# data[].attributes.body
The fun part ! Now that our students have completed 2-3 years of academically required classes, they have their junior and senior years to explore topics that really interest them! There will be two main types for electives: general education and project-based.

General Education

Diving into a project head first can feel kind of scary, so this method is for students who aren't sure they're ready for a big project yet but they want to learn more about the subject overall. At the end of the semester, students can opt for either an exam or a final project to showcase their learning. This will be most similar to traditional classes that we have today.

Project-Based

We wanted to focus on a project-based model for electives primarily as the curriculum will be driven by STUDENT interest. An article from the Educational Psychologist explains how, "projects can serve to build bridges between phenomena in the classroom and real-life experiences; the questions and answers that arise in their daily enterprise are given value and are shown to be open to systematic inquiry. Hence, project-based education requires active engagement of students' effort over an extended period of time. Project-based learning also promotes links among subject matter disciplines and presents an expanded, rather than narrow, view of subject matter. Finally, projects are adaptable to different types of learners and learning situations."

As the name suggests, the curriculum behind this method is completely focused on what the STUDENT wants to study. Whether that be diving deeper into a STEM field or focusing on history and culture, students will engage in project-based classes where (guided by their instructor) they'll develop on a research project about their subject. For history, that could look like a research paper studying Japan-US relations over the years with a focus on either economic, cultural, or political exchange. For a STEM subjects, that can be a specific research question, a literature review on a topic they're curious about, or an engineering-based project. Regardless what the student chooses, instructors will first focus on giving them a big picture overview of what their interest/question covers, then work with the student to give them the tools to answer their questions!

# data[].attributes.body
Something unique about our curriculum is that outside of class, students will be required to do both a creative and physical extracurricular. The physical will keep them healthy and the creative will give them balance. In addition, students can change their extracurriculars every semester, if they'd like. The main purpose of this is for student's to pick something they ENJOY and having allocated funds will allow them to pursue these activities without financial repercussions on their families.

Art/Music/Dance

Students can chose which they'd like to pursue and what type (eg for art it could be sculpting, painting, fashion design, etc.). The point is for students to embrace their creative side and use it as a starting point for them to explore any other creative hobby after graduating !

Sandra Ruppert's book, Critical Evidence: How the Arts Benefit Student Achievement, shows an overarching theme throughout multiple studies where "students who participate in arts learning experiences often improve their achievement in other realms of learning and life."

Sport

Once again, students are free to chose. There are many studies that show how important physical activity is for students and as such we want to make sure our students get PLENTY of it. A simple google search, takes you to the CDC listing explaining how

"Students who are physically active tend to have better grades, school attendance, cognitive performance (e.g., memory), and classroom behaviors (e.g., on-task behavior).14, 15"

"Higher physical activity and physical fitness levels are associated with improved cognitive performance (e.g., concentration, memory) among students."

# data[].attributes.body
Students will take roughly 3-4 classes every year of "core" classes.

Writing/Literature

Year 1 will focus on building skills from junior high and teaching students to write all types of essays (persuasive, research, etc.).

Year 2 will incorporate literature from different cultures and perspectives teaching students to analyze writing and respond with skills learned in Year 1.

Math

Ideally students will only need to take two years unless they choose otherwise.

Given that they probably have all the math skills they need for the rest of their adult lives by Junior High unless they pursue a field in STEM, students will only be required to take classes up until the lowest level (typically trigonometry or algebra 2) needed for a General Ed Associate's degree from a community college. The point of this level is that student's will be able continue with their career/degrees without being left behind because they didn't have the math skills to succeed.

Career

Year 1 will focus on learning to write resumes and cover letters for different positions, writing cold emails, thank you notes, etc., how to prepare for interviews, how to efficiently look for a job, and other networking skills

Years 2-4, students will shadow and/or intern under people in different professions to get an idea on what is available to them. Students can choose to switch every semester or even stay in the same profession for all three years. This program allows students to gain work experience (which will bolster their resume later on) and potentially allow them to get paid (for studying technically) if students decide to intern. Ideally this program will partner students with members of their community in different occupations but since there might not be enough variety, students will also be partnered with local business and institutions (including hospitals, city hall, law firms, etc)

Life

Students will take Life classes all four years and learn everything from basic household maintenance (finding studs, how to use basic tools, etc) to doing their own taxes and learning how to invest. If possible, it'd be great if each school could partner with a broker in their area that will help students set up their investment portfolio. Other lessons will include grocery shopping and meal prepping for various budgets, how to find an apartment to rent, basic car maintenance, how insurance works (and why you need it!), and other important life skills!

