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A Left Exit 12 Off Ramp meme. Caption your own images or memes with our Meme Generator.

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It really amazed me that there are so many different tools we can utilize at Magic School. The most outstanding tool for me is generating lesson plans. It always takes a long time to think of and create a lesson plan but with Magic School, we can simply enter the topic that we want to teach or the goals that we want to achieve, and some additional information in the boxes and then the lesson plan will be generated within a few seconds! In my tech tool try out, I intended to design a lesson to teach 7th grade students that are EFL learners in China to learn how to describe their hometown using sentence structures such as "My hometown is…", "It is + adjective", and "It is located in…". By entering this instruction, the lesson plan is generated and I can refer to it and get some inspirations.

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I used Magic School to create a lesson plan about attributive clauses for the 7th-grade students in China. I found it is really an awesome tool for teachers because it can create a whole outline based on teaching goals, requirements, and some additional assessments. What surprised me it that it even considered the differentiation of the students, which made me new inspiration and thought!

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Thank you so much for your dedicated teaching and unwavering encouragement throughout this semester!

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A Buff Doge vs. Cheems meme. Caption your own images or memes with our Meme Generator.

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I used Magicschool to generate several teacher jokes. Learning sometimes can be stressful, and humor can serve as a natural stress reliever, which could also capture students' attention and make the learning environment more engaging.

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Thank you so very much for being with every one!

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A Drake Hotline Bling meme. Caption your own images or memes with our Meme Generator.

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Teaching cyber safety to students is crucial in today's digital age. Scams are everywhere and kids can be the primary target because they are easily tricked. Teaching them early can give them a sense of cyber safety in their daily life. Like the passwords we are using every day. If the password is too weak then your account is not safe to use. Also, students need to identify scam messages and calls but usually no one will teach them that but teachers.

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Thank you so much for your class!

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Your browser does not support html5 :(. If you believe you received this message in error, please email [email protected] and tell us what browser you're using!

Suba meme | WHEN MS SUBA USES A RANDOM GROUP GENERATOR | image tagged in gifs | made w/ Imgflip video-to-gif maker

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An animated gif. Make your own gifs with our Animated Gif Maker.

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I tried some funny functions on the website like teacher joke generator and the song generator. I thought it can create sound document but there are just some lyrics but the lyrics are fun enough. I think it can also have a positive effect on equity and differentiation in teaching.

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I used magicschool to generate a lesson plan. I think it's very effective and useful. Moreover, it provide some differentiation strategies for me to apply in my teaching. Love it!

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Thank you all! Thank you Suba!

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This is what I tried for my 7th-grade students to learn the vowels and take quiz to better understand it.

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Join thousands of teachers saving hours of time using AI to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more!

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I tried to use magic school to make an assessment about past tense and simple past tense. I just input the students' age and the theme. This is very effective!

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Join thousands of teachers saving hours of time using AI to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more!

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I tried the teacher song writing, it quickly helped me write the lyrics.

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I like this website!!! And also I like Suba although I hate grades.

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I tried to make a lesson plan by magic school ai, it’s so helpful!

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Join thousands of teachers saving hours of time using AI to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more!

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An Oprah You Get A meme. Caption your own images or memes with our Meme Generator.

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An image tagged ferris bueller teacher and student

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A Two Buttons meme. Caption your own images or memes with our Meme Generator.

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An I Bet He's Thinking About Other Women meme. Caption your own images or memes with our Meme Generator.

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I tried to use magic school to create a lesson plan by using a differentiation and access lens. It's quite helpful.

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I use the magicschool ai to create a 2nd lesson plan about share there favourite toys by using three adjectives. Students will learn to use adjectives to describe things in authentic contexts. The ai has very many templates related to pedagogy and it is very convenient to generate lesson plans for any age and any topic.

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The class is wonderful. I really enjoy it!

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A Leonardo Dicaprio Cheers meme. Caption your own images or memes with our Meme Generator.

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A Left Exit 12 Off Ramp meme. Caption your own images or memes with our Meme Generator.

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A Drake Hotline Bling meme. Caption your own images or memes with our Meme Generator.

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I tried the Math Spiral Review by creating some questions related to math. I love it! This tool is able to give suggestions on how I can differentiate the lesson for English Language Learners (ELLs). It also provides information on other resources I can use to support my students.

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Join thousands of teachers saving hours of time using AI to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more!

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The most helpful tool of this AI tool is that it can help generate a lesson plan. This is especially helpful for teachers with a large number of special education students in their classes, and we can use this feature to quickly generate different versions that match the learning characteristics of the students. However, it also has limitations in that for more complex course requirements. The lesson plans it provides do not cover all aspects of instruction well and are likely to require major changes before they can be put into use.

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I've tried Magic school creating multiple choices. And it is fantastic. As the website provided, these 5 questions gives students the chances to review their progress and interact with teachers. It is relevant to class topic and is a good way to evaluate and assess students' learning achievement in a direct way. Teachers also save lots of time during this process.

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I absolutely love magicschool and see this as a resource that will get me through the first couple years of teaching. Magicschool has all the different resources every teacher needs available to them in one website such as: SEL Lesson plan, Choice Boards, Emails to families, and report card comments. I especially loved exploring the tools as the UI is aesthetic and easy to navigate.

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I used Magic School to design a student IEP draft. Firstly, I input the disability category, and then the description of student behaviors, needs, and strengths.

Finally, I got a detailed teaching for ADHD students:

Student IEP Draft - Review closely before implementation

Present Levels of Performance

[Student Name] exhibits disruptive behaviors that often disrupt the learning environment in the classroom. These behaviors include talking out of turn, fidgeting, and difficulty staying seated for extended periods of time. Additionally, [Student Name] has a limited span of focus and often struggles to stay engaged in activities for long periods of time. Despite these challenges, [Student Name] demonstrates quick calculation skills and is able to perform simple math calculations accurately.

Student Needs and Impact of Disability

[Student Name]'s ADHD significantly impacts their ability to engage in the general curriculum and participate in appropriate classroom activities. Their disruptive behaviors can disrupt the learning process for themselves and their peers, making it difficult for them to fully access and benefit from instruction. Their limited span of focus also hinders their ability to sustain attention and fully participate in classroom activities. However, [Student Name]'s quick calculation skills indicate their cognitive abilities and potential for academic success.

Goals and Objectives

Measurable Goal: [Student Name] will increase self-regulation skills to reduce disruptive behaviors in the classroom setting.

