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South Korea's contact tracing program once more proved its efficacy when, earlier this month, it managed to track down 66 new COVID-19 infections and trace them back to a woman who visited a coffee shop in Paju, a city northwest of Seoul.

The woman, who stayed in the café for two hours, sat in front of an air-conditioning vent and talked while not wearing a face mask, likely dispersing contagious aerosol particles, experts said, and transmitting the virus to 25 other café visitors, who in turn infected 37 more. The woman also infected four persons related to her. But four of the café staff who were on duty were saved - they were wearing KF-94 face masks.

This incident only validates how wearing a face mask is a key defense against COVID-19. But, more importantly, it shows how a reliable system of contact tracing to immediately identify the source of infection, test contacts, isolate the positive cases, and treat them can prevent the disease from further spreading to a larger number of people and their communities. Back in May, the World Health Organization (WHO) already highlighted the importance of contact tracing, which, when properly applied, "will break the chains of transmission of an infectious disease and is an essential public health tool..."

In the Philippines, unfortunately, contact tracing has been a "little weak," as the WHO put it politely in July. It noted that the rising number of cases - despite the lockdowns - was worrying because it meant that the transmission has not stopped. True enough, the number of cases has only continued to rise, breaching the 200,000 mark last Aug. 26.

There was hope that a proper tracking system would finally be in place after Malacañang appointed Baguio City Mayor Benjamin Magalong as "contact tracing czar" last July 13. Magalong, a former police investigator, had formed a contact tracing team as early as March and trained city personnel; Baguio's COVID-19 response would eventually be recognized by the WHO as a model. Magalong also helped train contact tracing teams from neighboring local government units before his appointment as czar.

"I cannot overemphasize the value of contact tracing as one of the critical pillars in our fight against COVID-19, along with isolation, testing, and treatment," Magalong said. But he added that "for all the other pillars to work, contact tracing should be done speedily and effectively."

As it turned out, majority of LGUs, to which the Department of Health (DOH) has passed the responsibility of contact tracing since April, ended up implementing a shoddy, watered-down system. A frustrated Magalong lamented late last month that less than 1 percent of the 600 LGUs have reliable contact tracing, and that it was common for them to only trace household members or up to four or five contacts of COVID-19 patients.

This was far below his recommended 30-37 contacts for urban areas, and 25-30 for rural areas. The number of unaccounted contacts could be a factor in the unchecked rise in cases, he said, assuming there is a 10-percent positivity rate among close contacts: "If there are 2,500 unaccounted individuals in 10 days, we're looking at 250 potentially infected persons who go about publicly and are unaccounted. That's why the number of cases increases."

Magalong also complained that only names, and no addresses, of the close contacts were encoded in the COVID KAYA Information System, a case and contact tracing reporting system developed by the DOH Epidemiology Bureau for use by surveillance officers, health care providers, and laboratory-based users.

But the bigger issue is the shortage of contact tracers to meet the WHO standard of one for every 800 individuals. The Philippines needs at least 135,000 contact tracers to cover its 110-million population. In June, the Department of the Interior and Local Government said there were 52,463 contact tracers in the country, but it needed 83,000 more. It has announced plans to hire 50,000 contact tracers next month - eight months after the start of the pandemic in the country - once the P5 billion fund under the Bayanihan to Recover as One Act is released. However, that number will still be short by about 30,000 contact tracers.

For months, medical experts have been urging the government to speed up its contact tracing as the country struggled to contain the virus. On Aug. 10, even as Metro Manila and outlying provinces were placed anew under MECQ, 6,958 new cases were reported, the highest recorded in a day. "It is a recognized fact that there is a community transmission... [it] is really the cause of the spike of cases," admitted Health Undersecretary Maria Rosario Vergeire two days later.

No matter how many lockdowns the government imposes, such transmissions will persist unless, along with testing and treatment, a thorough, no-nonsense contact tracing program - already fatally delayed - is pursued.

For more news about the novel coronavirus click here.
What you need to know about Coronavirus.
For more information on COVID-19, call the DOH Hotline: (02) 86517800 local 1149/1150.

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South Korea's contact tracing program once more proved its efficacy when, earlier this month, it managed to track down 66 new COVID-19 infections and trace them back to a woman who visited a coffee shop in Paju, a city northwest of Seoul. The woman, who stayed in the café for two hours, sat in front [...]

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It is quite a challenge for us dealing with this new normal. We are working from morning till night accomplishing things that we are obliged to do. People around us think we are doing things in vain. We even received shameful comments and we are treated so low. Some may not appreciate what we are doing. But then it will not stop us to do things for the love of our students, for the love of our profession. Instead, we look at this challenges in a different perspective. It even drives us more and determine to achieve our goals.
---Ronalyn Pabro

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Few would argue that the state of our education system has plenty of room for improvement. However, developing a plan to take schools in the right direction is easier said than done. The first challenge lies in identifying underlying problems keeping students from learning today. This challenge, in part, is due to the fact that the problems may change considerably depending on who is labeling them, whether it is students, parents, educators or lawmakers. Consider this list of 10 major challenges currently facing public schools, based on the perspective of many involved in the world of education today.
Classroom Size
Many areas of the country are facing classrooms that are literally busting out at the seams. A report at two years ago discussed how schools in Georgia, in the midst of major funding cuts for schools, had no choice but to lift all class size limits to accommodate students with the faculty the school system could still afford to keep. More recently, Fairfax County in Virginia has been looking into a proposal to increase classroom sizes in the face of significant budget cuts. The Board of Education in South Carolina is also weighing their options in this area.
Poverty
Technorati reported last fall that 22 percent of the children in the U.S. live at or below poverty level. American Graduate defines poverty as a family of four with an annual income level of $23,050 or lower. American Graduate also cites a report from the Southern Education Foundation, which shows in 17 states across the U.S., low-income students now comprise the majority of public school students in those states. Some estimates put poverty levels for public school students at 25% in the not-so-distant future.

Students living at or below poverty level tend to have the highest dropout rates. Studies show that students who do not get enough food or sleep are less likely to perform at their full academic potential. Schools know these truths first-hand, and despite efforts to provide students with basic essentials, teachers, administrators and lawmakers know there is simply not enough to go around.
Family Factors Technology
Kids Health Guide reports that students are more technologically advanced than many teachers today, putting instructors at a decided disadvantage in the classroom. However, a student's love of technology also tends to distract him from his schoolwork, according to NEA Today. When teachers don't have the techno-savvy to compete with those devices, by bringing education and technology together , it can be difficult to keep students' interest and attention to properly teach new concepts.

