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Herbert tried to connect with Angela with his quick “Elevator Pitch”

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Herbert tried to connect with Angela with his quick “Elevator Pitch”

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So nice to meet you!

As you might notice from my accent, I am originally from the United States, but have lived here in Florence for 32 years. I am an educator and a professional counselor, and at Europass I teach courses connected to all aspects of well-being - of students and teachers.

Over the years, I’ve taught in preschool, primary, middle school, college and adult education. Since 2015, I’ve worked with thousands of teachers from 30 different countries here at Europass, and coming to school on Monday is a joy for me.

I am a mother to two amazing young women and a dog-mom to a sassy little Yorkie 🐶

This week, we will focus on developing new skills and strategies to support you in this rewarding, stimulating, yet stressful profession.

I hope you enjoy our journey together this week!

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Susan's suggestions in Florence - Google My Maps

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Have an aperitivo in the courtyard of "Le Murate", a monastery which became a prison. Today a great place for food, culture and studying

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Have an aperitivo in the courtyard of "Le Murate", a monastery which became a prison. Today a great place for food, culture and studying

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Sin dal principio sono state realizzate numerose iniziative per rendere questi spazi un luogo d'incontro e dialogo fra diverse culture ed ambienti d'arte che hanno reso Le Murate un riferimento per gli ambienti culturali fiorentini e non solo. Avvalendosi di prestigiose collaborazioni, gli eventi variano nel genere e nella forma: rassegne, forum, dibattiti, festival, mostre e concerti.

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A Florentine gem: books and cinema at the Odeon

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A Florentine gem: books and cinema at the Odeon

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Il Caffè Odeon di Firenze nasce da un incontro e da un sogno. L'incontro è quello con la casa editrice Giunti e col progetto sulla nuova vita da dare allo storico cinema Odeon di Firenze, come centro culturale polifunzionale. Il sogno era quello di poter avere uno spazio, aperto tutto il giorno come i grandi caffè mitteleuropei, in cui proporre piatti provenienti da diverse tradizioni gastronomiche, insieme ad una pasticceria altrettanto ricca e ad una caffetteria di grande qualità, senza trascurare bevande analcoliche sofisticate, vini e cocktail.Assaporare un cibo, bere un caffè fumante o sorseggiare un buon vino sono cose che hanno molto in comune con il leggere un libro o guardare un film: si tratta sempre di usare i nostri sensi per vivere delle storie, che ci riguardino direttamente o ci portino in altri mondi, ed è proprio questo che ha fatto sì che l'incontro permettesse al nostro sogno di avverarsi.

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Official website of GiuntiOdeon, BookShop, cinema, restaurant and more

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Our Thumbprint, what makes us unique in our identity 

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Our Thumbprint, what makes us unique in our identity 

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Everyone has a creative “type”—knowing yours helps you maximize your potential. Take our quiz to discover your type!

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Little Red Riding Hood gets interviewed on Talk Show 

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Little Red Riding Hood gets interviewed on Talk Show 

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New York Gov. Kathy Hochul recently announced that she will introduce legislation to ban smartphones in schools during her state's 2025 legislative session. She cited the impact that social media and technology can have on youth, including leaving them "cut off from human connection, social interaction and normal classroom activity."

Hochul's legislative push comes as K-12 teachers in the United States face challenges around students' cellphone use, according to a Pew Research Center survey conducted in fall 2023. One-third of public K-12 teachers say students being distracted by cellphones is a major problem in their classroom, and another 20% say it's a minor problem.

High school teachers are especially likely to see cellphones as problematic. About seven-in-ten (72%) say that students being distracted by cellphones is a major problem in their classroom, compared with 33% of middle school teachers and 6% of elementary school teachers.

Many schools and districts have tried to address this challenge by implementing cellphone policies, such as requiring students to turn off their phones during class or give them to administrators during the school day.

Overall, 82% of K-12 teachers in the U.S. say their school or district has a cellphone policy of some kind. Middle school teachers (94%) are especially likely to say this, followed by elementary (84%) and high school (71%) teachers.

However, 30% of teachers whose schools or districts have cellphone policies say they are very or somewhat difficult to enforce. High school teachers are more likely than their peers to report that enforcing these policies is difficult. Six-in-ten high school teachers in places with a cellphone policy say this, compared with 30% of middle school teachers and 12% of elementary school teachers.

Our survey asked teachers about cellphones in general, whereas Hochul's plan would apply only to smartphones. Even so, nearly all U.S. teenagers ages 13 to 17 - 95% - say they have access to a smartphone, according to a separate Center survey from 2023.

Even as some policymakers and teachers see downsides to smartphones, teens tend to view the devices as a more positive than negative thing in their lives overall.

Seven-in-ten teens ages 13 to 17 say there are generally more benefits than harms to people their age using smartphones, while three-in-ten say the opposite. And 45% of teens say smartphones make it easier for people their age to do well in school, compared with 23% who say they make it harder. Another 30% say smartphones don't affect teens' success in school.

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72% of U.S. high school teachers say cellphone distraction is a major problem in the classroom

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Some 72% of high school teachers say that students being distracted by cellphones is a major problem in their classroom.

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Copy and paste the URL from an article to check the bias rating

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Populist Politician’s on The Little Red Riding Hood incident 

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Populist Politician’s on The Little Red Riding Hood incident 

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Influencers weigh in on Little Red Riding Hood 

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Influencers weigh in on Little Red Riding Hood 

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Creative ways of getting to know each other 

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Creative ways of getting to know each other 

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Introducing your partner but speaking in the first person, as though you were him or her.

It generates empathy in this collaboration. The person gets to hear their story from a new perspective

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Using our Critical Thinking to reflect deeply about an experience 

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Using our Critical Thinking to reflect deeply about an experience 

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Creative activities are more than just “fun”. When we ask our students to think about what happened while they did it, we are getting them used to critical reflection - in a gentle, inclusive way. There are no right or wrong answers, but they get into the habit of thinking more deeply AND finding the words to express it. They learn to slow down judgement about what others share (and teachers do too!). If students don’t want to speak up, they could write their thoughts on sticky notes, or on an app like Mentimeter. The important thing is that the teacher VALUES this reflection without looking for one certain answer.

We can guide the conversation, we can ask further questions, but be ready to be SURPRISED by what they notice

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Communicating quickly and effectively with others in order to make an impression and start a possible dialogue! What could be more important for our young people to learn in today’s fast-paced world? Learning to be assertive, succinct and direct with our words, our facial expressions and our bodies is a real Art!

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Outdoor learning - change the environment, enrich the connection 

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Outdoor learning - change the environment, enrich the connection 

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What happens when Art comes to life, but in a different form that is more relatable to modern culture? When we use our native language? When we use our imaginations to do some silly Storytelling?

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 Brainwriting - write down an idea or a series of ideas, then pass them on

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 Brainwriting - write down an idea or a series of ideas, then pass them on

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The purpose of Brainwriting is to produce ideas without judgement, then pass them on so our partner can add further ideas, ask clarifying questions, and just help us develop our own thinking

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What has happened in these 5 years? What do you remember about our week together? What has changed in your life and teaching practice as a result of that week?