History (one semester)

One semester seems like too little BUT the point of it will be to give students an overview of US History while acknowledging the dark sides of it. History often repeats itself so instead of focusing on facts, students will instead learn themes and patterns which reoccur (eg Jim Crowe Laws vs re-segregation today)

Science (one semester)

We get that not every student vibes with STEM, however, we believe that we are robbing our society of future doctors, engineers, and scientists if we don't at least introduce STEM concepts.  So we're going to give them a little taste of biology, chemistry, and physics all in one so if they want to explore one (or more!) in another semester/year, they're able to. This class will be extra special because instead of focusing on each subject separately, the focus will be on how the subject areas intersect. Science is a very collaborative subject and Nobel Prize ideas are made because someone looked at two unrelated concepts in different fields and found a way to solve problems by combining them. We want students to experience the magic of seeing the intersectionality of STEM and how they can change the world with it.

# data[].attributes.body
Since a merit based system (numeric/letter-grades) don't foster learning but rather rote learning without understanding, we want to create a broad P/NP system for core subjects and skills like reading, writing, arithmetic, and all other subjects students chose to complete their diploma. From a study discussing impact of well-being and academic achievements in medical school, it "demonstrate[d] that, overall, pass/fail grading improves student well-being and does not compromise academic outcomes." The goal of this is that students can 'complete the bare minimum' to get their diploma while still being able to have the skills to either enter the workforce or continue onto university.

For core classes, instead of giving students a grade once and then moving on, students will work with either the teacher or a tutor to fix the assignment until they learn the material. This way students learn that a) it's ok to not understand everything the first time and learning is process - therefore fostering a healthy learning environment and attitude within the student and b) it ensures ALL students understand the material and actually pass the class.

To promote active engagement in subjects students are interested in whether it be for further study in a subject they've taken already or a new subject they're interested in, we will give students the option to take a project-based class as P/NP or marks-based grade to use to boost their resume.

All standardized testing will be removed. As all it's done is promote academic anxiety and increase the achievement and therefore opportunity gap.

# data[].attributes.body
From the readings in class, one thing that is clear is that there needs to be smaller class sizes for optimal student learning outcomes. In addition, there really is no need for students to be in a classroom sitting for 6-8 hours straight, 5 days a week.

To remedy both these issues, we propose to use a neighborhood charter school system that supplies lessons online through an interactive platform (think Khan Academy) with lessons supplemented by in-person/online discussion section/adjunct (like we have at Cal) with an accredited teacher (whose qualifications are outlined in the Instructors section) at the local community center/school campus. In-person discussion sections will be no larger than 15-20 students while online discussion will allow students to work more independently and ask questions of the teacher as needed. In addition, either by recommendation of an AC, instructor, or student's own choice, tutoring will be available for all subjects for students via either group or 1-1 tutoring online and in-person.

Students will be taking no more than 3-5 classes at once which means they'll be in-person a maximum of 3 days a week for 4 hours tops (not including extracurricular activities). This will allow students to balance school, social life, and personal life.

More on the community center... It'll be at the center of the neighborhood and should be within a few miles of the student's home (ie close enough student can walk there or close enough so parents can quickly drop off students nearby before work within 5 minutes tops). Community center will essentially act as a school campus including a library (with study spaces), tutoring center, counseling services, sports facilities, music rooms, an auditorium, and (of course) class rooms. It serve to give students and teachers a space for any in-person activities and interactions.

Finally, the overall teaching philosophy will be giving students the tools they need to succeed after graduation in the workforce or university by allowing them to explore different subjects freely without worrying about burnout and also giving students a complete perspective on society and how they can contribute to society.

# data[].attributes.body
We had an idea for our ideal school that did not seem to fit elsewhere, so we wanted to write here about rethinking the school system.

