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Big Nate: A Good Old Fashioned Wedgie by Lincoln Peirce

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Big Nate: A Good Old Fashioned Wedgie by Lincoln Peirce

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Diary of a Wimpy Kid series by Jeff Kinney

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Diary of a Wimpy Kid series by Jeff Kinney

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Yes, 2020 has been a year like no other, and today's guest, Pamela Livingston Guadet, interviewed a wide variety of school tech directors to hear their stories of triage teaching during the COVID-19 emergency. Today, she shares their wisdom, including the positives, negatives, the things that shocked her, and what her...

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Join full-time teacher Vicki Davis, author of the Cool Cat Teacher Blog, as she dives into what matters most to classroom teachers. The best and brightest educators and idea creators will inspire you as they are interviewed on this show. You'll learn behind the scenes tips, classroom ideas, and practical mindsets for anyone working with today's kids.

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I follow Five Foot One Teacher on instagram. She is a survivor of the Parkland, Florida school shooting. Despite what she has been through, she remains inspired and inspiring. This page provides links to her facebook, instagram, and youtube channel.

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About Five Foot One Teacher

A survivor of the Parkland, Florida school shooting, Brittany Sinitch is fostering hope and change through social media. After her world was turned upside down in February 2018, the educator's classroom that was once her "favorite place in the world" became a crime scene she never wanted to revisit. She set upon a path to inspire through uplifting teacher vlogs, to sobering "Reality of Losing my Classroom" YouTube video #MarchForOurLives and #LoveIsLove Instagram advocacy. Now with nearly 200K subscribers, Brittany's "small human with big dreams" efforts are reawakening her classroom to cultivate new dreams. Her vlogs are now a haven for positivity and joy.

Five Foot One Teacher's best work on social

https://www.youtube.com/watch?v=pGa16N3lrQo https://www.youtube.com/watch?v=Wf2CNNb7O3k https://www.youtube.com/watch?v=7gbimzzgSPo

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Five Foot One Teacher - The Shorty Awards

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A survivor of the Parkland, Florida school shooting, Brittany Sinitch is fostering hope and change through social media. After her world was turned upside down in February 2018, the educator's classroom that was once her "favorite place in the world" became a crime scene she never wanted to revisit.

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Kahoot!'s new student passes are a one-way ticket to take students from players to creators! Empower your students to engage in active learning with the tools they need to create and host kahoots that demonstrate their learning to the whole class.

With student passes your class will have access to:

The full functionality of the Kahoot! creator to make fun and engaging kahoots for their peers

Award-winning learning apps from Poio and DragonBox to master everything from the basics of reading and numeracy to algebra, geometry, and even chess

Premium Kahoot! features including exclusive question types like brainstorm, type answer, and puzzles, plus creation tools to create advanced slide layouts with our premium image library

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Make your students the hosts of their own learning experiences

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A student-centered learning platform and content hub designed to help students to take an active role in their education through powerful play

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Flippity.net: Flashcards and Other Resources for Educators and Learners

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Create an interactive virtual breakout activity.

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Ms. Jones is a third-year, first grade teacher.

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Live Love and Teach is a blog by a new teacher offering student-teaching tips, seeking advice from others, sharing Classroom Cricut projects, lessons, and more!

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This website is full of great resources, but I especially love that it includes podcasts.

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The Classroom Collaborative Podcast is a show about teaching, classroom, and education. We tackle new classroom tips and tricks in every episode.

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The Reading Strategies Book by Jennifer Serravallo

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The Reading Strategies Book by Jennifer Serravallo

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This was a required book for our reading course during TA. I kept it because it is a book which is realistically applicable. It is not the usual textbook format. You narrow down the skill your student(s) need to work on, then choose from the plethora of strategies. Each strategy takes up one full page and an example is shown. I have also purchased The Writing Strategies Book by Jennifer Serravallo.

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This is a book that I'm sure many of my classmates have also read. It is the story of a girl who keeps falling through the cracks until one teacher finally takes notice. He realizes the root of her behavior problems is actually the schoolwork. He helps her get on track, and, more importantly, feel accepted. I recommend this book to all teachers or future teachers.