Objective:

[Student Name] will independently identify and implement at least one self-regulation strategy when feeling restless or impulsive, in 4 out of 5 observed instances, as measured by teacher observation.

Measurable Goal: [Student Name] will improve sustained attention and focus during academic tasks.

Objective:

[Student Name] will engage in a classroom activity for a minimum of 10 minutes without exhibiting off-task behaviors, in 3 out of 4 recorded instances, as measured by teacher documentation.

Measurable Goal: [Student Name] will improve organization and time management skills to support task completion.

Objective:

[Student Name] will independently follow a visual schedule and utilize task reminders to complete assigned tasks within the given time frame, in 4 out of 5 recorded instances, as measured by teacher observation.

Accommodations and Modifications:

Provide preferential seating near the front of the classroom to minimize distractions.

Use visual cues and prompts

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“后天” in Chinese means both acquired effort and the day after tomorrow.

The first line should have meant that" Acquired learning is very important"

But we can also explain that as learning on the day after tomorrow is very important so the second line is "Thus we can sleep today and tomorrow"

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I asked the magic AI to do a lesson plan where there have to be differences for students with different English proficiency levels. And I also asked the AI to show the differentiation in students' homework.

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It is convenient. I can add what I teach in class today and then ask it to create a quiz or evaluation for me. It creates a multiple-choice quiz for me so that I can send them to students to do. And then, learners can get what their students learn in class and whether they master the new vocabulary.

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code：0121

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Here's who I am & what I do

My name is Yuhan Huang, an ESL teacher poised to contribute to primary school education. I am currently pursuing a Master of Arts in TESOL at NYU, seeking to immerse myself in cutting-edge educational theories and diverse teaching environments.

I am an advocate for interest-based learning, emphasizing the integration of students' genuine interests into language learning endeavors. By implementing effective assessment strategies and providing constructive feedback, I aim to achieve optimal outcomes for my students and use my patience and dedication to fostering their language proficiency.

Outside the classroom, I am an active participant in various activities, including swimming, cooking, and photography. I firmly believe that a well-rounded life, enriched by diverse interests, contributes significantly to the overall development of students.

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Here's who I am & what I do My name is Yuhan Huang, an ESL teacher poised to contribute to primary school education. I am currently pursuing a Master of Arts in TESOL at NYU, seeking to immerse myself in cutting-edge educational theories and diverse teaching environments.

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Hi! Welcome to my website:)

This is Pin Ning Fu, a graduate student from the New York University TESOL and World Language (Mandarin) program.

Currently, I am working as an emerging ENL teacher at P.S. 247, Bensonhurst, Brooklyn.

Website Navigation

These are the sections that you can find on my website!

Contact Information

Always feel free to contact me!

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Hi! Welcome to my website:) This is Pin Ning Fu, a graduate student from the New York University TESOL and World Language (Mandarin) program. Currently, I am working as an emerging ENL teacher at P.S. 247, Bensonhurst, Brooklyn. Website Navigation These are the sections that you can find on my website!

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Hello, Everyone! This is my teaching portfolio. Please tap the link directly. If you have any questions, please feel free to contact me!

https://sites.google.com/nyu.edu/zhouyanghu-teaching-portfolio/home

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Here is the link of Jieqi Chen’s online portfolio: https://mandolin-sponge-azy3.squarespace.com/

And the password is: kkkk

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please see link here: https://sites.google.com/nyu.edu/xuanliu?usp=sharing

This portfolio is crafted using “Google Sites,” modeled after the online portfolio format presented by our Professor. Suba. In terms of content, I have incorporated a selection of personally captured background images and organized it into five distinct sections:

1. Home: This section serves as an introduction, providing an overview of my educational background and personal details.

2. Resume: A comprehensive section detailing my professional experiences, qualifications, and achievements.

3. Education Philosophy: This segment articulates my teaching beliefs, encompassing educational theories that guide my approach to education.

4. Professional Skills and Tools: This is a pivotal section, showcasing the knowledge and practical skills acquired throughout our course. It includes a detailed list of professional skills and tools, each linked to relevant projects or experiences. For example, selecting “Podcast” directs users to a project created during the course. The subcategory, “Professional Development,” outlines conferences, social events, and online learning tools and platforms employed for my ongoing professional growth.

5. Student-Teaching Moment: This section shows my experiences during this year’s student-teaching journey, featuring both narrative content and accompanying images captured during my placement.

To sum up, each section in this online portfolio is thoughtfully designed to provide a comprehensive overview of my professional and educational journey.

https://sites.google.com/nyu.edu/xuanliu?usp=sharing

https://sites.google.com/nyu.edu/xuanliu?usp=sharing

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I am Wenle, a math teacher in a NYC public high school. I began teaching in January 2022. I chose to pursue a career as a math teacher because of the positive experiences I had with my high school math teachers. Those experiences instilled confidence and passion in me for learning math. Additionally, the process of solving math problems brings me a profound sense of achievement and happiness. Being a math teacher allows me to continue my passion for math and fulfill my goal of helping students engage in learning it.

There's a Maya Angelou quote that says, 'People will forget what you said, people will forget what you did, but people will never forget how you made them feel.' This resonates deeply with me. As an immigrant who began high school in NYC, I understand the ongoing challenges faced by immigrant students as they start their new lives in another country. My mission is to create supportive learning experiences for all students from diverse backgrounds in a culturally and linguistically rich environment. I believe that every student's identity, culture, and language should be valued to facilitate their academic, independent, cultural, and global development.

As an immigrant from China, I aspire to teach not only math but also my first language, Chinese, to adult learners. In NYC, we can see many Chinese elements in our neighborhoods, and an increasing number of students are passionate about learning Chinese. My goal as a Chinese teacher is to share more about Chinese customs, helping others understand the significance of each custom and why it has been passed down through our culture to the present day.

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About Me

Childhood & Special Education Teacher

Hello! My name is Glorianne Li, and I am a passionate and dedicated teacher in the field of childhood and special education. I earned my B.S. degree in Childhood/Special Education from NYU, where I developed a strong foundation in effective teaching practices, child development, and the creation of inclusive learning environments. Currently, I am continuing my education at NYU to pursue an M.A. in TESOL.

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As a childhood and special education teacher, my commitment lies in helping my students achieve their full potential. I am dedicated to creating a safe and welcoming learning environment that fosters growth and academic success.

Outside the classroom, you can find me engaging in various activities such as doing puzzles, taking walks at the pier, trying new foods, and undertaking exciting arts and crafts projects!