We were thinking that perhaps for junior or senior year of high school, students can switch towards a community college environment rather than staying in high school. This method can help students assimilate to college life better, where they get used to taking classes at a faster pace in the semester or quarter system. Additionally, semester classes at community college count for a year of classes in high school so there is an added bonus to this method. Since they are starting right into a community college, they can also gain a head start on their general education and breadth requirements without the stress of taking AP/IB classes and exams. Students can also meet more people from different socioeconomic, racial, etc. backgrounds.

While this is a good idea in theory, there are many factors that would have to go into changing the school system in general. For years it has been 4 years in high school to 4 years in undergrad, so mixing the two for 2 years in high school, 2 years in community college, to 2 years in undergrad would evidently be very different. However, the benefits are worth looking into in terms of an "ideal school."

# data[].attributes.body
As much as the students can learn in the classroom and after school tutoring sessions for class material, our school also highlights the need for more college application assistance and writing care. Many privileged students can hire private tutors and counselors for these exact purposes; however, not all students can afford one. Therefore, to make our school environment more equitable and accessible, we want to create a writing center solely focused on intensive writing care and college application assistance. This writing can span across academic essays to cover letters. Most importantly, these writing centers can have one-on-one writing workshops on campus/in-person or online for all students. Not only will students be able to receive the help they need to succeed in class, but we are also focusing on a continuous success through college essay writing as well as cover letters when students enter the workforce. This kind of assistance should be heavily stressed, as filling out college applications and even writing essays will help in the long run.

# data[].attributes.headline
Mental Health Support for Students of Color

# data[].attributes.subject
Mental Health Support for Students of Color

# data[].attributes.body
Students of color often find it hard to reach out to mental health resources for a variety of reasons including familial values, internalized pressure, lack of resources, lack of resource distribution, and more. Therefore, to eliminate the stigma and hesitation from utilizing mental health support, our ideal school will focus on providing the school with the proper resources as well as regulations that require mental health check-ins.

For starters, to support students of color and their specialized needs, Higher Education Today outlines key points and suggestions to keep in mind. For example, silence=stigma, knowledge is power, one size does not fit all, treatment works, self-care, care for the caregivers, culture counts, nothing about us without us, use technology, and risk factors are not predictive factors because of protective factors.

Specifically, I would like to draw attention to the "one size does not fit all" and "culture counts" key points. Many campuses provide mental health resources, however, many of the professionals are not culturally qualified nor have the field experience to help students of color. When thinking about the Model Minority Myth, a white counselor does not and cannot fully understand the familial expectations, traditions, and value that Asian American students experience. Therefore, it is of the utmost importance for our school to hire qualified mental health professionals of color to support a wide array of ethnicities and experiences. A similar sentiment is shared for students who are on the School-To-Prison Pipeline. Most of these students come from disadvantaged backgrounds, making it difficult to focus on studies when they face personal, financial, etc. turmoil. It is imperative that these students not only have access to therapists and counselors who understand their situation, but also guide them in the proper direction to avert their systemic future from school to prison. Just as Higher Education Today mentions, our ideal school seeks to recruit and retain faculty, staff, and mental health providers of color and will provide cultural competence education and training. Additionally, from these examples, it is evident that each student brings something different to the table and utilizing a standardized form of mental health resources cannot and will not support the student experiencing mental health issues.

Besides requiring cultural training for school health professionals, we also want to implement monthly health check-ins with the mental health resources department. This check-in is so that students who may  be afraid to reach out does not feel embarrassed because everyone else is also required to do so. The students can take a brief survey of their needs during the beginning of the school year so that the school can match them with a counselor who meets their needs. During the check-in, students can speak freely with their mental healthcare provider as well as screen for depression, anxiety, etc. This also keeps the school accountable for what may be the cause to their mental health issues and how we can help to alleviate them.

Moreover, group therapy can be very useful in creating a stronger community. When students and faculty find out that they are not alone and that others face similar mental health issues, they can work together to overcome these challenges.

# data[].attributes.attachment_link.title
College Students of Color: Confronting the Complexities of Diversity, Culture, and Mental Health - Higher Education Today

# data[].attributes.attachment_link.description
By Annelle B. Primm This post is the latest in a series on college student mental health and well-being. A black student experiences cyberbullying and racial slurs directed at him on social media over a period of months. Feeling he has no way to effectively respond or handle the problem, it affects his schoolwork, and he begins...