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This articles talks about why your first year is often difficult, and lists practical strategies you can implement to make it easier. There is also a list of additional resources at the bottom.

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Education World asked the "sophomores" who faced -- and survived -- that dreaded first year to reflect on their successes and failures. First-year teachers, here is their best advice for getting through it.

There's no doubt about it. Beginning the school year in a strange environment filled with new faces, unfamiliar procedures, and unknown pitfalls can be a scary prospect. You're the teacher, however, and you can "never let 'em see you sweat."

To help you stay cool and dry in the coming year, Education World asked the "sophomores" who faced -- and survived -- that dreaded first year last year to reflect on their successes and failures. They offered their best advice for getting through it.

What advice did those teachers offer? From North Carolina to Arizona, from Mississippi to Wisconsin, the "grizzled veterans" agreed on several essential points:

Take charge. Wisconsin teacher Dawn Schurman recommended "having a clear discipline plan set up, with both rewards and consequences. Explain it to the kids on day 1 and review throughout the first week. In addition, I'm very glad that I sent home a copy of the discipline plan. I asked parents to read it with their child and for parents and children to sign and return a contract stating that they agreed to the rules. This has come in handy a few times."

Keep students busy and engaged. First-year teacher Jean Federico said "I have one big piece of advice for first-year teachers: Before the first day of school, have plenty of activities prepared for emergency use. I learned the hard way that kids will misbehave if they have nothing to do. A class full of bored kids won't all sit quietly for ten minutes waiting for you to figure out what is next."

Get peer support. Retta Threet, a teacher in Sumter, South Carolina, admitted "My biggest mistake was not insisting on a mentor, or at least a peer teacher. If I had it to do again, I would make a good friend whom I could go to for advice."

Get parental support. North Carolina teacher Jana Lippe suggested "Use your parents as much as you can. Every time I needed supplies for a celebration, I just sent a note home asking for donations. Every time, the parents came through."

Organize yourself. Arizona English teacher Alana Morales advised "Find an organization system that you can live and work with and stick with it. With 120-plus students, it's crucial that you stay organized!"

Organize your students. Said Mississippi teacher Lisa Packard "Don't assume they know how to organize themselves, because they don't. Show them how to organize their notebooks and folders. Show them exactly what you want on their papers and homework."

Write and reflect. Teacher Mike Powell advised "Start keeping a professional journal. After the course of the year, this journal will allow you to reflect on your professional practices and to witness what is probably going to be enormous personal growth."

Have fun. "Do your best and have fun doing it. Once I finally relaxed, I had a great time," said teacher Tracy Keirns.

So, with thanks to Dawn, Jean, Retta, Jana, Alana, Lisa, Tracy, Lew, Mike, and all the other teachers who responded to our request, Education World compiled a list of the 26 top tips for surviving the first year. We call them

THE ABCs FOR FIRST YEAR TEACHERS

Admit your mistakes -- and learn from them.

Be firm but flexible.

Communicate with parents.

Develop a homework policy -- and stick to it.

Empower your students; don't just lecture to them.

Find time to attend after-school events.

Get to know all the teachers in your school and make friends with the cooks, custodians, aides, and secretaries.

Have the courage to try something else if what you're doing isn't working.

Institute a clear discipline policy -- and enforce it consistently.

Just listen -- both to what the kids are saying and to what they're not saying.

Keep a journal.

Learn your school's policies and procedures.

Model desired attitudes and behavior.

Non carborundum ignorami. (Don't let the imbeciles wear you down.)

Overplan.

Prepare interesting lessons.

Quit worrying and just do your best.

Remember that you teach students first, then you teach whatever academic discipline you learned.

Stay alert.

Take pictures.

Understand that the learning process involves everyone -- teachers, students, colleagues, and parents -- and get everyone involved.

Volunteer to share projects and ideas, and don't be afraid to ask others to share their ideas with you.

Work within your limits.

Xpect the unexpected -- and plan for it!

Yell if you need support.

Zero in on your strengths, not your weaknesses. (Remember -- nobody's perfect!)

Finally, keep in mind the words of Philadelphia teacher Lew Clark: "Have a blast! You are about to begin a remarkable adventure."