Technology needs to come into the classroom to keep up with the learning demands of the 21 st century. Schools that are already cash-strapped may find an unsurmountable challenge in coming up with the funding to bring computers and other forms of technology into their classes. Scholastic offers some tips for school districts that want to fit the bill for technology, including everything from asking individuals in the district for "big gifts" to going to Uncle Sam for the funding. The website also suggests negotiating prices on technology when possible and allowing student to bring their own from home.

Photo By Intel Free Press CC-BY-SA-2.0, via Wikimedia Commons
Bullying
is not a new problem, but it is one that has a profound impact on the learning aptitude of many students today. Technology has given bullies even more avenues to torment their victims - through social networking, texting and other virtual interactions. Cyberbullying has become a major issue for schools, as evidenced by the number of suicides that can be directly traced to bullying events . The fact that laws are still fuzzy regarding cyberbullying adds to the challenge - since parents, teachers and administrators are unsure of how to legally handle such issues.
Student Attitudes and Behaviors No Child Left Behind
NEA Today quotes Kansas special educator Shelly Dunham as saying, "Testing, testing, testing, what is the point of testing? Do we use the data to remediate those who do not measure up? No!" Many teachers believe they are forced to teach to the annual standardized tests, and activities like recess and lunch have been cut way down to make more time for academics in light of the new testing procedures.
Parent Involvement Student Health
has reached epidemic proportions in the U.S., and the same poor eating habits that led to the obesity problem may also be contributing to lower student achievement. Obesity also increases a student's risk for other conditions, like diabetes and high blood pressure, which could result in higher absenteeism and more academic issues.

Photo By English: Lance Cpl. Ryan M. Joyner [Public domain], via Wikimedia Commons
Funding
Budget cuts have created huge problems for most public schools in recent years. Less funding means smaller staffs, fewer resources and a lower number of services for students. While some argue that throwing more money at the education problems won't make them go away, others assert that lack of funding caused many of the problems in the first place.

There are many problems in public schools today, but identifying those issues is half the battle. With a laundry list of challenges to face, now is the time for educators, parents and lawmakers to come together and begin to find solutions - for the benefit of all students in public schools today.

Questions? Contact us on Twitter. @publicschoolreview

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10 Major Challenges Facing Public Schools - PublicSchoolReview.com

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Are our public schools in a state of crisis? Learn about the 10 biggest problems with public schools today, both from the perspective of the administrators and the teachers

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"If we want to overcome negativity, we must train ourselves to think positively even when things are not going very well."

I want my friends & classmates to watch this video entitled "Learn to Overcome Negativity- How to become more Resilient When Facing Obstacle."

In this video they will be able to learn some ways on becoming resilient. Our world is full of negativity and I want them to keep their focus on the brighter side and emerge stronger after going through a difficult situations.

If possible, I want to ask if they can do a short reflection about:
1. What causes you negative thoughts and what are your ways to manage it?
2. Why is it important to reduce negativity in our life?
3. What did you learn from the video?

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Learn to Overcome Negativity – How to Be More Resilient When Facing Obstacles

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Armen's Class Task for SEL relates to Self-awareness, as my students must connect personal moments of resilience with the characters they are reading about.  They must find qualities of resilience when the person served their communities. They must write an essay about evidence fo what makes people resilient.
Use the Code: Greenwich to access our class

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Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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Review Padlet for Mini-Presentation (week 4, day task)

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Review Padlet for Mini-Presentation (week 4, day task)

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1. How do these resources relate to SEL? How do they relate to the different areas of SEL that we have discussed?
2. How do these resources relate to the discussions and activities that we have had during our lessons?
3. What ideas do these resources give you for your Flipgrid mini-presentation?

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Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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Present and SEL Story from your life and how it relates to the domains of SEL or present your lesson task in more detail (Week 4 Day 2 task)

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Present and SEL Story from your life and how it relates to the domains of SEL or present your lesson task in more detail (Week 4 Day 2 task)

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Practice using the presentation skills we discussed in class

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Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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A TALK ON LEARNING ENCOURAGEMENT, HAPPY LIVING, AND POSITIVITY

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A TALK ON LEARNING ENCOURAGEMENT, HAPPY LIVING, AND POSITIVITY

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I always wanted to help my students in motivating and engaging themselves towards positive education and wise decision-making in the practical manner. I hope this material could help them reach their potentials.

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by Terry Heick

Motivating and engaging students is the goal of most teachers-priming them to receive instruction, or otherwise align themselves to a pre-set process you've sketched out that you hope will yield a learning goal you selected beforehand.

But I've also been thinking recently of how learning actually happens-the causes of learning. Learning events, maybe? Eh.

So I came up with 60 (of millions) of these 'learning events' (for lack of a better term)-circumstances in which students seem to learn effortlessly. They can learn when they are coerced-to start, to increase the pace, to finish, to revisit. But what kind of conditions or contexts promote effortless learning? Learning when they don't even know it's happening? When they're (essentially) tricked into deep understanding?

How does this happen-especially when you have a very specific daily learning target you're trying to meet in pursuit of an academic standard? That's where curriculum mapping, learning models, and lesson design come in. For now, consider the following events as examples. Templates. They may not lead to the precise mastery of the standard or objective in your Carnegie unit or Hunter's lesson plan, but they're thinking. And in these cases, rather than following your trails of breadcrumbs, they're actually thinking for themselves.

That's a critical shift in the learning process. The more common approach is to ask a question in hopes of perhaps causing thought, or eliciting an accurate response. There may also be projects, where students-over time-combine skills and both concrete and procedural knowledge to create and or fulfill the requirements of a project. These all require thought, but it's all within the framework or under the scrutiny of the teacher and the planning. It's a matter of sequence.

A more accurate approach is the essay, where students have to take a position and defend it carefully. (And is part of #10 on the list below.) In the essay, students have to think about what they think, and then clarify why they think it. That's definitely a student "thinking for themselves." But it also depends on the craft of writing-another kind of knowledge in and of itself-which can both reveal and obscure the thinking.