# data[].attributes.body
To increase student engagement, we want to implement various extracurricular activities. For example, clubs and organizations surrounding interests of culture/heritage, sexuality, hobbies, career, and more are all important at our ideal school. On top of students' academics, it is imperative that students are able to freely explore their interests and find smaller communities to gain friends and peers.

One of the extracurriculars that will be a part of the after school programs include STEM programs. In "STEM Validation Among Underrepresented Students: Leveraging From a STEM Diversity Program to Broaden Participation," Burt et al. argue that "students of color who participate in undergraduate research diversity programs tend to have positive experiences and exposure to STEM, are more likely to attend graduate school, and are more likely to enter the STEM workforce" (Burt et al. 9). In schools today, there is less and less participation from students of color -- especially female-identifying students of color -- when it comes to STEM programs. However, Burt et al.'s research shows that when properly encouraged, students of color can experience a variety of benefits, including a bright career path in STEM. Our ideal school does not want to impede students who come from disadvantaged or minority backgrounds from exploring academic interests that are predominantly white. By creating this funded program and opening space, all students have the opportunity to participate.

In terms of clubs and organizations, we want to establish cultural appreciation clubs as well as clubs that promote  empowerment and ally-ship on campus. According to Georgetown University's article "Cultural Clubs Promote Inclusivity, Strengthen Pride Among Multicultural Students," student-run cultural clubs provide opportunities for the whole student body to learn from students of different backgrounds. Amongst a strengthened sense of pride in students who identify as part of these cultures -- feeling validated in their identity -- there are also larger cultural events that invite people beyond their cultures as well. In Global Expos or school-based performances, people across campus are able to learn more about their peer's cultures and ask questions. It all goes back to our mission statement of diversity and intermingling amongst students of different backgrounds, and cultural clubs and organizations can be a great step forward towards a more informal and student-run method for more engagement and learning. Another club that rallies behind these ideas include support for LGBTQIA+ clubs and more. It is mainly a space for students to be comfortable in their identities, and the goal is that they can extend a hand to others who are in need of a community and safe space.

Most compelling, however, includes our Make Your Own Club/Organization. From my knowledge, anyone can make a club or organization in many schools as of now; however, many of the times, they do not have an advisor because of limited resources and they do not have enough funding for materials for the club. With appropriate resources and funding, we want to emphasize that any student can create their own club based on something as small as a crocheting hobby to being involved in nationwide debates. But, in order to make sure these clubs and organizations are being well-run and active, the school can perform monthly check-ins to see where funding and support can be increased and where certain groups need more attention. I noticed that in many schools nowadays, students make clubs for the purpose of writing it down as an extracurricular on college applications, but they do not seem to take anything away from it besides a title. Therefore, it is important for us that students gain some sort of meaningful experience and garner a sense of responsibility by allocating resources to the up-keep of clubs and organizations.

# data[].attributes.attachment_link.readable_text
May 8, 2019

After forging friendships and professional relationships in the United States, many international students seek employment in this country both during their time at Georgetown and after graduation.

November 19, 2018

Derrick Arthur-Cudjoe (NHS '19) and Ruolin Zhao (SFS '19) discuss Homowo in Ghana and Mid-Autumn Festival in China, including celebration traditions and the holidays' similarities to American Thanksgiving.

November 13, 2018

Undergraduate international students encounter Georgetown with unique perspectives about living on campus in Washington, D.C., and face unique circumstances as they transition to collegiate life.

May 23, 2018

Each year, the Office of Global Services, International Student Association, and Walsh School of Foreign Service sponsor the Global Expo, a celebration of all things international at Georgetown.

# data[].attributes.attachment_link.authors[].name
Office of the Vice President for Global Engagement

# data[].attributes.attachment_link.title
Cultural Clubs Promote Inclusivity, Strengthen Pride Among Multicultural Students

# data[].attributes.attachment_link.description
May 8, 2019 After forging friendships and professional relationships in the United States, many international students seek employment in this country both during their time at Georgetown and after graduation. November 19, 2018 Derrick Arthur-Cudjoe (NHS '19) and Ruolin Zhao (SFS '19) discuss Homowo in Ghana and Mid-Autumn Festival in China, including celebration traditions and the holidays' similarities to American Thanksgiving.