ADDITIONAL RESOURCES FOR FIRST-YEAR TEACHERS

Check out some of the sites below for more advice and activities for beginning teachers.

Article by Linda Starr
Education World®
Copyright © 2002, 2015 Education World

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Advice for First-Year Teachers | Education World

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Education World asked the "sophomores" who faced -- and survived -- that dreaded first year to reflect on their successes and failures. First-year teachers, here is their best advice for getting through it. There's no doubt about it. Beginning the school year in a strange environment filled with new faces, unfamiliar procedures, and unknown pitfalls can be a scary prospect.

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Remind is a tool for communicating with students and parents at home.

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Adoption and usage

Simple, effective, and surprisingly easy to use

With nearly 30 million users in 80% of US schools, the numbers speak for themselves: students, families, and educators love using Remind.

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Remind | Communication Platform for Education

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Remind is a communication platform that reaches students and families where they are and supports learning wherever it happens. Millions of educators, students, and parents use Remind to connect with the people and resources that help them teach and learn.

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Go Formative is a website where the teacher can post assignments. One great way to use it is to put short quizzes or exit tickets to formatively assess the day's lesson.

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Students can create a multi-media ebook on this website. There are so many ways in which this can be used.

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Book Creator - Love Learning - Book Creator app

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Teachers love it. Students love it. Book Creator is the simplest, most inclusive way to create content in the classroom.

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Mrs. Williams has taught a variety of elementary grades and blogs about her day-to-day experiences.

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This was part of an email that was sent to staff and parents on Monday, March 16th, and let me just tell you, it left me in pieces. We'd been seeing other districts close until the end of the month or the beginning of April while we waited on a careful decision from our district, and when we learned of the decision, for some reason, it felt extra scary. I've been watching the news, and I see everything about the recommended time out of school, but somehow, reading the word "indefinitely" makes it seem much more real. That one little word about threw me for a big 'ol loop! When will we get to see our students again? When will we hug our teammates again? What will it be like when we go back? What will happen next year? The unanswered questions make it a little hard to breathe.

What's so tough about all of this is the uncertainty and confusion. We are teachers and we like to know what's going on, and we just don't right now. In the past few days, I've seen so many friends talk about being overwhelmed and scared and nervous, and I'm trying to let myself know that it's okay to feel that way, but it's not okay to let those feelings win. I've struggled with anxiety for quite some time now, and situations like these are the most difficult to deal with because there isn't an end yet. I have this terribly vivid imagination that really wrestles with my anxiety. Each time I read something or watch the news, I start to create scenarios about what's happening and then I get worried that I'm not cleaning enough and then I start to think about my parents and my grandparents and then I think about the person who sneezed near me at Target two weeks ago and then I wonder what my students had for breakfast and then I worry about what will happen to my favorite shop down the street and then I remember what I watched on that movie one time and then I wonder if I need more quarantine snacks and then I start to cry. And this mess happens on a daily basis!

Anyone else feel that way? It's like the anxiety version of If You Give a Mouse a Cookie!​ Mercy! If You Give a Megan a Negative Thought! ​AHHHHH!

Y'ALL! That makes me so tired to think about, but it's the dang truth. It's hard to write and it's hard to live, but I know so many people, especially teachers, share my fear of the unknown right now. It is in times like these that I'm so thankful that my husband and I are polar opposites because, while he may not always be a cool cucumber on the inside, he sure is on the outside! He's over there talking about going to buy a boat and our vacation in May and how everything is going to be fine. He is calm, witty, collected, and hilarious. Sometimes he amazes me with his "it's all good" attitude, but I'm pretty glad that I am quarantined with it right now!

So in the midst of all of the craziness, I'm trying to channel Austin a little bit. And also trying to take some advice from my girl, Taylor Swift. In one of my favorite songs, she says YOU NEED TO CALM DOWN. YOU'RE BEING TOO LOUD. Amen, say it again, sister! Those overwhelming thoughts are TOO LOUD! During this unpredictable time, I'm going to make it a point to focus on the positive. Even though there's been so much negative, stress, and confusion, I've seen so much JOY in the past few days.