What about something more precise? Tidier? Something that can be done moment by moment in any classroom? Used in almost any lesson? Those are the ideas below. We'll do a model for this idea soon. Below are some examples of what it might look like on the ground.

60 Ways To Help Students Think For Themselves

1. Let them watch their predictions play out

2. Let them form theories, and immediately test and revise those theories based on observation

3. Give them the right collaboration with the right 'mind' at the right time

4. Allow them to read with choice-without guidelines or external pressure

5. Let them play with content or dynamic learning tools-no goals or prompting or rules (other than basic common sense, safety, etc.)

6. Let them see the parts of the whole, and the whole of the parts

7. Help them realize the interdependence between content and themselves

8. Make sure they are motivated to know themselves

9. Help them serve others, and learn to value themselves and their own human utility in the process

10. Help guide them to write about something complex, personal, emotional, meaningful, or seemingly trite

11. Teach them to meditate (seeing without thinking during, thinking about thinking after)

12. Help them start with what they don't know-this will guarantee that they think for themselves, as it provides each student with their own launching pad

13. Allow them to navigate 'unfiltered' sources of information

14. Encourage them to begin to separate basic epistemology-the differences between information, knowledge, and wisdom, for example

15. Help them attempt to transfer understanding (prompted)

16. Allow them to attempt to transfer understanding on their own

17. Encourage them to believe they can, and make the choice to not be denied

18. Allow them to practice, practice, practice in the company of some kind of feedback loop

19. Teach them to make mistakes without blame

20. Help them explore something they see as mysterious, untamed, or socially 'disallowed'

21. Allow them to receive learning feedback from someone just beyond their own 'level'

22. Teach them to try to find the common ground between seemingly disparate positions

23. Encourage them to think critically about what others perceive as uninteresting or unworthy of that thinking

24. Make sure they think frequently about complex ideas or situations

25. Help them to realize everything is infinitely complex when you see information as a matter of perspective (this causes an endless chain of other realizations if they're willing to consider it long enough)

26. Encourage them to be bored and allow that boredom to 'sit'

27. Allow their mind to wander

28. Encourage them to play video games or learning simulations

29. Teach them to set goals with extrinsic or intrinsic rewards

30. Help them sense an authentic need to know or understand

31. Ask them what they stand for, and why

32. Leave them alone

33. Make sure they hear 'something' in multiple times in multiple ways from multiple perspectives and voices

34. Help guide them to recognize the nuance in other people's thinking

35. Help them to honor the limits of human knowledge

36. Encourage them to operate within their Zone of Proximal Development-the ZPD of that student for that standard (which is really, really difficult to promote consistently)

37. Make sure they have meaningful choices at every step

38. Make sure they are given the support to self-direct their own learning

39. Encourage them to make things

40. Help them to see the value of their own performance

41. Give them personalized direct instruction

42. Allow them to hear a well-written lecture

43. Help guide them to think about their own thinking

44. Encourage their passions to lead them into spaces where learning can occur on its own

45. Help them honor uncertainty

46. Make sure they are able to establish their own relevancy for content

47. Encourage them to ask their own questions-and then ask better questions

48. Encourage opportunities for inquiry to meet a motivated mind

49. Guide them to dynamic spaces characterized by people, thought, and creativity (rather than intricate policies, rules, and standards)

50. Expose them to something worth doing, and is expertly gamified

51. Help them to confront and internalize diversity and divergence

52. Encourage them to revisit their past mistakes, thinking patterns, and moments of genius

53. Guide them to seek self-awareness rather than content-awareness

54. Help them to not take anything too seriously beyond playful curiosity

55. Encourage them to trust themselves to fail

56. Allow them to see their own progress

57. Guide them in studying patterns

58. Make sure they can explain the significance of an idea, skill, or other academic topic

59. Allow them to see or experience affectionate modeling

60. Make sure they are mentored with love

60 Ways To Help Students Think For Themselves

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60 Ways To Help Students Think For Themselves

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by Terry Heick Motivating and engaging students is the goal of most teachers-priming them to receive instruction, or otherwise align themselves to a pre-set process you've sketched out that you hope will yield a learning goal you selected beforehand. But I've also been thinking recently of how learning actually happens-the causes of learning.

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Self Awareness Series: Getting to know your own self"

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Self Awareness Series: Getting to know your own self"

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Awareness, it is crucial to become aware of who you are, there must be the awakening within your mind that if you are not where you truly want to be it is because you are not the right person. Many people are unaware of their excuses and engagement in mediocrity on a daily basis. Many people are unaware that they have the potential within them to achieve greatness. Become aware of your potential, become aware mentally that you can achieve your dreams. Once the limits in the mind are banished you will not settle for a life of mediocrity but rather craft a life of limitless abundance. - https://www.awakenthegreatnesswithin.com/25-inspirational-quotes-awareness/

I will focus on promoting self - awareness among my students. I will provide session for this topic which is an important element of Social Emotional Learning.

Here the set of activities for this Self-Awareness Series: "Getting to know your own self"

1. Self- awareness checklist and self-analysis.

Here are the 5 Areas of Self-Awareness Checklist

How well can you recognize your own emotions?

How well can you control your own emotions?

How well can you recognize the emotions of others?

How well can you appropriately consider and react to the emotions of others?

2. Make a reflection on this quote  “Awareness is like the sun. When it shines on things, they are transformed.” Thich Nhat Hanh. Cite real life situations related to this quotation.

3. Introduce them "Johari's Window" https://www.healthynumbers.com.au/using-the-johari-window-to-really-get-to-know-yourself/. Let them present their understanding and concept.

4. Present them this video

This is an interesting topic to talk about with young adults (the category of students, I handle)

To motivate and encourage them more to get involved to this activity, I will be sharing this video
https://www.youtube.com/watch?v=HIhEMk7CZ-A

Answer these guide questions:
1. What is Fear of Rejection for you? Have you experienced being rejected? How did you handle?
2. How do you describe being self-conscious?
3. What is self-critique?
4. How do you describe an authentic self?

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How well do you really know yourself? The Johari Window can help!

Does this ever happen to you? You hear it once and then it comes up a few more times. Random!!

This past week "Johari Window" has been popping up in conversations and I thought if you haven't ever seen it you might find it helpful, and if you have seen it here is a reminder.