# data[].attributes.body
Given the importance of stimulating creativity, freedom, and purpose, we want to implement various special projects within our ideal school. Some of these projects include a community garden, after school tutoring, and social events with other schools within the county.

According to Shape Your Future (https://shapeyourfutureok.com/benefits-school-community-gardens/), community gardens provide an array of benefits for students and citizens of the larger community. Not only do the students get to interact with nature and take a break from being inside the classroom, but the garden also encourages teacher and community involvement to keep the garden in good shape. The purpose of this project is for students to connect with people beyond just the school grounds and learn about having access to affordable, healthy food. This project can start small on a few spots on campus, and depending on its success, it can become a very meaningful project for school systems around the country.

A crucial project for after school support includes after school tutoring. As of now, schools do not have the funding nor resources to provide qualified and personal tutoring catered to each student. For our ideal school, we can have teachers who are available and willing to hold tutor sessions get paid overtime for their work. Another issue we tend to see is that there are not enough teachers to become tutors. Therefore, we highly encourage student teachers working towards their teaching credentials alongside neighboring college students to help out for tutoring elementary to high school students. This way we can encourage even more connection between various education levels and communities, fostering a more tight-knit group driven to help students succeed academically and socially.

Another special project that our ideal school emphasizes is the social events with other schools. As per our mission statement, we want to diversify the student and faculty body, allowing individuals to interact with people of all different backgrounds. Through these monthly socials, students from different schools can mingle together in funded luncheons, picnics, or park days. This project promotes diversity, connection, and social development. In terms of transportation, our school can use buses to get them to and from the locations. During the actual event, we can organize the students to shuffle around from each school so that the students can meet new people. This can happen in a similar method to the Jigsaw discussion we had in class so that everyone is meeting someone new and bringing something different to the table.

# data[].attributes.attachment_link.readable_text
For the kids at Cleveland Elementary School in Oklahoma City, life is a garden... and they dig it. A few years ago, with help from a grant through the Whole Kids Foundation and several generous volunteers, Cleveland Elementary built their very own school garden.

The purpose of a school or community garden project? To help grow healthy kids. Not only do students get to plant, hoe, pick, rake and tend the garden - they get to learn all about healthy food and where it comes from. Plus the outdoor garden provides a stimulating, invigorating break from the classroom.

Teachers and parents have also grown fond of the elementary school garden. For teachers, students get hands-on learning opportunities about the importance of fruits, vegetables and nutrition. For parents and community members, the garden encourages involvement to help keep the garden in good shape!

School and community gardens are growing movements with countless benefits. Here's the scoop:

They strengthen connections and encourage the entire community to work together.

They can provide access to fresh, healthy and affordable food.

They help schools and cities grow.

They're for people of all ages!

Cleveland Elementary School is already raking in the benefits of their school garden project. If you want to join the gardening movement, grant opportunities may be available through TSET Healthy Schools Incentive Grants , as well as the Whole Kids Foundation.

Also, consider these steps when getting your garden growing:

1. Organize a meeting - invite teachers, parents, kids and community members.

2. Identify resources - reach out for potential partnerships.

3. Pick a location.

4. Design your garden and decide what types of plants or produce you'd like to grow.

5. Consult with other successful gardens, nurseries or online resources for tips on gardening in Oklahoma.

For more information on these and to learn all about healthy communities , visit peYourFutureOK.com.

Oh, and don't forget to follow the Cleveland Elementary School Garden on Twitter - @bulldoggarden !

# data[].attributes.attachment_link.title
Benefits of School Community Gardens | Shape Your Future | OK TSET

# data[].attributes.attachment_link.description
For the kids at Cleveland Elementary School in Oklahoma City, life is a garden... and they dig it. A few years ago, with help from a grant through the Whole Kids Foundation and several generous volunteers, Cleveland Elementary built their very own school garden.

# data[].attributes.body
As will be described in the student distribution section, every student will have X (according to whatever state student is in) amount of funds to spend to allocate towards classes, extracurricular, and other academic/extracurricular materials (electronics, sports uniforms, instrument rentals, etc).

# data[].attributes.body
We want to do a combination of neighborhood schools and a charter program with neighborhood exchange program of sorts. (That's quite a lot we know, haha, but we promise it'll make sense).