I had an hour phone call with my best friend.
I finished a book I've been meaning to read for over a year.
I worked on a puzzle with my husband.
I spent a lot of time in the Word and in prayer.
I went on a run and saw so many people enjoying the fresh air. (No one was within 4-6 feet, don't worry!)
I baked homemade cookies for the first time.

Things might get more confusing and more stressful, but it's all about perspective. We need to find JOY in the INDEFINITELY. This time will be written in the history books. Our children will talk about COVID-19 in school years from now. How will we tell the stories? Teachers, I know we've got a lot going on in our brains and our hearts, and it's okay to be nervous! But it's time to take a collective deep breath, put our heads together, and think positively through this! It's hard to imagine what the next few weeks will look like for us, but the things I've already seen about gathering resources, sharing ideas, and getting creative together have made me so proud to be a part of this profession. I've been so uplifted in the last few days seeing many people shout out teachers for being amazing, and I couldn't agree more! Y'all are some incredible people, and I'm thankful to know you and to get to walk through this time with you. Focus on the POSITIVE and the JOY in the indefinitely! For now, it's back to the baking and the Spring Breaking!

Meg

As a new Campus Reading Specialist this year, part of my job is to teach daily pullout classes for students with dyslexia. I love this part because I still get student interaction each day, just with smaller classes and a different focus! I knew at the beginning of the year, that even though we weren't in the traditional classroom setting, I wanted a way to keep parents up-to-date on what we were working on in our class, send them photos and videos of student progress, and have an easy way to post reminders. Thank goodness for ClassTag! This app helps teachers communicate with parents in an organized and efficient way. It allows parents in your classes to connect with each other, helps get the word out about events, provides weekly summaries, and so much more! Here are just a few of the reasons that you'll love ClassTag just as much as I do...

CLASS DIRECTORY
With ClassTag, it is so easy to access the classroom directory and contact parents. You can send codes to parents to download the app and become part of your classroom. By joining a class, parents can connect with one another if they need to contact another parent, too! I love this feature because it allows for the community of the class to grow and for the easiest communication when planning class parties, field trips, and birthdays!

LOTS OF ACTIVITIES
There are so many different things to do on ClassTag! Not only can you share what your students are doing in their class with parents, you can also request volunteers for your class, organize events, set up parent-teacher conferences, and add to-do items to be completed. When requesting volunteers and organizing events, parents can sign up to help with whatever you need, and they can also sign up to contribute items to your classroom. Creating to-do items lets you determine if you need just one parent to bring something or if everyone needs to do something, like return a form! The possibilities are endless! I love the parent-teacher conference feature because it lets parents choose time slots that you designated, and it will also send out reminders when parents have a scheduled conference. No more stress during conference week!

ASK FOR HELP
As I've gotten to know the ClassTag app, I feel like I've also gotten to know the ClassTag team, and they are GREAT! Whenever you can't find something on the app or need help, there is a chat feature on their website that gives you instant access to a ClassTag expert. They are so helpful and kind! And quick, too! ClassTag also sends out emails with tips and tricks to make sure you're getting the most out of the app. I love knowing that I'm taken care of and supported by this amazing company!

SEND PICTURES AND VIDEOS
I love the story feature where you can send pictures and videos to the whole class, or just individual groups or parents. I know my parents love seeing what goes on at school, so they always enjoy getting a ClassTag story update! Another quick and easy fabulous feature.

STATS
In the "Stats" tab, you can see the engagement levels of each class member, check out if they're being reached by the app, see if they have RSVP'd to events, or make sure that everyone has completed something on the to-do list. I love this feature because it allows you to instantly email or contact a class member if you need to check in with them about something they need to see!

TRANSLATIONS
AMAZING! As someone who knows how difficult it can be to build relationships with parents who speak a different language, this just might be my favorite feature! With over 50 languages available, ClassTag is able to send out messages and communications in the language that your parents choose! This will save teachers time and effort with translating and also help parents and students feel more connected to the class. In addition, all messages go to whatever source the parents choose, whether it be email, SMS text, through the website, or in print!