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Skills

As a dedicated educator, I possess skills in lesson planning and differentiation strategies, alongside a proficiency in integrating technologies to enhance student engagement, foster digital literacy, and create innovative and inclusive learning experiences tailored to the diverse needs of my students.

Testimonials

"I was present for this lesson and noticed how confident you have become in front of the class. I appreciated that you challenged yourself by exploring and celebrating Native American month and read aloud a book that presented another aspect to Native life. "

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About Me Childhood & Special Education Teacher Hello! My name is Glorianne Li, and I am a passionate and dedicated teacher in the field of childhood and special education. I earned my B.S. degree in Childhood/Special Education from NYU, where I developed a strong foundation in effective teaching practices, child development, and the creation of inclusive learning environments.

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My name is Yuting Li, and you can call me Yuki. I am currently a graduate student at New York University majoring in Teaching English to Speakers of Other Languages (TESOL). Prior to attending the graduate program, I was an English teacher in Beijing, China for four years.

I believe education is the most important foundation of our society and English teaching is an essential subject in education. As globalization continuously expands, English as a world language (i.e., lingua franca), gradually infiltrates into our world, even into the non-English speaking countries , such as China, Japan, or Korea. Under such environment, TESOL becomes an important subject to help the young generation overcome the langua ge barrier and better fit into our modern bilingual or even multilingual society. I have been and will be continuing to dedicat e myself to the career in teaching, specifically in the area of TESOL.

You can find more information about me at this .

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About Me My name is Yuting Li, and you can call me Yuki. I am currently a graduate student at New York University majoring in Teaching English to Speakers of Other Languages (TESOL). Prior to attending the graduate program, I was an English teacher in Beijing, China for four years.

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Welcome to my website! I am Noelle, a student and educator from China. As an ESL learner, I am always trying to find the most scientific and efficient way to help second language learners learn the language. I worked as a part-time tutor in China for two years, during which time I helped hundreds of students learn English and take relevant language exams. The age range was from elementary school to university. However, in the process, I gained a lot on the one hand, and the other hand, I also found that my study experience in China was insufficient for me to get enough theoretical and practical support, so I chose to come to the United States to study after graduating from college.

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Hi! I'm Yongxuan Chen, you can also call me Flora. I was born and raised in Guangzhou, China. I am currently pursuing my postgraduate degree at New York University, Teaching English to Speakers of Other Languages (TESOL) Program. I proudly hold a CELTA (Cambridge Certificate of English Language Teaching to Adults) Certificate with a commendable Pass B achievement, signifying my proficiency in teaching English to adult learners. I am also a certified High School English teacher in China, solidifying my expertise in nurturing language skills in diverse educational settings. I'm excited to share my evolving journey through the realm of education here!

My passion for education was sparked during my undergraduate years at Beijing Normal University-Hongkong Baptist University United Internatioal College (UIC), where I delved into a Bachelor of Arts (Honors) in Applied Translation Studies. And my enthusiasm for teaching blossomed during my various roles, including as a CELTA trainee and an IELTS teaching assistant, where I discovered the immense joy of guiding others in their language learning journey. Additionally, my engagements as a teaching assistant in high school divisions and active participation in acedemic associations and charity initiatives have shaped my commitment to fostering inclusive and supportive learning environments.

In the future, I'm eager to further enhance my skills in TESOL. I envision implementing dynamic strategies, drawing from reasearch and my experiences, to cultivate engaging, inclusive, and effective language learning environments. Join me on this journey as I strive to redefine language education, fostering a space where language acquisition transcends barriers, and students floutish in their linguistic endeavors.

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A Little about Myself Hi! I'm Yongxuan Chen, you can also call me Flora. I was born and raised in Guangzhou, China. I am currently pursuing my postgraduate degree at New York University, Teaching English to Speakers of Other Languages (TESOL) Program. I proudly hold a CELTA (Cambridge Certificate

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Hi everyone. This is my online teaching portfolio and the passcode for access is 123456 cuz I don't have a promotion for this website(crying). Thanks for looking!

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Code:123456

Hi everyone, this is my professional portfolio!

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Code: 1234

Welcome!

This is my online teaching portfolio, introducing myself as an EFL teacher. it concludes the skills showcase part, my educational background, professional learning, podcast project, teaching theory, and AI-generated materials I created. The skills showcase shows the skills I equip as a teacher for my future teaching. In the educational background, there is information about my education and certification. The professional learning part states my professional experiences using tech tools in language teaching. Descriptions about the podcast project with the link to access the podcast are shown in the podcast project part. The two materials generated from AI tools are presented in the AI-generated materials section. Lastly, there is a teaching theory part stating my teaching methods and theories.

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There are five sections in my portfolio. The introduction, my education philosophy, my teaching, my works and my students’ work. I want to show my audience about my view in education and what I have done as a teacher.

During the main section of introduction,I introduce who I am, my views in teaching and education. And people who visit my website can contact me through a questionnaire.

In my education philosophy, I express my understanding from my teaching experience and theories I learned. In addition, through the introduction of courses I take, the evidence of how professional as a teacher is shown.

In teaching section, I show my teaching skills related to my education philosophy and my experience in teaching to the audience.

In the final two parts, my works in teaching such as lesson plan, podcast, classroom norm are provided. There are my teaching exhibition. In addition, my student works are shown in this part.

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When I watched the first video, I found that it really gave me a great warning and education. I usually connect to public Wi-Fi everywhere because it saves me data. But I have never cared about my personal information security, especially since the video mentioned that I cannot provide and use my own account information, but I seem to use it often! I don't seem to realize that other people on the other end of the phone can see my mobile phone messages. I feel like a lot of my personal information may have been leaked. But after watching the video, I will pay more attention to safety awareness in this area.

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It is true that the Internet could be a good platform for interactions, but it is also dangerous for our students because they often share their personal information online. As a result, telling them the importance of safeguarding their information (e.g. phone numbers, addresses, family details, etc.) becomes pivotal for our educators.

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To be honest, there are so many things about cyber safety that I didn't aware of before. For example, the public wifi is not safe. And scams are increasing and growing to different format so we should always be cautious on the Internet. I really like the quote "never send anyone a picture that you don't want the world to see.” Internet keeps out footprint forever and sometimes your friends keep it, too. So, I think it is important, especially for young kids, to remember that there is no secret online. Sometimes they trust people around them without knowing that this person is trustworthy or not. So don’t put yourself in this kind of risk.