In 1955 Joseph Luft and Harrington Ingham presented the model as a technique that helps people better understand their relationship with themselves and with others. It is an information processing tool of sorts.

The way we use the Johari window with individuals, in business and in teams is to start with the list of adjective descriptions suggested by Luft and Ingham.

Step 1: Each individual considers the list and chooses the words to describe themselves

Step 2: Other people choose words to describe the first individual

Step 3: Compare the lists and discuss

There are 4 quadrants - and this is true for pretty much everyone. We see ourselves in a particular way and this technique is a terrific way to understand how others see us.

Open = known to ourselves and known to others

Hidden = this would be descriptors that the individual chooses about themselves and are unknown to others. We can think of this as our private space we hide from others or choose not to show.

Blind Spot = these are the aspects of ourselves that others see and we do not. We all have aspects that we are not aware of.

Unknown = both parties are unaware of the aspects here. This can be the opportunity for discovery.

The Johari Window is a terrific way to find out more about ourselves and to hear how others see us.

Many guests on my podcast talk about starting your own business being one of the best self-development programs you could ever sign up for!

A technique or a tool like this helps us understand ourselves better and helps us become more self-aware. Every time I have done Johari I have become more aware of how others perceive me and it is wonderful to be able to help others complete their Johari window.

Who would you get together to work through this activity?? You could ask peers, clients, suppliers, family and friends.

If you'd like a copy of the list of adjectives please email me ingrid@healthynumbers.com.au and I'll send you a copy.

Have a go and let me know how it goes! Trust me, its very enlightening!

As always I'm just a mouse click away. If you have any questions please ask

Just ask, I've got your back

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Using the Johari Window to really get to know yourself - Healthy Numbers

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How well do you really know yourself? The Johari Window can help! Does this ever happen to you? You hear it once and then it comes up a few more times. Random!! This past week "Johari Window" has been popping up in conversations and I thought if you haven't ever seen it you might find it helpful, and if you have seen it here is a reminder.

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"If we want to overcome negativity, we must train ourselves to think positively even when things are not going very well."

I want my friends & classmates to watch this video entitled "Learn to Overcome Negativity- How to become more Resilient When Facing Obstacle."

In this video they will be able to learn some ways on becoming resilient. Our world is full of negativity and I want them to keep their focus on the brighter side and emerge stronger after going through a difficult situations.

If possible, I want to ask if they can do a short reflection about:
1. What causes you negative thoughts and what are your ways to manage it?
2. Why is it important to reduce negativity in our life?
3. What did you learn from the video?

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Learn to Overcome Negativity – How to Be More Resilient When Facing Obstacles

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A good read worth sharing today about having a healthy talk with my teenagers.

"How can we as parents prepare our teens and young adults to develop healthy, caring romantic relationships? Many of us may not know what to say or feel hobbled in these conversations because we view ourselves as failures in our own romantic relationships—we don’t believe we have wisdom to share. Yet relationship failures can generate as much insight into the ingredients of healthy relationships as relationship success. What’s important is for us to distill our wisdom, which often means reflecting and consulting with adults we respect about what our past relationships illuminate about our own vulnerabilities, hopes, dispositions, and misconceptions. And the good news is that if we as older adults do this work we can often have frank, wonderful conversations with young people—even if we don’t have all the answers—that powerfully guide them, greatly enrich our relationships with them, and help us understand and develop skills in our own romantic relationships."

Source: mcc.gse.harvard.edu (For Families: 5 Tips for Guiding Teens and Young Adults in Developing Healthy Relationships)

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Making Caring Common is a project of the Harvard Graduate School of Education. We help parents, caregivers, educators, and community members raise kids who care about others and the common good.

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On Social Emotional Learning for teenagers: A good read worth sharing today about having a healthy talk with my teenagers. "How can we as parents prepare our teens and young adults to develop healthy, caring romantic relationships? Many of us may not know what to say or feel hobbled in these conversations because we view ourselves as failures in our own romantic relationships—we don’t believe we have wisdom to share. Yet relationship failures can generate as much insight into the ingredients of healthy relationships as relationship success. What’s important is for us to distill our wisdom, which often means reflecting and consulting with adults we respect about what our past relationships illuminate about our own vulnerabilities, hopes, dispositions, and misconceptions. And the good news is that if we as older adults do this work we can often have frank, wonderful conversations with young people—even if we don’t have all the answers—that powerfully guide them, greatly enrich our relationships with them, and help us understand and develop skills in our own romantic relationships."Source: mcc.gse.harvard.edu (For Families: 5 Tips for Guiding Teens and Young Adults in Developing Healthy Relationships)

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On Social Emotional Learning for teenagers: A good read worth sharing today about having a healthy talk with my teenagers. "How can we as parents prepare our teens and young adults to develop healthy, caring romantic relationships? Many of us may not know what to say or feel hobbled in these conversations because we view ourselves as failures in our own romantic relationships—we don’t believe we have wisdom to share. Yet relationship failures can generate as much insight into the ingredients of healthy relationships as relationship success. What’s important is for us to distill our wisdom, which often means reflecting and consulting with adults we respect about what our past relationships illuminate about our own vulnerabilities, hopes, dispositions, and misconceptions. And the good news is that if we as older adults do this work we can often have frank, wonderful conversations with young people—even if we don’t have all the answers—that powerfully guide them, greatly enrich our relationships with them, and help us understand and develop skills in our own romantic relationships."Source: mcc.gse.harvard.edu (For Families: 5 Tips for Guiding Teens and Young Adults in Developing Healthy Relationships)

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Making Caring Common is a project of the Harvard Graduate School of Education. We help parents, caregivers, educators, and community members raise kids who care about others and the common good.

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What is Flipgrid?

If you haven't yet caught the #Flipgrid Fever, you're in the same boat I was in this past school year. Simply put, Flipgrid is a way for teachers, students, and now parents to have video discussions amongst each other regardless of device. People can create a grid (hence the name) for videos that may begin with a simple introductory topic like "What did you do this summer?" or "What will you do to more effectively reach students this year?", and participants can create video responses to the prompt and to each other. It's an exciting way to convince both the class's extroverts and introverts to share. Extroverts get a stage and the introverts have a personal platform that they can reflect on and manage instead of standing in front of the room. I personally like the platform, because it allows students who struggle with written or verbal communication to still express themselves in multiple ways. Also, there can be built in transcription for hearing impaired students.