The system overall will be a charter program where students will be assigned Academic Counselors (ACs) who will follow up with students in person or via Zoom to make sure they're on track to pass their classes and discuss with students classes for next semester and options after graduations (career, university, etc).

The neighborhood school part comes in where students will go in person for any lab/practical based coursework, attend supplemental lectures/activity session (sort of like discussion sections or adjuncts at Cal), and attend any extracurriculars (sports, music, dance, etc).

Finally neighborhood exchange. This element is more a part of extracurricular project and will be discussed further but we're mentioning it since it involves student distribution. Every month or so, students will work on day project of sorts with students from other neighborhoods to foster understanding.

# data[].attributes.body
All property taxes statewide would be equally distributed across each state with the federal government subsidizing poorer states and accounting for inflation/cost of living in other states (eg Wyoming - small population = not enough money vs California - high cost of living = not enough money), so that all schools have equal access to quality material.

# data[].attributes.body
According to "How to Earn Your Teaching Credential in California," individuals must complete a student teaching requirement minimum of 600 hours of field experience within the duration of the education program to earn their teaching credential. These hours can vary program to program.

A minimum of 600 hours of field experience is not enough for our ideal school. Though a teacher can gain many experiences within that period of time, it is important for our teachers to understand the academic and behavioral environment in the classrooms. The reason we want more time spent doing fieldwork is because these teachers can gain various styles of teaching.

As mentioned in our mission statement, we want to shed light on versatile learning environments to cater to all students' learning styles. If teachers spend more time doing fieldwork with various students of all backgrounds on a variety of platforms, they can gain valuable experience with blended learning.

# data[].attributes.attachment_link.readable_text
5 min reading time

If you're familiar with online learning in any way, there's no doubt you'll have heard about blended learning. It's only more recently that this type of training has come into its own as a key part of every learning leader's L&D strategy. So, just what is it? In this post, you'll discover what blended learning training is and how to implement it to your corporate L&D strategy.

What is blended learning?

"Blended learning, also known as hybrid learning, is an approach to education that combines online educational materials and opportunities for interaction online with traditional place-based classroom methods."

But don't worry if 'traditional place-based classrooms' are out of the question for your learners right now. You can easily substitute in-person for online training, using webinars or , ​​making the learning even more accessible and convenient.

Types of blended learning models

There's a few different ways to approach this type of training. Check out our post where we cover some of the most used blended learning models.

How to create a blended learning program

Define objectives

Make it interactive

Assessments

You'll need to monitor and assess your learners progress at the end of the program. This will give you insight into how successful the training was, and if there are any knowledge gaps that need to be addressed. With an LMS, you can easily set exams or assessments to be completed at the end of the training.

Blended learning in corporate training

Blended learning can be applied to a range of situations, like academia. But what works for colleges, might not work for corporate training. So why should you apply a corporate blended learning strategy to your training programs?

Why blended learning is ideal for corporate training

Return on investment (ROI)

Flexibility

When training learners in a corporate setting, you need to strike a balance and have consideration for their non-training workload. Blended learning models rely on a mix of online training and assignments, which enables learners to learn when it suits them, giving them more control over their learning and development.

Engagement

Companies can use varying online learning methods , like webinars to record training sessions for later use. If you have access to an LMS, gamification and certificates can add rewards and some friendly competitiveness to training, resulting in better learner engagement.

Blended learning LMS

Which blended learning LMS to use

Course management

Social learning tools

To make your blended learning training more appealing and engaging, make sure your LMS comes with social learning capabilities. These tools encourage learners to share their learning experiences and knowledge gained from training. It also promotes communication between trainers and learners. By facilitating this communication through an LMS forum , it creates a space where learners can support, and learn from each other. It also acts as a repository for learners to search and find additional training information. It's an excellent tool for fostering your company's learning culture .

Webinar integration

Webinars are key to blended learning training. When delivering courses that feature webinar sessions, you want to ensure it's as seamless as possible , and that you have access to your data all within a single solution.

You can easily reuse your webinar sessions for on-demand videos within courses, or as dedicated video content for training. Make sure you record each session so that you can use these recordings at a later date.

What are the benefits of integrating a webinar tool with your LMS?

If webinar sessions are part of your blended learning strategy, integrating your chosen tool with your LMS makes sense. You'll be able to:

Seamlessly schedule sessions in your LMS that automatically appear in your webinar tool. This means you'll only have to set up a session once, and there'll be no scheduling conflicts.