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I look through the slides of "Master the Internet". It is amazing and helpful for students. Because during my learning time, I did not have a chance to learn how to keep safe on the Internet. Some websites help teachers to make lesson plans on Internet teaching. Because it is so new teachers also need some support. In the lesson plan and slides, details are provided for students such as how to create a password. From my learning experience, I recognize that it is not easy for both learning and teaching. Teachers can help students to be engaged but not only tell them instructions.

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After watching the first video. I feel like teaching cyber safety to teenagers are extremely important for themselves and their family as well. Cyber is a connection system, once something is leaked or found by others, then it is blown up to anywhere and anybody. It could be used to change a human's life or commit a crime, or wipe out all legal information to make it illegal.

Cyber makes gaps and grey zones for those invisible geniuses, especially those teenagers who do not value the consequences and results. If students mistakenly click a link or get into a weird website, it is serious but telling others like police or officers in time would be very useful and decrease harm as soon as they can.

Speaking out about the experience and being brave enough to tell others will be the most useful resolution instead of hiding history, which does harm to both themselves and their family.

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I think this kind of cartoon is vivid and suitable for children to watch. While attracting attention, educate them about cyber security knowledge, and even adults can get some tips from it.

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The first vedio which reflects the internet unsafety in detailed resonates me. Especially in United States, email frauds are common because of the regulate use of email for people to communicate and purchase things online. So once our information get disclosured, we will eaily be scammed. It is really important for us to check the mail account and its location in order to distinguish the fake from the real one.

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I was really shocked by the data that how many teens have experienced cyberbullying, and how important to have a safe password is (there is one password listed as "don't use" but that is what I'm using!) As a result, there is no doubt that while technology does great help to students' study efficiency, teachers should also teach students some knowledge about how to keep themselves safe in the cyber environment. For example, we should tell students to always create strong passwords, sign out after using a public device, protect themselves from scam, etc.

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The article "A Majority of Teens Have Experienced Some Form of Cyberbullying" was the one that stood out to me the most in this section. In the article, it was mentioned that the percentage of girls receiving cyberbullying and malicious rumors on the Internet is higher than that of boys. This phenomenon reminds us that, as teachers, we should not only clarify the norms of using the Internet with our students but also differentiate our teaching and provide personalized Internet safety education to students of different genders. Especially for female students, we should tell them how to protect themselves on the Internet better and how they should react in case of Internet violence or rumor-mongering.

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Pew Research Center: Internet, Science & Tech

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For the latest survey data on teens and cyberbullying, see "Teens and Cyberbullying 2022."
Name-calling and rumor-spreading have long been an unpleasant and challenging aspect of adolescent life. But the proliferation of smartphones and the rise of social media has transformed where, when and how bullying takes place. A new Pew Research Center survey finds that 59% of U.S. teens have personally experienced at least one of six types of abusive online behaviors.

The most common type of harassment youth encounter online is name-calling. Some 42% of teens say they have been called offensive names online or via their cellphone. Additionally, about a third (32%) of teens say someone has spread false rumors about them on the internet, while smaller shares have had someone other than a parent constantly ask where they are, who they're with or what they're doing (21%) or have been the target of physical threats online (16%).

While texting and digital messaging are a central way teens build and maintain relationships, this level of connectivity may lead to potentially troubling and nonconsensual exchanges. One-quarter of teens say they have been sent explicit images they didn't ask for, while 7% say someone has shared explicit images of them without their consent. These experiences are particularly concerning to parents. Fully 57% of parents of teens say they worry about their teen receiving or sending explicit images, including about one-quarter who say this worries them a lot, according to a separate Center survey of parents.

The vast majority of teens (90% in this case) believe online harassment is a problem that affects people their age, and 63% say this is a major problem. But majorities of young people think key groups, such as teachers, social media companies and politicians are failing at tackling this issue. By contrast, teens have a more positive assessment of the way parents are addressing cyberbullying.

These are some of the key findings from the Center's surveys of 743 teens and 1,058 parents living in the U.S. conducted March 7 to April 10, 2018. Throughout the report, "teens" refers to those ages 13 to 17, and "parents of teens" are those who are the parent or guardian of someone in that age range.

Similar shares of boys and girls have been harassed online - but girls are more likely to be the targets of online rumor-spreading or nonconsensual explicit messages

When it comes to the overall findings on the six experiences measured in this survey, teenage boys and girls are equally likely to experience cyberbullying. However, there are some differences in the specific types of harassment they encounter.

Overall, 60% of girls and 59% of boys have experienced at least one of six abusive online behaviors. While similar shares of boys and girls have encountered abuse, such as name-calling or physical threats online, other forms of cyberbullying are more prevalent among girls. Some 39% of girls say someone has spread false rumors about them online, compared with 26% of boys who say this.

Girls also are more likely than boys to report being the recipient of explicit images they did not ask for (29% vs. 20%). And being the target of these types of messages is an especially common experience for older girls: 35% of girls ages 15 to 17 say they have received unwanted explicit images, compared with about one-in-five boys in this age range and younger teens of both genders.

Online harassment does not necessarily begin and end with one specific behavior, and 40% of teens have experienced two or more of these actions. Girls are more likely than boys to have experienced several different forms of online bullying, however. Some 15% of teen girls have been the target of at least four of these online behaviors, compared with 6% of boys.

In addition to these gender differences, teens from lower-income families are more likely than those from higher-income families to encounter certain forms of online bullying. For example, 24% of teens whose household income is less than $30,000 a year say they have been the target of physical threats online, compared with 12% whose annual household income is $75,000 or more. However, teens' experiences with these issues do not statistically differ by race or ethnicity, or by their parent's level of educational attainment. (For details on experiences with online bullying by different demographic groups, see Appendix A.)

The likelihood of teens facing abusive behavior also varies by how often teens go online. Some 45% of teens say they are online almost constantly, and these constant users are more likely to face online harassment. Fully 67% of teens who are online almost constantly have been cyberbullied, compared with 53% of those who use the internet several times a day or less. These differences also extend to specific kinds of behaviors. For example, half of teens who are near-constant internet users say they have been called offensive names online, compared with about a third (36%) who use the internet less frequently.