ARCHIVE AND WEEKLY SUMMARY
Easily access all of your past messages and contacts in the archives section and send out a weekly update all in the "Summary" tab! I love having past messages in one place for reference. The summary feature is great because it serves a purpose of keeping parents up-to-date on what happened in your classroom each week, without having to worry about making a separate newsletter or take home sheet. The weekly summary can also let parents know if there are events coming up or things they've signed up for through the ClassTag app. This is so helpful for when teachers need a reminder of things, too! The app will also automatically send out a summary if there is anything planned for the next week. ClassTag is always one step ahead!

GET REWARDS
YES! An app that allows you to earn ClassTag Coins to get actual rewards for your activity! WHAT! You can earn ClassTag Coins for adding parents to your classroom community, for engaging parents in your class with events and reminders, and for referring other teachers to this awesome app. Cash out your ClassTag Coins for things like gift cards from Teachers Pay Teachers and Amazon, books, and even games for your students! Rewards are free to teachers and funded by companies and products who simply want to help teachers! Check out some of the awesome rewards below!

I could go on and on about the ClassTag app and how it helps with communication, but I want you to experience it for yourself! Click HERE to get set up with your account. Happy ClassTagging!

Megan

Stations, rotations, centers, choice boards, boxes with work in them that students are supposed to somehow independently complete... They have many names, but all bring the same struggles. Time management, monitoring all students while trying to pull a small group, coming up with new stations, early finishers. The list goes on and on! I get it. This is my fourth year of teaching and I'm in no way an expert, but I finally feel like I've got this whole stations business down.

My small groups are called CREWS, which is a system I created, and I promise I'll do a post and put it up on TPT as soon as I get a minute after January back to school craziness. In this post, I'm focusing on the "C" part, which stands for choice boards. Last year, I used choice boards alone and just included independent reading and writing in some of the boxes. I absolutely love these because I am all for putting the responsibility in the kids' hands. Students are more likely to buy into the stations and complete them if they get to pick what they do. The choice board that works best for me is a 6 square board. This provides enough options to keep students busy so that I don't have to switch out stations too frequently. These usually last about 3 weeks because students are also coming back to small group, spending time on writing, or independently reading. You can also create a variety of boards for different students in your class. For example, students that will be spending a lot of time in small group might need smaller boards.

After you figure out how you want to set up your choice board, coming up with the activities is the next step. I make the choice board based on what we are currently learning about and also include a few review activities that students need extra practice on. I find most of the activities on TPT or from my district's database. I might also include a technology activity or something that I've made specifically for a group of students. I try not to make things too complicated because, remember, it's the students who will be working on these independently! It should be used as a review time, not a time to roll out new or just-taught content.

Think about your fast-finishers. At the bottom of my choice boards, I'll give students an option for if they finish early. I also set up book clubs with students who I know will need some extra work. There are so many great resources on TPT for this! Again, giving students the opportunity to control their learning by coming up with schedules for reading, questions for each other, and a final project to present.

A major headache with stations is the setup and organization. Make your system work for YOU, but whatever it is, make it simple. When I taught 5th grade, I overcomplicated stations and made them much more difficult for myself, and for the kids. This is a time for you to get some good instruction in during small groups, and for other students to review and work independently, not perform rocket science experiments!

​First, think about HOW you want to set up your stations. What do you want your system to look like? Buckets? Shelves? Folders? Think about what you already have. Remember, don't make it complicated! I LOVE these Sterilite clip boxes. I bought mine at Dollar General for about $4, but they are also on Amazon. ​Click the picture for the link. They are big enough for full sheets of paper and roomy enough for tasks cards or iPads. Since I use a 6 option choice board, I have 6 boxes that live at the front of my room holding each of the stations. Unless students are working on partner work, I have them take materials back to their desks. This all gets set up when we talk about rules together. Make it work for your classroom. Whatever floats your stations boat!

Next, set up your choice board, menu, or checklist so that you know what students will be working on. After you've printed or made all of the resources, get ready to assemble the stations. I like to color coordinate the stations so that students know what recording sheet goes with what activity and back into what bucket. This is a little OCD, but it really helps the kids not get things mixed up! I also use plastic sheet protectors when I don't want the students to write on anything.

After your organize the stations into each bucket, start to label your boxes or system. I love the clear label slots from the Target Dollar Spot, but if you can't find those, there are some similar on the link below. You can also label with Post-It Notes or painter's tape.