Easily register your attendees through your LMS, with the data being sent to your webinar tool automatically.

Monitor attendance data that is automatically transferred back to your LMS, meaning you don't have to waste time by manually updating this information.

When using a blended learning model, keep in mind that its aim is to combine the strengths of both traditional and online learning methods in order to give your learners a more engaging learning experience. Through blended learning training, you'll take advantage of the best of both worlds, benefitting both learners and instructors. LearnUpon LMS makes it simple to set up blended courses that contain any combination of face-to-face and online training components.

# data[].attributes.attachment_link.description
If you're familiar with online learning in any way, there's no doubt you'll have heard about blended learning. It's only more recently that this type of

# data[].attributes.body
In our ideal school and given our mission statement, it is important for teachers to be flexible and openminded in the classroom. This especially plays a key role in teaching and guiding students who come from disadvantaged backgrounds or are disabled. Therefore, our ideal school requires teachers to know how to address and react to certain behavioral situations.

As much as a teacher can have years of teaching experience academically, it is crucial for them to also focus on understanding individual student behavior. According to Amanda Morin, the director of thought leadership at Understood and author of "The Everything Parent's Guide to Special Education," teachers should try to understand behavior as communication. A start to understanding can be by "considering the life experiences that students bring to the classroom" (Morin). Morin brings up a good point here in terms of assessing and addressing behavioral changes in students by looking beyond the behavioral situation at hand. It is about acknowledging a student's background and using methods such as "EATS" (Escape, Attention, Tangible gain, and Sensory needs) to accommodate the student.

Moreover, one expectation we have for the teachers are to focus on elevating individual potential within students. As of now, the schools we see are very much academically driven, which means more of a focus on academic statistics rather than personal long-term goals. It is important for our ideal school that students leave feeling a stronger sense of self and that they are comfortable in their identities, their passions, and goals for the future. In order to achieve such, we aim to have teachers who foreground individual creativity and growth rather than just focusing on academic achievements. Aiming for this kind of newfound growth will create a more welcoming and safe environment, where students are free to grow without quantitative expectations and can become more mentally healthy adults.

# data[].attributes.attachment_link.readable_text
Think of the last time a student called out in class, pushed in line, or withdrew by putting their head down on their desk. What was their behavior telling you?

In most cases, behavior is a sign they may not have the skills to tell you what they need. Sometimes, students may not even know what they need. What are your students trying to communicate? What do they need, and how can you help?

Respond to students, not their behaviors

First, know that when students act out, those actions can bring about emotions in teachers and other adults. Given all of the pressures placed on teachers, you may already feel stressed or emotional. It's normal to take students' behaviors personally because of your own feelings and needs in the moment.

One way to reframe your thinking is to respond to the student, not the behavior. Start by considering the life experiences that students bring to the classroom.

Some students who learn and think differently have negative past experiences with teachers and school. Others may come from cultures in which speaking up for their needs in front of the whole class isn't appropriate.

Students who have food insecurity may push others out of the way at lunchtime to make sure they get something to eat. Students who have experienced trauma can often be wary of others. They may be hypervigilant and prone to what looks like overreactions to simple things. Keeping these experiences in mind can help you respond to the reasons for student behavior and not simply react to or correct the behavior itself.

What student behavior is telling you

Figuring out the function of, or the reasons behind, a behavior is critical for finding an appropriate response or support. Knowing the function can also help you find ways to prevent behavior issues in the future.

Learning for Justice (formerly Teaching Tolerance), an organization that provides resources for educators to create civil and inclusive school communities, offers the acronym EATS to highlight some possible functions of behavior. EATS stands for Escape, Attention, Tangible gains, and S ensory needs. Here's a breakdown of what that means:

Escape: Some students use behavior to avoid a task, demand, situation, or even person they find difficult. Escape behavior can also be quiet, like students who ask to use the bathroom every time it's their turn to read.

Attention: Some students behave in ways that are designed to gain attention. They may feel unsure about when or whether they'll get your attention otherwise. Attention-seeking can play out in positive behaviors as well, such as when students work hard on a task to get your approval.

Tangible gains: Some student behavior is aimed at getting what they want, when they want it. This type of behavior is very common for students who struggle with impulsivity or flexible thinking.