A majority of teens think parents are doing a good job at addressing online harassment, but smaller shares think other groups are handling this issue effectively

Today, school officials, tech companies and lawmakers are looking for ways to combat cyberbullying. Some schools have implemented policies that punish students for harassing messages even when those exchanges occur off campus. Anti-bullying tools are being rolled out by social media companies, and several states have enacted laws prohibiting cyberbullying and other forms of electronic harassment. In light of these efforts, Pew Research Center asked young people to rate how key groups are responding to cyberbullying and found that teens generally are critical of the way this problem is being addressed.

Indeed, teens rate the anti-bullying efforts of five of the six groups measured in the survey more negatively than positively. Parents are the only group for which a majority of teens (59%) express a favorable view of their efforts.

Young people have an especially negative view of the way politicians are tackling the issue of cyberbullying - 79% of teens say elected officials are doing only a fair or poor job of addressing this problem. And smaller majorities have unfavorable views of how groups such as social media sites (66%), other users who witness harassment happening online (64%) or teachers (58%) are addressing harassment and cyberbullying.

Teens' views on how well each of these groups is handling this issue vary little by their own personal experiences with cyberbullying - that is, bullied teens are no more critical than their non-bullied peers. And teens across various demographic groups tend to have a similar assessment of how these groups are addressing online harassment.

About six-in-ten parents worry about their own teen getting bullied online, but most are confident they can teach their teen about acceptable online behavior

Parents believe they can provide their teen with the appropriate advice to make good online decisions. Nine-in-ten parents say they are at least somewhat confident they can teach their teen how to engage in appropriate online behavior, including 45% who say they are very confident in their ability to do so.

But even as most parents are confident they can educate their child about proper online conduct, notable shares are concerned about the types of negative experiences their teen might encounter online. Roughly six-in-ten parents say they worry at least somewhat about their teen being harassed or bullied online (59%) or sending or receiving explicit images (57%). In each case, about one-in-four parents say they worry a lot about one of these things happening to their child.

These parental concerns tend to vary by race and ethnicity, as well as by a child's gender. Among parents, whites and Hispanics are more likely than blacks to say they worry about their teen being cyberbullied. Hispanic parents also are more inclined than black parents to say they worry about their child exchanging explicit images. At the same time, parents of teen girls are somewhat more likely than those with a teenage boy to say they worry about their teen being bullied online (64% vs. 54%) or exchanging explicit images (64% vs. 51%). (For details on these parental concerns by demographic group, see Appendix A.)

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A Majority of Teens Have Experienced Some Form of Cyberbullying

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59% of U.S. teens have been bullied or harassed online, and a similar share says it's a major problem for people their age. At the same time, teens mostly think teachers, social media companies and politicians are failing at addressing this issue.

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As an English teacher, discussing "Cyber Ethics" in the context of language education is incredibly relevant. It's important to remind students that the way they communicate online should reflect the same respect and integrity as in face-to-face interactions. When teaching English, especially in a digital age, integrating lessons on responsible online communication is crucial. This includes not only respecting others' opinions and avoiding plagiarism but also understanding the impact of words in online forums. It's about teaching students to be thoughtful and ethical communicators, regardless of the platform. This approach not only enhances their language skills but also prepares them to be responsible digital citizens.

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I watched the video on internet safety. It is essential to teach students knowledge about this field. For example, the video states that we should be cautious when downloading something. We should never share the personal password. It is beneficial to be careful to avoid this. Moreover, the video also shows that double-checking the URL link is necessary to ensure you are on the same page when downloading the app. It is a valuable reminder, even for me. The internet easily attracts students, and they tend to share something online. Thus, it is vital to share this knowledge for them to protect their personal information and safety.

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Educators' approach to internet safety in the classroom has changed as technology and our use of it continues to evolve. In the past, digital citizenship lessons on internet safety focused more on dos and don'ts, like do create safe passwords and don't talk to strangers online. While secure passwords are certainly important for technology users of all ages, and stranger danger is nothing to take lightly, most internet safety dilemmas are much more nuanced.

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Thoughts: 1. Ts should stress the importance of cyber security to students' parents so that they can help students developing positive browsing habits. 2. Desktops or pads used in schools usually are restricted by district VPN, it means that students can only operate within the teacher's "safe area".

Surprises: More than half of U.S. teenagers have experienced cyberbullying.

Takeaways: It's a wise choice to design a cyber security class.

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When I watched this video, I realized the internet safty education is very important. It can help keep students safe on the internet, as the internet is a place full of potential risks and threats. In today's digital age, digital literacy is very important for the future of children and students. Internet safety education can teach them how to use the internet effectively, assess the trustworthiness of information, and adopt safe online behaviors.

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I found that internet safe has been a serious issue since the tech world has been developed quickly. In real life, at least one of my family members will receive scam text/call everyday. After I read the slides, i learned some strategies that we can share to our friends, family members, and even students to prevent fraud. Moreover, as an educator, we need to be mindful about the use of social media, and online resource that we share with our students.

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I think it is really useful to let students to really know about the cyber scam. Ive seen many reports that teenagers get scammed by the Internet whether it's a scam email or scam phone call. For these courses, I think it the best to share with them in the beginning stage of the class.

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I found the Master the Internet slides to be both informative and entertaining. The incorporation of infographics, coupled with the appropriate amount of text on the slides, makes the content engaging for students. Additionally, the information presented is highly relevant today as many students now have internet access.

I remember my teachers in elementary school educating me on cybersecurity where they consistently emphasized the importance of not sharing passwords and being cautious about posting things online. However, it's disheartening to observe that many students struggle to foresee the potential consequences of their online actions, such as sharing personal information or interacting with strangers.

I am curious about effective ways to educate students about the immediate threats posed by their online activities. Even when we teach them about cyber security, there seems to be a challenge in ensuring that students truly grasp the significance of these warnings which leads me to wonder: How can we adapt our teaching approaches to better convey the imminent threats associated with online behavior?

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Something interesting that stood out to me was the passwords information in the first video. The list of passwords (most common) were interesting because I never thought of the most common passwords beyond 1234 or 0000 (which I use for my phone) and it was interesting to see that when websites actually require we use a more difficult password it is because we really need it and people would know things we may think is hard but isn't.

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This is quite worrisome! I was not aware of the potential risks associated with public Wi-Fi before. Thanks to this video, in the future, I will be more vigilant to prevent the leakage of my personal information on the internet. Additionally, I also plan to remind students in my teaching practice to learn how to properly protect their own personal information.