The BEST boxes! Click the photo for link.

So, you've figured out how you want your stations to flow, you know where they'll be stored, you've put the boxes or choices together, and you're ready to roll it out to the students. Now what?

The biggest takeaways from this should be that it's about how stations work for YOUR classroom and YOUR students taking ownership of their learning with independent work. If this is something totally new for you, start from the beginning by establishing some ground rules. Don't come to the teacher table if there is a group, partners means two people, voice level zero or one, return the materials to the correct place, etc. Do this together as a class so that students remember to follow the rules EVERYONE came up with.

Students will also need a place to keep information. We have a pocket in our reading folders designated to CREWS, so students put all work from stations in there and turn it in when we switch out choice boards every few weeks. This way, all of their stations work stays together and none of it gets lost in our other turn in trays! I've also seen separate folders for stations, book bags, galloon baggies, pencil bags, and all kinds of creative ways to store materials!

Phew! That was a lot of information. Like I said, I am no expert, but I know how tedious and frustrating this process can be, so I hope you've gotten something from this post. Trial and error, y'all. If it's not working for your kids, then make an adjustment. You've got this! Don't forget to teach like you mean it!

I don't usually go on angry rants, but something lately has really been bothering me. As we get closer to back to school, I'm seeing more and more posts on social media about school supply lists and how outrageous they apparently are. People are making videos and commenting about how lazy and needy teachers are because of what goes on their child's school supply list. Terrible things are being said about how teachers and school districts should be able to fund everything that is needed for a good education, and if they can't, they're inadequate. Parents are complaining that when they went to school, they only needed a few crayons, some pencils, and a pack of notebook paper. What's even worse is reading through the comments.

"Teachers don't care enough."
"Why do I need to provide for the other kids in the class?"
"I'm not sending my child with anything because I'm tired of picking up the slack!"

Because I am not about to engage with some of the chaos on Facebook or Twitter, I watch the videos and read the comments and sit in my room yelling at these people through my computer screen. They cannot hear me, of course. Just like they can't hear a teacher's alarm clock go off at 5:00 AM so they can get to school earlier and set up a fun activity. Just like they can't hear the cha-ching of a teacher's bank app on her phone letting her know that her account is almost empty because of the recent purchases made for her classroom. Just like they cannot hear the "oohs" and "aahs" of their children when a teacher brings in brownies that she's stayed up late making or passes out a brand new book to each child that she bought. They're probably too busy sitting on Facebook to hear those things.

Those videos and posts sting. They attack the profession that I have dedicated my life to do. They question the intention of teachers. They blame districts and schools that work hard to provide what they can to make sure children are educated fairly and appropriately. It's time that a teacher threw her hat into the ring... So here I am.

I realize that I am just one teacher, but I know that someone cannot successfully do this job if they're not all in. All in means that I love my students with every part of me. I share more time with them during the week than I do any other friends or family members. There is a reason that I call them "my kids." Our classroom is a home. I spend anywhere from 40-70 hours a week in that room. Nights, weekends, early mornings. I've spent all summer making trips to the Dollar Store, Target, and Wal-Mart trying to find ways to decorate our classroom, because it's such a special place. Not only do we become a family in that classroom, we learn and grow in that classroom.

In order to learn and grow, students need things. They cannot write without pencils or pens. They cannot glue without glue sticks. They cannot create masterpieces without crayons and markers. While I'd like to think that I can give my students whatever they need, my bank account sometimes disagrees, which is where parents come in. ONE TIME, at the beginning of the year, it is suggested that students bring supplies for the first day of school. Yes, sometimes these lists ask for multiples of one item. Have you ever seen a Kindergartener try to glue something down? They have this wicked way of using the whole dang stick for one project. Have you ever been in a room with middle school students using EXPO markers? They leave the tops off like nobody's business. If you can bring the 10 requested EXPO markers instead of just 1, we will hug you. It's not just picking up the slack or providing for students who can't afford supplies. It's a necessity. Having backup supplies to refill quickly and efficiently allows for teachers to get back to what we get paid for: TEACHING.