Sensory needs: Students' brains are constantly taking in information from their senses. For some, processing that stream of input is a struggle. "Sensory seekers" underreact to sensory input or need more of it to function. "Sensory avoiders" overreact to sensory input. They may become overwhelmed and hyperactive. Those behaviors become problematic when they are disruptive or interfere with learning.

Harness the power of collaboration

It can be hard to figure out the function of a student's behavior, especially when there are learning and thinking differences at play. Most schools have a collaborative teacher assistance team that can help you understand student behaviors. Those teams are typically made up of special and general education teachers, as well as other professionals, like a school psychologist or a counselor.

Talk with the team about whether an observation by a member of the team or a formal functional behavioral assessment (FBA) is necessary to gather data. This information can lead to a more in-depth look at the reasons behind the student's behavior.

When you work together to understand the behavior, you'll be better prepared to help students identify what they need and how to communicate that more appropriately.

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

Reviewed by

Reviewed by

Kristin J. Carothers, PhD is an expert in cognitive behavioral therapy (CBT) and behavioral interventions. She also provides co-parenting therapy for families experiencing high conflict.

# data[].attributes.attachment_link.title
Understanding behavior as communication: A teacher's guide

# data[].attributes.attachment_link.description
Understanding that behavior is a form of communication can help teachers reframe what they're seeing and not take student behavior personally.

# data[].attributes.body
Our mission is to establish a welcoming and inclusive learning environment for students of all backgrounds, ethnicities, and abilities. We especially prioritize a diverse student body and faculty, as it is crucial for individuals to experience the world at large within a smaller scope at our ideal school. We are committed to providing equitable and accessible education, which means we support learning styles of any and every kind to cater to each student. Moreover, we stand strong with various minority communities and actively rally behind them as allies. By making our school a better place, we hope to tap into the potentials of all students and faculty in contributing their open mindedness beyond the classroom.

# data[].attributes.body
School mission statements indicate the priorities and goals of a school community.

School mission statements are documents that define where your school is going and drive decisions accordingly. They lay out educational goals, community priorities and the purpose of your school.

# data[].attributes.body
OK -- here is your chance. What did you not get a chance to say under the other categories? What aspect of your school has not been outlined in the static categories given? What issue that we have discussed is most important to you -- and how will your approach to it be highlighted in your school? what is your school's overall mission in terms of addressing social reproduction or addressing trauma or addressing the needs of the 21st century or....? You can elaborate on anything you want to here.

# data[].attributes.body
Given your discussions of the model minority myth, the school-to-prison pipeline, and mental health in schools, what type of counseling would be available at your school?  And what type of academic support programs?  College counseling? Please describe the options and explain their significance.

# data[].attributes.body
Given the varying needs and interests of students in your school, what extracurricular projects or special programs might you include to increase engagement, provide after-school support for students?  These projects could be solely within the school or involve outside groups (businesses, community. parents, etc). Please explain your choices.

# data[].attributes.body
Given your overall mission and goals in your ideal school that services at least some students from low-income backgrounds, what qualifications would you require of your instructors (education, specialized training etc)? what expectations would you have regarding their approach to teaching and their beliefs about education and the students your school would serve?  What ongoing professional development would you require?  And how would you assess instructors?

# data[].attributes.body
How would students be assessed in your school?  What role would standardized testing play (this might also mean you have to talk about how ideal college admissions might look)? Please describe what your assessment would look like and why.

# data[].attributes.body
Activity types, foci, special programs, etc.  Please include an overall discussion of what you think is the most appropriate overall pedagogical approach for your school  (and the rationale) given all the issues we have talked about in urban public schools -- and the need for engagement, belonging, and trust/respect.  If possible, also list some specifics activities you might incorporate. And maybe give me a glimpse into what your classrooms might look like.

# data[].attributes.body
Integration, Zoning, controlled choice, etc.?  How would students be assigned in your school? Would you aim for neighborhood schools? For a charter school system?  For the current or a different zoning system?  For another outside-the-box option?  Please explain your choice and its rationale.

# data[].attributes.body
Currently, public schools (charters differ) are funded mainly from state and local taxes, with federal funding comprising less than 10%.  What would be the sources of funding for your ideal school?  How would funding be distributed? Please provide your rationale.