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Share your thoughts, surprises and takeaways from the CyberSafety slides here

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Share your thoughts, surprises and takeaways from the CyberSafety slides here

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I want to talk about podcasts. It is a good way for me to learn new skills and knowledge while I’m cooking or doing some tedious things. It can also practice my listening ability. The podcast I chose is about a new way to let students reflect on their learning. In the episode, teacher Marcus Luther introduces a year-long simple but developed system for students to do self-reflection, helping them to get unimportant stuff out of the way and see more clearly what they have learned and what they are going to learn. Podcasts like this is very convenient for educators to use time fragments to know how other teachers deal with the same problems.

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Giving students time for reflection on their learning is so good for them: It builds their metacognitive capacity, it teaches them to take agency for their own learning, and it helps them and YOU see more clearly what they have learned and what they need next. But when we have so much other stuff to do, reflection often gets shoved out of the way. In this episode, high school teacher Marcus Luther returns to share a simple, completely free system he developed for giving students regular time for self-reflection. It's a year-long document we're calling a Learning Story.
Thanks to Listenwise and EVERFI for sponsoring this episode.
Read Marcus's full blog post about this strategies, view images, and grab a free Learning Story template at cultofpedagogy.com/learning-stories.

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213: using learning stories for student reflection

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‎The Cult of Pedagogy Podcast: 213: Using Learning Stories for Student Reflection on Apple Podcasts

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Giving students time for reflection on their learning is so good for them: It builds their metacognitive capacity, it teaches them to take agency for their own learning, and it helps them and YOU see more clearly what they have learned and what they need next.

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I read an article which topic is How to Use Universal Design for Learning to Create Assessments. This article give me some insipiration about how to provide elementary students with multiple means of action and expression helps ensure that teachers create equitable, valid assessments.

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Providing elementary students with multiple means of action and expression helps ensure that teachers create equitable, valid assessments.

From the moment I first learned about Universal Design for Learning (UDL), I saw limitless potential. Because there is no such thing as an "average" learner, the most effective instructors offer students a variety of ways to access and express information.

The UDL Guidelines offer a research-based variety of effective options for doing so. Below, I focus on two tenets of UDL to show how "multiple means of action and expression" checkpoints can make thinking and learning visible (which is, after all, the heart of assessment).

When we use multiple means of action and expression to design assessments, students can show their depth of understanding and feel successful, agentive, and engaged.

Setting a Strong Foundation through Expectations and Feedback

When designing assessments using UDL, we don't reduce rigor; the goal is meaningful grade-level instruction that moves students toward the same learning objectives in accessible ways.

Incorporating regular opportunities for feedback supports UDL, as it allows students and teachers to tailor their next steps to reach the goal.

In impactful instruction, assessment, feedback, and reflection are embedded throughout learning experiences, not just tacked on at the end. For that reason, teachers, students, and peers should provide actionable, mastery-oriented feedback throughout a unit.

Doing so is essential for growth and for building learners' identities and sense of community. When teachers and peers provide feedback on strategies and on learning behaviors (such as perseverance, focus, or mindset), we model-and provide time in the learning journey-for students to see their progress and to reflect on what is working and what needs revision.

Backward Design

The best advice I received when learning about UDL was to start small, to incorporate one change at a time. Within the multiple means of action and expression checkpoints, this might mean offering students one new tool, or two to three choices, in how they show their learning through assessment.

Begin by unpacking the learning objective/standard to analyze what it is that students need to be able to do in order to show that they have met the standard. This is best done with a teaching or departmental team, if you have one, to enhance your collective depth of understanding through dialogue.

Next, get clear on success criteria, and develop or revise rubrics or checklists, or provide a mentor text/product, to ensure that the choices you offer students use the same criteria for proficiency. Doing so makes assessment more streamlined for you and for students and ensures instructional validity. Share these criteria with students so that they can make informed decisions about their learning and know what they are aiming to achieve.

Choosing Assessment Options

So, you're ready to choose the assessment options you will offer your students and to consider the scaffolds you need to provide to minimize barriers to student engagement. Where should you begin?

If the standard uses the word "identify," as in the second-grade standard "Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text," students might highlight the main topic, turn and tell a partner, or write a response.

In the second-grade math standard "Identify triangles, quadrilaterals, pentagons, hexagons, and cubes," students might sort with manipulatives, sort on an iPad, or move (you might prompt students, "Walk to the front of the room if this shape is both a square and a quadrilateral and the back of the room if it is a quadrilateral but not a square").

If the word "compose" is used, as in the kindergarten standard that states students should "use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic," students might write and illustrate a how-to book, act out a how-to process, or put pictures of the process in order and describe them orally.

In the spirit of starting small, these examples offer students a few options while holding true to the rigor of the standards.

Incorporating UDL Throughout Instruction

Teachers new to this approach often ask me, "How will I have time to assess all students?" I remind them that assessment doesn't only happen at the end of a learning experience. As students are learning and creating their product, I can go around and check in with them about the rubric, noting what is already present in their work.

If students choose to video- or audio-record their product, I can watch and listen to the files at another time. I can hold a whole class performance or gallery walk at the end of the unit or lesson and assess some of the students at that time, or focus on one aspect of the rubric to home in on.

While performances and gallery walks may feel like added time, if you teach students how to provide meaningful feedback to each other and how to be present as audience members, you expand their collaboration skills-which improves instruction and better positions them to be lifelong learners.

Sometimes, I also have students self-assess and star aspects of the rubric they want my feedback on throughout our unit, then focus my feedback on what they starred. The ultimate goal in incorporating UDL into assessment is to nurture expert learners who feel empowered in their learning, motivated to persist in academic tasks. Katie Novak and Kristan Rodriguez say it well: "The framework has the potential to eliminate opportunity gaps that exclude many learners, especially those who have been historically marginalized. If we want all students to have equal opportunities to learn, we have to be incredibly purposeful, proactive, and flexible," which applies to all instruction-including assessment.

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How to Use Universal Design for Learning to Create Assessments

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Taking a Universal Design for Learning approach to assessment means offering multiple forms of action and expression to ensure equity.

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I searched how teachers teach on TikTok, and I was pleasantly surprised to find that teachers on TikTok seem to be more passionate and have a more special teaching mode, different from traditional teaching modes and methods. I can easily grasp the content of the video in a very relaxed premise without feeling too much pressure. That's something I'm very happy about. I think, as a popular tool for young people, TikTok can be a tool for me to learn teaching patterns and progress, breaking the tradition may sometimes have unexpected progress and surprises!

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By searching "English language teaching professional development" on Youtube, there are many useful and impressive results including TEDtalk "What makes a good teacher great" "10+ Professional Development Tips for English Language Teaching". I watched several videos and they inspired me a lot that "great teachers make themselves humble before their students".