It's a wonderful system for classroom communication and reflection. You can generate unlimited topics and responses, view usage, send individual student feedback, and integrate with LMS platforms like Canvas, Microsoft Teams, Google Classroom, or Schoology all for the low price of FREE. Some of the premium features like replies, video exporting, unlimited grids, and grid duplication are only available with the paid Flipgrid Classroom subscription which right now is still a teacher-friendly $65 a year. Check out Flipgrid's walkthrough video for a clearer overview.

What's New

On August 10th, Flipgrid live-streamed the launch for their all-new platform with a bundle of new features.

For Teacher Creation

1. Discussion Sparks - Get a discussion started more easily than ever by embedding YouTube or Vimeo videos. You can add images, GIFs (pronounced however you like), or emojis (expressing whatever you like).

2. Attachments - You can link content to your OneDrive, Google Drive, Dropbox, Twitter, and more. Link for more information or to add extra components to an assignment.

3. Integrations - More connections and integration features with Canvas, Microsoft Teams, and many others.

4. Dated Release - Record topics in advance and set a date for them to become visible and to freeze.

5. Time limits - Now you can set video limits from 15 seconds to 5 minutes. Encourage brevity or require in-depth discussion.

6. Dashboard - Now you can see student activity quickly from the dashboard and know when videos are posted and when you need to play catch up.

7. Quickview - Quickly see videos replies, provide feedback, and share it.

8. Feedback - This isn't exactly new, but it is now free while paid accounts get the added benefit of custom rubrics.

9. Sharing - Share grids, topics, and/or responses easily with other classes or students. You can even set up private sharing with parents that limit their access only to their child.

10. Moderation - If your students aren't ready for an open environment, require videos to be approved before they post. This can now be different for every topic.

11. QR Codes - Grids can also be shared via QR codes and there is a built-in, easy-to-use QR reader in the app.

For Student Creativity

1. Profile Adds - Students can now add drawings or stickers to their profile pictures to individualize their experience. Don't worry as you can turn these features off if they go overboard

2. Response Pausing - Students can pause during responses and flip the camera to show projects or classmates.

3. Response Recognition - Students can be recognized for their contribution and have their response turned into its own topic. It's a great way to empower student voices.

4. Sticky Notes - Students can create a script or make some quick notes without having to open a separate application or page.

5. Expanded Voice - Students can add searchable hashtags, linked sites, or linked files to further elucidate their responses.

6. Reactions - What do we think of more reaction emojis? Answer: 👏 😍

"Don't let the noise of others' opinions drown out your own inner voice. And most important, have the courage to follow your heart and intuition." -Steve Jobs

Using Flipgrid

My first try with Flipgrid involved staff at a professional development who I found somewhat reluctant to try it out (as is frequently the case with new technology). A couple of teachers recorded thoughtful responses to my prompt. A few teachers started to get silly, and then it took off. I then began at some of the featured connections for ideas. I began to try it with some adventurous classes and, I don't know if it was the platform or their exhibitionist tendencies, but it was quickly a hit. Go figure, the YouTube generation didn't want to stop recording their ideas.

To get a grid started just create a discussion board with a prompt and share the link with your students in Google Classroom or other LMS, via a QR code, or whatever other method works for you. You can (but don't have to) create a video prompt to get students started. Students then create their own video responses via whatever device you choose. You and your students can then reply back and forth and take the conversation to new levels and let them spark new discussions.

With Teachers

1. PD Introduction - Get staff to tell a little about themselves or what they know about the topic you're discussing. Kick off the new year like they did at St. John's Prep.

2. Teacher Discussions - Video responses are a great way to have dialogue over a topic. A grade level team can have discussions whenever they're available about assessment or content without having to find time and space for a scheduled meeting.

3. Video Newsletter - Let staff and students contribute to keep everyone up-to-date on the latest happenings in your school. It's an entertaining way to have staff share resources.

4. Announcements - Whether you do it daily, weekly, or whenever necessary, video announcements are an easy and engaging way to let teachers know what is needed.

5. Video Diary - Teachers should be reflecting on their practices regularly anyway, so why not make it fun with recordings that can be for private reflection or shared for those who need help or can provide guidance.

6. Podcast - Tell some stories about cultures in social studies or reflect on the practice of scientific inquiry with back and forth recordings amongst staff.

7. Collaborate - Get connected with teachers from your school or another state where teachers and students can find out what people in other places think about a topic.

8. Crowdsourcing - If you're looking for more ideas or inspiration simply put a prompt out for teachers to share.

With Students

1. Introduction - Introduce yourself to students at the beginning of the year and the students to each other. Introduce a new topic to the students or introduce a new line of inquiry on a topic you've been discussing.

2. Brainstorming - Students can generate content for stories or pitch project ideas.

3. Debate - Are you torn on a controversial topic (like Team Edward or Team Jacob)? Then have students respond to each other via videos and attachments.

4. Topic Reflection - Students can reflect on what they learn with "Now I think" statements. They can create a video exit ticket discussing how they might better tackle a project next time. Or after reading Macbeth just reflect on their favorite Shakespearean insults.

5. Personal Stories- Students can share insight on their family background or their greatest hopes and fears.

6. Responses - Get more open and insightful reading responses or get the quiet student in the back to finally respond to any questions. Students can respond to their learning about American imperialism.

7. Presentations - If you've grown tired of hearing "Do I have to get up and talk?", now you can respond with "No you don't." Just add to the grid and attach your materials.

8. Collaborate - Older students can record book portions read for younger students or discuss their favorite book. Students can also learn facts or languages from students in other countries.

9. Scientific Inquiry - Since you can upload videos filmed in other apps, you can use time-lapse to demonstrate long-term scientific changes and have students show their own processes.

10. Flipped Instruction - Why not just post video explanations of your lessons that students can watch and reply to from home. Then class time can be spent building on that knowledge.

11. Extreme HyperDocs - With the new attachment and integration features I can imagine some powerful interactive documents linked with video topic and replies.

12. Encouragement - Just have a page for students to build each other up with positive and constructive responses to one another or maybe just the student of the week.

Mastering Flipgrid

If you're looking for more insight you can check example grids about getting started, how teachers use it in class, or how to use it outside of school. If you've become especially inspired you can look into becoming Flipgrid Community Builder or even a Flipgrid Certified Educator. Otherwise, you can just have fun and sing a song.

