging students to take advantage of opportunities at school can help overall mental health. Here are some ways that schools promote positive mental health:

Promoting active living (health and physical education classes, sports teams and intramural activities)

Teaching children and youth about healthy eating

Providing healthy eating options

Teaching coping skills, such as self-awareness and stress management

Promoting positive self-esteem

Creating an open environment for talking about their problems and questions

Providing spaces for relaxation, such as a lounge and quiet corners within classrooms

Displaying relevant materials for children, youth and families

Implementing and actively supporting policies for safe and accepting schools, including bullying prevention and intervention policies

Outreach in the school

A student's teacher may notice signs and symptoms of mental health challenges that parents do not see at home, and vice-versa. It is important for parents and school staff to talk about these early signs and symptoms. If a student is identified as "at risk" by a parent or teacher, a school support team may come together to develop a plan. The team will be a group of school staff who know the student well, such as teachers from different classrooms, front office staff, a guidance counsellor, a school coach. The school support team will work together to plan for next steps and connect the student and their family to resources.

Services at or through the school

There are many different things that a school can do to support the student who is having difficulty. Some of these services are outside of the school system; for example, a referral to a doctor or a psychiatrist. Other services exist in the school system itself, such as providing extra time for a student to write a test, or visiting an in-school counsellor.

Services and supports vary from school to school and can be accessed by talking to the school support team about what is right for the student. Everyone has a role to play in creating the most appropriate support plan. The student and the parent(s) are experts on what they may need to feel supported. The school staff have knowledge and access to care professionals and resources that the parent and student may not be aware of. Working together and sharing this different expertise can help to create a successful plan.

Some helpful resources that exist include:

Who oversees mental health in my school board?

Every Ontario district school board has a Mental Health Leader (typically a senior clinician) and a Superintendent with shared responsibility to create and implement their district school board's mental health strategy and action plan.

Please see the SMH Assist webpage contact information page for information on where to go with questions about school mental health in your district school board: http://smh-assist.ca

What happens if a student needs time off from school?

Sometimes, a young person may need to live in a residential treatment location for a while until they are feeling better. If this happens, their education does not have to stop. Many treatment facilities have continuing education as part of the overall program. Students may spend a few hours a day on their schoolwork so that they don't fall behind. Some facilities may also contact the young person's school to have work sent over. Encourage communication between the residential treatment location and school support team to create the best solution for the young person in care.

It is important to also remember that transitioning back into school can be overwhelming and stressful for a young person who has been away. Talk to your school support team about transition supports available in the school.

Help for children and youth

Kids Help Phone
1-800 668-6868
http://www.kidshelpphone.ca

Free, anonymous and confidential professional counselling by phone or online, available 24/7 for kids and youth 20 years of age and younger.

Where adults can look for help

Find services close to home by searching the Ontario Health Care Options directory.

More information

Mental Health Commission of Canada
School Based Mental Health in Canada: A Final Report
http://www.mentalhealthcommission.ca/English/system/files/private/document/ChildYouth_School_Based_Mental_Health_Canada_Final_Report_ENG.pdf
Recommendations for research, policy and practice in school mental health, based on findings from a literature scan and national survey.

Ontario Ministry of Education
Healthy Schools
http://www.edu.gov.on.ca/eng/healthyschools/links.html
Links to a wide range of information to help make Ontario's schools healthier places for students to learn and grow.

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Children and youth spend a great deal of their lives at school; struggling with a mental health issue can affect their school life. They may behave in different ways with teachers and classmates, have difficulty making friends, or avoid going to class. Having difficulties can affect their grades.

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healthy schools: foundations for a healthy school

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healthy schools: foundations for a healthy school

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Healthy Schools: Foundations for a Healthy School

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Healthy Schools: Foundations for a Healthy School