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I watched this album of videos of different groups of teachers and students circling up talking and fixing problems after starting my student teaching.

Many students do not love studying, skip school, and resist talking with teachers or parents. They may have bigger problems outside schools too so this account shows some good talking strategies with students and solving their problems more easily.

This made me feel less burdened when I encountered some serious situations at school.

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Documentary film and impact campaign to prevent violence using restorative justice. A mother forgives her son’s murderers to heal self and community.

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I read an article which topic is Delivering Effective Feedback with Microsoft OneNote from Edutopia. It is my first time knowing that it is possible to insert an audio recording of feedback to the students’ assignments. They can listen to the feedback, press pause, fast-forward, rewind, etc. It is really a more efficient way to deliver real-time feedback to the students.

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This tool gives teachers the opportunity to observe students as they work and provide helpful feedback in real time.

Covid-19 brought with it many unwelcome pedagogic developments. Classrooms became rows of 2D disks with pupils' initials on them, discussion punctuated by awkward pauses, and questions asked into the ether of a darkened screen.

Yet, it also brought with it pedagogic opportunity. One such opportunity-one that has remained a mainstay of my own classroom-was the ability to use Microsoft OneNote in order to deliver feedback more efficiently and effectively than ever before. In this article, I'll outline three simplestrategies that have made the quality of the feedback I give better and my life immeasurably easier.

Audio Feedback

It's possible to insert an audio recording alongside any submitted work that the student has completed by simply clicking "Audio" on the "Insert" tab. The student can then listen to this feedback, pressing pause, fast-forwarding, and rewinding as they see fit, as follows:

The audio note can be stored next to the work itself and in the student's personal work space, meaning it's in the exact same place where they uploaded the work. They don't need to go searching for it. This also means that other students can't access or listen to the audio note, but you can copy and paste that audio note and add it next to other student work if it's applicable to more than one student. Any audio notes are then stored in this location forever and can be replayed as many times as desired.

The danger, of course, is that this just becomes a more efficient way to deliver lots of cumulative comments, or we get into the territory of a high-tech version of triple impact grading where you leave an audio note, to which they respond, to which you respond again. Being more efficient doesn't always mean being more effective.

To mitigate against an endless loop of responses, I try to make sure any audio note is as precise as possible in its feedback, anchored to a specific section of the essay (typically highlighted). It usually includes some kind of action I expect the student to take. I sometimes ask students to make a note of a key takeaway based on the feedback they've listened to, typing this next to the note or at the end of the essay. They're always given time during the lesson to listen to any audio feedback.

Live Feedback

A really useful feature of Microsoft OneNote is that it updates and syncs in real time, meaning any work produced by a student in their personal workspace is then visible to the teacher more or less immediately. This means that if you're monitoring or popping into these personal workspaces during a task, you'll see what the student is writing. This of course also means that any comments written by the teacher in the same space will be visible to the student in real time too.

Consider this example. A student is in the process of completing an essay task by typing directly in their personal section of the notebook. They have been given independent time during the lesson to do this while the teacher is on hand to address any questions. The teacher is also using this opportunity to dip in and out of student workspaces and while doing so is offering live comments to help address, in the moment, any misconceptions or errors.

The student then has the ability to calibrate their work in light of the teacher's comment, and all of this is done without the knowledge of any other student.

This kind of monitoring and live feedback can be done at any point and in response to any task, not just extended essay writing. It is a great way to offer targeted support during independent tasks.

Using the Review Student Work Function

This is an excellent way to save time when reviewing work or providing feedback and is the digital equivalent of students handing in their exercise books at the correct page. It allows you to quickly glance at a certain page of your class's work, one after the other.

For example, if I've asked my class to complete work in the Macbeth section of their personal work page, I can select "Review student work" and then select that page, and the program will, one student after the other, allow me to check who has completed what. It can be used in conjunction with other feedback strategies in order to save time when jumping from one student to another, but it can also be used more generally after a lesson to get a sense of exactly how much work has been completed.

If you don't already use Microsoft OneNote as part of your teaching, then you should. It is incredibly easy to set up and use. Not only does it replace the primary functions of the document camera, such as showing student work and live modeling, but also it can permeate other routine tasks. Some things are here to stay from Covid-19, and some for the better.

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Delivering Effective Feedback With Microsoft OneNote

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This tool gives teachers the opportunity to observe students as they work and provide helpful feedback in real time.

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I tried visual aids and Grammarly. I found these very helpful and clear.

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I read the source shared by Jessica Wang to be a warm demander in the class, which is a significant professional development for teachers. The Warm Demander Approach stressed building trust, discipline, belief, and learning from failure. I learned a lot about being a warm demander in the class. Giving students positive feedback and believing they can do it is essential.

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A well-known approach that combines high expectations with a firm belief in students’ ability to succeed can guide them to deeper learning.

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I chose to explore storybird. I think that storybird is a very effective tool to use for all students. It was extremely clear to use and very fun. I think it is very engaging to students of all levels because they can write and create based on their level and explore from their. Even in groups it would be nice to see how students can collaborate to create a full story and each student can see how others think and grow together. This is a tool I would definitely like to use in my classroom.

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Storybird - Read, write, discover, and share the books you'll always remember.

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Become a better writer with Storybird's creativity tools. Online courses, challenges, and reader feedback will help you improve your writing.

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Jieqi Chen- A COLLECTION OF MY BEST RESOURCES ON STUDENT MOTIVATION

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Jieqi Chen- A COLLECTION OF MY BEST RESOURCES ON STUDENT MOTIVATION

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I explored Larry Ferlazzo's website, discovering numerous free and valuable resources, particularly on boosting student motivation. Drawing from my personal learning journey, I acknowledge that language learning can be somewhat monotonous. My aspiration is to evolve into an educator adept at uncovering and leveraging students' interests. In the future, I intend to invest more time delving into Larry Ferlazzo's site to enhance my professional development.

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A Collection Of My Best Resources On Student Motivation

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Yesterday, I published A Collection Of My Best Resources On Teaching English Language Learners, which brought together many of the materials on that topic that I have either written or collected. A...

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Quill is another useful tool that I found is powerful to reinforce students' understanding of grammar. In the example I provided in the picture, some students may be confused about the use of "than" and "then" because they are very similar in form, and the practice on Quill ensures that students enter the exactly correct answer both for form and use.