"It is not enough to simply listen to student voice. Educators have an ethical imperative to do something with students, and that is why meaningful student involvement is vital to school improvement." -Adam Fletcher

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Check out the latest in the updated What's Fresh With Flipgrid. What is Flipgrid? If you haven't yet caught the #Flipgrid Fever, you're in the same boat I was in this past school year. Simply put, Flipgrid is a way for teachers, students, and now parents to have video discussions amongst each other regardless of device.

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My research is based on responsible decision making. I want my students use strategies to help them taking best choices in life. The activity concists into first, watching the video; then, analize the way the have been prociding and discuss: How can you improve taking good decisions and make them a habit? Which decision-making strategies would help you to practice making good choices in life?

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Creating Positive Change through Social Awareness

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Creating Positive Change through Social Awareness

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I may earn a small commission if you buy something through a link on this site. It won't cost you anything and I only recommend products I trust. Please see the affiliate disclosure for more.

Social awareness gives you the ability to understand and respond to the needs of others. Improve your social skills and gain the respect of others as you apply the ideas on this page.

Understanding other people's feelings is central to emotional intelligence. Get it wrong and you'll be seen as uncaring and insensitive.

Getting it right is essential for success.

Social Awareness meets
Emotional Intelligence

Emotional intelligence consists of four basic capabilities, or domains. These are:

This page focuses on social awareness - the ability to understand and respond to the needs of others. This is the third of the domains of emotional intelligence proposed by Daniel Goleman.

Use the links above to find out about the other domains or get an overview of emotional intelligence here.

Social Awareness

The waiter who suggests something better from the menu...

...the salesperson who goes the extra mile...

...the supportive team leader...

...and the executive that remembers your name -

...each of these have one thing in common...
They excel in social awareness.
According to Daniel Goleman the competencies associated with being socially aware are:

Empathy: understanding the other person's emotions, needs and concerns.

Organizational Awareness: the ability to understand the politics within an organization and how these affect the people working in them.

Service: the ability to understand and meet the needs of clients and customers.

Awareness of social situations means you carefully consider what people want, and plan to communicate with them in a way that is intended to meet that need.

Is this the same as manipulation? I'm not sure.

Great leaders and public speakers are skilled in this ability. It helps them build support.

I don't believe social awareness is intended to be quite as calculated as manipulation. At best being socially aware is a natural response to people, taking their situation and needs into account as much as possible.

Caring 2.0

Research reported in Scientific American suggests that our levels of empathy - the ability to understand the feelings of others - are lower today than 30 years ago.

An increase in social isolation is one theory used to explain this finding.

Digital communication, social networking, video conferencing and other forms of new media contribute to social isolation and are often blamed for the reduction in empathy.

After all, it's much easier to say negative things about others if you don't have to say it to their face. And if I don't feel like engaging in your problems, I can simply log off, or even 'unfriend' you. It's an easy option.

The trouble is that when there is no empathy, when we don't work to understand the needs of others, there is a significant loss of trust.

If I don't really know what you're thinking and feeling I trust you less, and isolate myself more. This can have major implications for business where trust is essential for successful leadership and partnerships.

Understanding = Trust

More importantly though, when you respond to the needs and feelings of other people, you gain their trust.

Others will be labelled uncaring and insensitive, but you are trusted when you're able to understand and respond to the needs and values of individuals, and the group.

This is true whether you're a salesperson dealing with the public, or a leader in an organization.

Empathy

Leaders in organizations have traditionally viewed empathy with suspicion, thinking that there is no place for soft emotional skills in the tough world of business.

My experience is that managers worry that employees will take advantage of them if they show any empathy.

But changing times and the need to consider the feelings of employees has led to social awareness becoming a critical skill for effective leaders.

This has even impacted the training given to doctors. Today doctors are trained to formulate a bio-psycho-social understanding of the problem rather than treating patients purely as a diagnosis.
A quick note...
Empathizing with someone - understanding their point of view - doesn't mean you have to agree with their point of view.

Empathy is really about acknowledging the emotions of others, being thoughtful and considerate of their feelings, and making decisions that take those feelings into consideration.

Too much empathy?

Your ability to connect with and understand others is an important skill. But it's important to control this so it doesn't become a burden on you.

Some of us find it really easy to empathize with others. And it is always appreciated.

But did you know that getting over-involved in the problems people share with us can lead to you feeling emotionally exhausted? While we're looking after the emotions of others we forget to look after our own emotional well-being.

That doesn't sound emotionally intelligent to me!

If this is you then it's in your best interest to learn transform your empathy into something more controllable.
This gentle audio hypnosis session will teach you how to do this and is an excellent start to looking after your emotional needs.
How to build social awareness

Improve your listening skills. Take a short course in effective communication skills.

Pay close attention to interactions with other people. Be aware of what they say, how they say it and what they do.

Use a gentle self hypnosis audio download to improve your ability to understand others.

Identify other people's emotional states. Listen carefully to what they're saying and notice how they respond to external events, such as someone greeting them or asking them to do something.

Think about your feelings. How does the other person's emotion make you feel?

Think before you answer and give clear answers.

Try This

Pay close attention to your interactions with other people. Ask yourself the following questions:

1. Did I listen actively to the person who approached me? Was I too busy to listen?

2. Did I ask the other person questions about the content of what s/he was saying as well as his/her feelings and emotions about what they are saying?

3. Did I change my body language, facial expressions, tone of voice, and other elements in order to meet the needs of the other person?

Sensitivity and diversity

Being socially aware is important as it affects your response to people and situations.

The starting place for becoming socially aware is self awareness.

Self awareness is essential in order to understand the feelings and emotions of others while self management is necessary to ensure that your response is appropriate to the situation.

An empathic response requires awareness of diversity and a sensitivity to the needs and emotions of others.

Diversity encompasses acceptance and respect while recognising our individual differences and uniqueness.

Open communication plays an essential role in managing diversity and building an awareness of social situations.

Everything starts with an 'E'

I always enjoyed grafitti I saw years ago that said "Everything starts with an 'E'.

While it's true that the word ' everything' starts with an 'e' I've discovered that empathy always starts with 'u' - (you).