​My job is to educate students. The world we live in is surrounded by technology that is advancing faster than we can keep up. This means that when my current class of 3rd graders graduates college in the year 2030, they will be lightyears beyond what we currently have technology-wise. We can't keep teaching them with pencils and notebook paper. We're asked to integrate technology, which means that in some cases, students might to have their own set of headphones because *EW* earwax. We're making it possible for them to be successful and functional adults with those Crayola crayons and colored folders.

I promise we know what we're doing. We do care enough. We care a whole dang lot. I completely understand that sometimes, these lists may seem outrageous and unrealistic, but there is a reason for them. I know they can get expensive, and I promise I feel that, too. I'm not going to go into the 30+ receipts I've collected this summer while shopping for school. I get it. All I am asking is that we come together on this. After all, teachers are just trying to change a generation over here. No big deal. The least people can do is see that and understand that it really is all for the kids.

Matthew 5:16 says, "In the same way, you should be a light for other people. Live so that they will see the good things you do and praise your Father in heaven." It is not my intention to start something negative here, but more to start something positive so that people see the school supply saga from a different perspective. Instead of complaining or getting upset, be the light. Don't take to social media to express your frustrations. It's almost guaranteed that someone will get hurt.

And finally, if you don't have anything nice to say, don't say anything at all. If Kindergarteners can understand that, maybe it'll catch on.

​Meg

I have had "Spring Break Up" by the fabulously attractive Luke Bryan stuck in my head all week. Random or not, it's got me thinking on a few things I can spring break up with during the next few days off. It's been a bit of a tough year. I'm exhausted, and I know this because I basically crawled out to my car at 3:30 on Friday, eager for a week of peace and quiet. I know that I'm not the only one out there up to my eyeballs in data, drama, testing, evaluations, ungraded papers, and unrealistic expectations. As our principal reminded me before we left for break, this week is for R&R time, sleeping late, and refreshing our minds and bodies so that we can finish out the year strong. Whenever your Spring Break might be, take a minute to look at these suggestions and the verses that go along with them and see if you need to call it quits with one or two things on my list.

​This is something I struggle with every single day. I worry about my students. I worry about my performance. I worry about things I cannot control. I worry about things not related to school. I worry about parent phone calls. It's safe to say I need to work on the worrying. Y'all I am so Martha. I worry about looking good and being good enough. I let the Mary's of the world spend time on the more important things in life while I bust my butt to get that last TPT item looking perfect or that door decorated just how I want it! In the book of Luke, the Bible says that Being a teacher comes with certain standards, some more insurmountable than others. We are expected to be energetic, fun, and entertaining teachers, all while successfully teaching the required standards and material. How stinking exhausting is that? Add in the classroom transformations, song making, and Dollar Tree and Target trips and you've got one worn out teacher here! To make matters worse, I have an obsession with perfectionism. I love things going exactly as I plan, which doesn't often happen in a room full of 8 year olds! I spend way too long making sure that lessons and assessments and plans are exactly right. I'm going to attempt to work on letting things work themselves out. Having everything absolutely perfect all the time is over the top and I'm over it. Many of the people in the Bible that Jesus hung out with were messy, unorganized, and definitely not perfect. Who am I really trying to be perfect for... God, myself, or others? 2 Corinthians 12:9 reminds us that Break Up with Worrying
only one thing is necessary. I'm breaking up with stress and worrying and going to start focusing on being more like Christ!
​ Break Up with Perfectionism
God delights in weakness. We are not perfect on purpose! His "power is made perfect in our weakness," and that is the most perfect joy.