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I've tried some tools for teaching extention and they are wonderful! Kami is one of them which I found the most interesting. It is free and available for different kinds of document. Once students upload your document to this website, you can interact with them directly, and students can see your operation at the same time. It is a very good tool for T-Ss interaction and online communication. What's more, it could be a choice for students to take notes as long as they want to. They can create comments, text words, and even draw whatever they want.

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(Please sign in to check:) I tried Wizer in the tech tool station and made an annotation assignment for my students. I think this one is really conducive for ELA classes. It can provide clear instructions for students to finish their work, and teachers can provide prompt and detailed feedback to students. Instead of letting students write on their own paper, this tool can help generate clear and tidy homework.

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Amaze your students with smarter worksheets. Wizer.me is a platform where teachers build beautiful, engaging online worksheets.

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I tried Teacher Tutorial: Virtual Classroom / Virtual Library in shared slides!! It is really amazing. In the virtual library, students can get access to audio, videos, and reading. The images are attractive for students. Teachers just need to add the link to the images and then students can have a chance to watch it. It can work for the whole class. More resources are provided online for students.

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I watched those videos in "How Teachers Use TikTok: To Get New Ideas, Feel Inspired, and Indulge a Laugh or Two.' I found out that there are so many useful tips and advices to see in the #teachertok. They are also discussing some realistic problems and current situations that happen in school. What I like the most is that there are so many educators actively talking and interacting with each other in the comments. So for me, gaining ideas from TikTok is a less stressful and effective way to develop myself as a teacher.

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I chose the resource "TikTok" as my professional growth tool because it provides innovative perspectives and tools for teaching practice in contemporary educational settings. Through TikTok, I was able to explore how to deliver teaching content in an engaging and creative way, leveraging the pop culture influence of the short video platform to enhance student learning engagement. The Chrome extension can improve my work efficiency, optimize classroom management, and support personalized learning.

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Tik Tok & Chrome Extensions for Teachers.webm

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I tried to find a podcast, and this podcast is a great tool for learning American English. It's fun and engaging, with hosts from Boston and New York City. They cover everyday vocabulary, idioms, and cultural insights about America, which is very useful for students who want to understand and use English in real-life situations. The podcast also offers exam tips for tests like TOEFL and IELTS, making it helpful for both casual learners and those studying for academic or professional purposes. As an ESL teacher, I find this resource valuable for making English lessons more interactive and practical.

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ABOUT THIS PODCAST 🔗

Are you looking for a new and fun way to learn American English? Come hang out with Lindsay and Michelle from Boston and New York City and have fun while you improve your English listening skills! We are an English as a Second Language (ESL) podcast for intermediate to advanced English learners around the world. We will show you how to use everyday English vocabulary and natural idioms, expressions, and phrasal verbs and how to make small talk in American English. We will also give you special tips on American culture, customs, etiquette, and how to speak with Americans as well as conversation and commentary on study tips, business English, life in America and Boston and New York, how to apply to university in the US, dating, travel, food and more. You'll get TOEFL, IELTS, and TOEIC help also from The Examiner of Excellence, Jessica Beck. This podcast is for adult students who are professionals and university students as well as ESL teachers. Join the community to learn to speak American English like a native! Connection NOT Perfection!

AUDIENCE OF THIS PODCAST 🔗

~32.15% of listeners are from Spain.

* Data source: directly measured on Listen Notes. real-time

LATEST EPISODE 🔗

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SEARCH PAST EPISODES

Search past episodes of All Ears English Podcast.

Disclaimer: The podcast and artwork embedded on this page are from Lindsay McMahon and Michelle Kaplan, which is the property of its owner and not affiliated with or endorsed by Listen Notes, Inc.

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Are you looking for a new and fun way to learn American English? Come hang out with Lindsay and Michelle from Boston and New York City and have fun while you i...

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Instagram- I use a lot of instagram accounts and motivational videos to gain access to ideas and ways to best support my students. One example, recommended by my previous mentor teacher is called "heynewteachers." This account has been very accessible and helpful in the big change to becoming a new teacher rather than a student teacher. There are so many various videos and posts (including sample lessons) on instagram. It helps with really anything you want to find, and I am excited to explore more through other recommendations and things I come across through the accounts and people I already follow.

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I love listening to podcasts for professional development as they allow me to effortlessly multitask while gaining valuable insights. The podcast I've shared above delves into multiple stories of an educator and their connections with students' families. Episodes like these provide educators with invaluable lessons on handling various situations that may arise in our classrooms. By listening to someone navigate these scenarios, even without prior background knowledge, I find it helps me better understand how to effectively address similar challenges.

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SEARCH PAST EPISODES

Search past episodes of Teaching MLs.

OTHER EPISODES IN THIS PODCAST

Disclaimer: The podcast and artwork embedded on this page are from Tan Huynh, which is the property of its owner and not affiliated with or endorsed by Listen Notes, Inc.

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Ep. 144.Creating language-friendly school w/Dr. Kambel & Dr. Le Pinchon-Vortsman

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01:12:24 - Dr. Ellen-Rose Kambel and Dr. Emmanuelle Le Pichon Vorstman will talk about how schools can become language-friendly places for all languages. https...

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I tried Google Keep, an online platform for taking notes and creating sticky notes. With it, I can quickly jot down notes, set reminders, and archive documents. Importantly, if I download a picture from a Google Slide, it helps me navigate directly to that slide, making it convenient to review and revisit the original information.

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I watched a virtual video from Edutopia. I think it is challenging for me to address students' behaviors in a positive way. I would like to hear ideas from other experienced educators.

On the other hand, I would like to add that NYC DOE educators can get access to free PD through TEACHHUB.

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Research-Backed Strategies for Better Classroom Management

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I tried “Storybird”.

Storybird provides an interactive and visually appealing platform that engages students in the creative process of storytelling.

It offers a variety of artwork and illustrations that students can use to inspire and enhance their writing.

Students can create stories in various genres, including picture books, poetry, and long-form narratives.

The platform accommodates different writing styles and preferences, allowing students to explore their creativity in diverse ways.

This is the link: https://www.storybird.com/picture-book/private/1-164

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Storybird - Read, write, discover, and share the books you'll always remember.

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Become a better writer with Storybird's creativity tools. Online courses, challenges, and reader feedback will help you improve your writing.

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Zhouyang Hu, Hua Chen, Zihan Gao, Yuhan Huang

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Zhouyang Hu, Hua Chen, Zihan Gao, Yuhan Huang