Mother Teresa (1910-1997) told us that empathy has to start with us.

She said ' Do not wait for leaders; do it alone, person to person'. This advice comes from one of the best voices for social awareness that we can listen to.

Social awareness is a key element of your emotional intelligence. Don't complain about people who are not understanding of your needs. Focus rather on growing your emotional intelligence and practicing empathy, service and organizational awareness yourself.

Being socially aware is an essential building block for emotional intelligence.

Practicing attention to social situations is a habit that closely corresponds with Stephen Covey's Habit 5...
"Seek first to understand, then to be understood".

The more it's practiced the more likely it is to become a habit.

As we improve social awareness we also improve our experience of life, create opportunities for better work life balance, become aware of other peoples emotions, and improve our ability to respond to change.

Leave your thoughts below and keep in touch by visiting our Facebook Page and clicking 'Like' to join the community.

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Develop Social Awareness To Build Emotional Intelligence.

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I may earn a small commission if you buy something through a link on this site. It won't cost you anything and I only recommend products I trust. Please see the affiliate disclosure for more. Social awareness gives you the ability to understand and respond to the needs of others.

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WATCH THIS
2 What is self-awareness?

Anyone who is dedicated to self-improvement, personal development or the higher goal of spiritual growth needs to actively seek to understand oneself. This is because only when one understands where one lacks, can he or she focus their efforts on what to improve.

Definition of self-awareness:

1. Self-awareness is the capacity that a person has to introspect.

2. It includes gaining an understanding of and insight into one’s strengths, qualities, weaknesses, defects, ideas, thoughts, beliefs, ideals, responses, reactions, attitude, emotions and motivations.

3. Thus introspection also includes assessing how one is perceived by others and

4. How others are impacted based on one’s behaviour, responses and conduct.

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11 Questions Self-Aware Leaders Ask Themselves Daily

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11 Questions Self-Aware Leaders Ask Themselves Daily

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The deepest work is in the art of asking tougher questions and attuning to what arises

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How to be thoughtful

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games and songs to attract our students

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I want my students to think about little things they can do to make life better for everyone.
We will start by watching a short video about kindness boomerang. I want students to realize all the good we do return to ourselves in a way.
They should create solutions to local problems, even if it is just ideas.

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Life Vest Inside - Kindness Boomerang - "One Day"

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I want my classmates to know better themselves and also how they can see, understand or solve a specific problem. It is essential to focus on

1. What happens if you increase your awareness?
2. Why is Self awareness important?

https://positivepsychology.com/self-awareness-matters-how-you-can-be-more-self-aware/

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Passionate about teaching, being inspired and inspiring however possible!

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Emotional Awareness, I want my students to watch the YouTube Video for them to share their thoughts about emotional awareness 

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Emotional Awareness, I want my students to watch the YouTube Video for them to share their thoughts about emotional awareness 

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Emotional Awareness - Mindfulness For Kids and Building emotional intelligence

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I would like that everyone watch this video. It is amazing! Also, remember this quote: "Empathy is the medicine the world needs" -Judith Orloff. If we all do our part we can make a better world, with more peace and beauty.

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Compassion and the true meaning of empathy

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Buddhist roshi Joan Halifax works with people at the last stage of life (in hospice and on death row). She shares what she’s learned about compassion in the face of death and dying, and a deep insight into the nature of empathy.

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Here is an article about how it's better to make habits compared with goals - just like we have discussed! :)

This could be used to talk about our own self-awareness/self-management

What are some habits that you have developed that have led to goals?

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The scenario: You declare a change you want to make to achieve the results you desire. You eagerly set a goal and plan the steps. You tell yourself this time, you will commit to your goal.

Then you go back to days full of urgent emails and texts; projects falling behind; messes to clean up; fires to put out; agendas, lists and people who need to be heard out.

You think about your goal between frantic interruptions, but the days feel so overwhelming and out-of-control, you cling to what you have done in the past. You say, "Next week I'll change when I have more time." Lapses of distraction and masterful rationalizations crush your best-laid plans.

Sound familiar? You might feel guilty for a while, but then you conveniently forget your goal so you can focus on the more important things you must do. Or you say things like, "I am who I am" and people should accept me for that.

Humans are creatures of habit. Nearly half of what you do each day is repeated behavior. ¹

No matter how invested you are in your goals, taking consistent action to change your habits is difficult. There is safety going back to old thinking and behaviors. You must take deliberate, consistent actions repeatedly over time to defy your brain if you want to achieve the results you desire.

To achieve a goal, don't plan on taking progressive steps. You must first create new habits.

People do like change, they just forget they do.

Your desire to create different outcomes is not enough to sustain change. ² To create new habits of behavior, your brain needs consistent evidence that your goal is achievable and worth the effort. Without consistent evidence, your brain will fabricate rationalizations for not changing, and give you reasons for decreasing the value of the goal. You forget why the goal is so important unless you have someone help you see your way through these typical blocks to progress.

Change is a continuum, not an event.

Your brain's primary function is to protect you from harm and discomfort. You must convince your brain that you will not only be safe if you change, you will be better off.

To convince your brain, you must compose easily attainable steps that you will repeat for a period of time until they comfortably fit into your routine. You need visual reminders that there is a feel-good payoff for the change you want to make. Then every day, you want to recognize every time your remembered and tried to meet your commitment, even if the attempt was small. You have to show your brain that you will succeed, little by little over time.

The key to transforming your choices into a long-lasting behavioral change is to:

1. Use pictures and notes to visually remind yourself of what you want to create.

2. Plan and repeat small shifts in behavior so you can see early and consistent evidence that you can be successful.

3. Document the evidence of each positive step when you journal and dialogue about your progress.

First, make sure you define specific activities you can celebrate. Chunk your goal into small behaviors that will move you forward to achieving your goal one step at a time. For example, if you are trying to improve your relationships by being a better listener, you might start with the practices of releasing a full breath before you respond to a question. Notice when you do this for days or weeks until the pause becomes a habit. Follow-on steps might include 1) noticing and shifting your emotions to feeling curious after your breath, 2) making sure you have fully stopped walking and working to be present with people you talk to, and 3) seeking to understand more clearly what people need and already know before you respond.

Take time with each step. Don't be impatient. You are making shifts in your routines and behaviors, not drastic changes.

You can spend as many days as you like on each step until you see consistent progress but acknowledge yourself each day for even minor attempts at achievement. Keep reminding your brain you can succeed so it will support you instead of protecting you.

The transformation is more likely to stay on track if you make a point of noticing your accomplishments every day. Write about your victories in your journal. Talk about them with others who support your growth. Send congratulations notes to yourself.

Piece-by-piece, you shift your mind and behavior. Little by little, you create new habits. Eventually, you become the person you vision yourself to be.

Dialogue keeps your brain on track

Even if you accept that you must change a behavior or habit, the act of letting go of old ways takes constant self-encouragement. It is easy to be discouraged. You might feel rejection and embarrassment if your attempts to change are rebuffed by others. You have to try out less than perfect behaviors, which can be frightening.

Asking for support and assistance can make you feel vulnerable, yet social support is important to help you override the emotions that can trigger your brain to give up your plans.

Just sharing your desires with others will strengthen your commitment. Research shows that making a new behavior automatic can take 18 to 254 days, with 2 months being the average. ³ During that time, ongoing dialogue with a coach or a trusted friend can:

Remind you of your overarching desires when you question your choices.

Call on your strengths when you question a goal's achievability.

Celebrate wins with you, no matter how small, as significant steps in your journey.

Mine the learning from each lapse so all actions are seen as valuable instead of setbacks.

Creating consistent evidence that you will succeed and using a social support system that includes a coach or mentor can help become the person you want to be.

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Stop Making New Goals-Create Habits Instead

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The scenario: You declare a change you want to make to achieve the results you desire. You eagerly set a goal and plan the steps. You tell yourself this time, you will commit to your goal.

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Diovelys's topic will be about self awereness.

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The Power of Self-Awareness | William L. Sparks | TEDxAsheville

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SEL for Students: Self-Awareness and Self-Management

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SEL for Students: Self-Awareness and Self-Management

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An article that focuses on Self-Awareness & Self-Management

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According to the Collaborative for Academic, Social, and Emotional, Learning ( CASEL), social-emotional learning (SEL) is "the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible and caring decisions."

Self-awareness and self-management are two of the five components that make up CASEL's model of SEL.

Self-Awareness is simply the ability to be aware of one's inner life -one's emotions, thoughts, behaviors, values, preferences, goals, strengths, challenges, attitudes, mindsets, and so forth- and how these elements impact behavior and choices across contexts.

A student who is self-aware may notice her fearful emotional response as she is about to take a test. She may feel her heart beat faster and her stomach clench, making her thoughts race as she worries about failing the test. To get out of the test, she considers telling her teacher that she feels sick, but in the end, she recognizes that this behavior is a result of her emotions and thoughts running amok, and she accepts that these reactions can occur when she experiences anxiety.

Skills that develop self-awareness include:

Identifying and analyzing one's emotions, and how they affect others

Understanding the relationship between one's emotions, thoughts, values, and behaviors

Integrating personal and social identities

Identifying personal, cultural, and linguistic assets

Demonstrating honesty and integrity

Examining prejudices and biases

Experiencing self-efficacy

Having a growth mindset

Developing interests and a sense of purpose

Self-management is the ability to navigate and shift in a healthy way one's thoughts, emotions, and behaviors in order to make decisions and reach goals that benefit oneself and others.

A new sixth grader who is anxious about starting middle school remembers learning from her fifth grade teacher that when she is feeling scared, she can change how she feels by thinking differently about the situation. So, instead of dreading her new school, this student decides to view it as an adventure-one that might bring her new friends, wonderful teachers, and exciting opportunities.

Self-management skills include:

Regulating and expressing one's emotions thoughtfully

Demonstrating perseverance and resilience to overcome obstacles

Sustaining healthy boundaries

Identifying and using stress management strategies

Setting personal and collective goals

Using planning and organizational skills

Showing the courage to take initiative

Demonstrating personal and collective agency

Maintaining attention

Using feedback constructively

Practicing self-compassion

Ultimately, self-awareness and self-management are closely linked. For example, being able to stop and calm down when one is upset (self-management), requires skills like recognizing and labeling the emotions and considering how they might be affecting one's behavior choices (self-awareness).
For a deeper dive into the science and practical school-based examples of this science in action, click on the following topics:
SEL for Students: The Basics of Emotions
SEL for Students: Emotion Regulation
SEL for Students: Emotions and Learning
SEL for Students: Emotions and Culture

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SEL for Students: Self-Awareness and Self-Management

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According to the Collaborative for Academic, Social, and Emotional, Learning ( CASEL), social-emotional learning (SEL) is "the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible and caring decisions."

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Empathy is the intention to understand the feelings and emotions of other people.
You know the famous phrase about putting yourself in someone else's shoes. Now, How do you put it into practice in your life?

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Games and programming language:

We use Scratch plataform(MIT University) for understand programming language and fun with building games and share what we learn.
This activity is very funny and collaborative plataform. Then, we can make a RPG game about how we (together) overcame the coronavirus.

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Scratch is a free programming language and online community where you can create your own interactive stories, games, and animations.

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respecting other cultures

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Amen's topic will be about resiliency in characters that his  students are reading about.  It relates to Self-Awareness. 

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Amen's topic will be about resiliency in characters that his  students are reading about.  It relates to Self-Awareness. 

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CommonLit | Characteristics of Resilient People

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How do people successfully rebound from the challenges they face in everyday life? This informational text discusses the characteristics that resilient people have in common.

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THE ART OF BEING YOURSELF (#selfawareness)

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THE ART OF BEING YOURSELF (#selfawareness)

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I would like my students to watch this video prior to any class that we'll have because knowing yourself is the best part of learning.

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The art of being yourself | Caroline McHugh | TEDxMiltonKeynesWomen

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In my class I want my students presenting about how to take a habit and make it into a goal. 

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In my class I want my students presenting about how to take a habit and make it into a goal. 

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They need to use the phrases:

In this Ted talk video by... I learned about...
One of my goals is to...
I need to have the habit of ... everyday.

I will give them one video to support their learning. And finally they will post what they learned in a Flip Grid.

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Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

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John Doerr: Why the secret to success is setting the right goals

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Our leaders and institutions are failing us, but it's not always because they're bad or unethical, says venture capitalist John Doerr -- often, it's simply because they're leading us toward the wrong objectives.