Okay... Can we all agree that in the technologically advanced world we live in, just being ourselves is difficult? I see something on Instagram and I feel like I need to buy those earrings or eat at that restaurant because someone said to or that I need to teach amazingly fantastic lessons every second of every day. One of the biggest takeaways that I got from hearing Hope King speak at The Ron Clark Academy and Get Your Teach On was that not every lesson is out of this world. We only see what gets put up on social media. She is normal, just like us. Although, I'm pretty sure she's still a super hero. Started from the bottom, now she's there! Am I right? I have to constantly remind myself that bad days will happen. My kids will drive me bonkers. That perfectly planned lesson will have speed bumps. Teachers post their best ideas and lessons on social media so that we can learn from them, not be jealous of them! We are all in it for the students. Our best resource is each other, so let's use it positively and give ourselves some credit along the way. We're doing a great job! Break Up with Comparing Myself to Others
Galatians 1:10 asks if we are seeking the approval of man, or of God? Makes you think a little bit.
​ careful thought to the paths for your feet and be steadfast in all your ways. Do not turn to the right or the left; keep your foot from evil." STEADFAST! Not just somewhat positive and mediocre, but absolutely firm and confident.
Break Up with Forgetting to be a Human
Going to the nail salon is one of my favorite treats! Relaxing, reading a magazine, and chatting with friends while someone rubs my tired little piggies is just the best. If it were financially possible, I would go every week! We need to treat ourselves more often with things like staycations, pedicures, and ice cream. We also need to take care of ourselves in less luxurious ways like getting more sleep, working out, and eating right. With this job, all three of those things sometimes seem impossible! My brain is constantly running, so sleep comes harder than it should. However, I love me a good nap. I'm so tired when I get home from school at 6 or 7 that I cannot wait to be horizontal. And my jar full of treats for my kids is forever dwindling because I love to snack on all the snacks. Who doesn't?! We've got to remember to take care of ourselves! If we're not on our game, how are we supposed to stand all day and be energized enough to teach memorable lessons to our kids? We have to have time for our own lives and the fun stuff. God gives us rest! I'm going to try and remember that next time I'm running through Party City like a maniac. If we cast our anxieties and stresses on Him, He will take control. He is in charge.

Break Up with Holding onto Things
This is a tough one. I have a hard time letting go of a lesson that went South or a comment that a student or fellow teacher made. I hold onto sour situations longer than I should. I put a lot of pressure on myself to continuously perform better than the day before. Sometimes, the things I'm holding onto take so much room in my brain and in my heart that I can't focus on anything I'm presently working on. And Lord knows I have enough focus issues already! I'm going to break up with holding onto those comments and negativity. In the words of my girl Elsa, "LET IT GOOO! LET IT GO!" And like my wise father says, "Just let it roll off you like rainwater." Praying that God helps me with this one. Proverbs 4:25- 27 says, "Let your eyes look straight ahead; fix your gaze directly before you. Give

Are you with me? What are you going to spring break up with? Remind yourself to keep your eyes on Him. Easier said than done, I know. Remind yourself to let things go, to relax a little, to stay positive, to take deep breaths, and to do YOUR best, not anyone else's best. Only a few more days of sleeping in before the end of year home stretch hits come Monday. We can do it!

Keep teaching like you mean it,

Meg

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This was part of an email that was sent to staff and parents on Monday, March 16th, and let me just tell you, it left me in pieces. We'd been seeing other districts close until the end of the month or the beginning of April while we waited on a careful decision from our district, and when we learned of the decision, for some reason, it felt extra scary.

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CILC covers all subject areas. They put out scheduled videos, then post the videos to youtube so you can view them later.

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Let the Learning Continue!

The Community of Learning will continue into the summer, offering a few programs in June and many more in July!

We have partnered with the University of Pennsylvania Museum of Archaeology & Anthropology ( Penn Museum) for a World Wonders summer series that celebrates the diversity of the world's cultures through live interactive virtual workshops. All programs are FREE with registration and activities can get hands-on, so be ready to make and create with us by checking out the recommended materials in the program descriptions.

Join us every Wednesday from June 3 to August 26 at 11:00 AM EST for a weekly trip around the globe from the comfort of your own home!

Check our YouTube Channel for recordings of the programs you missed!

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today to help CILC continue to provide FREE programming to students, teachers, families and LifeLong Learners.

" We have thoroughly enjoyed every session! We've attended multiple times every week for the past month and we could not be more grateful to you for making such a diverse offering available." - Teacher

Coins can do more than make you wealthy! Discover more about the materials, symbols, and making process of coins to learn about the messages they carry. Participate in interactive conversations and discuss coins from your daily life. Assist our Museum educator in creating a 'class coin' and work on your own coin with a design that sends a message meant to be seen by the world!

Progam is to be reschedule for July 2020.

Do you have the eye to preserve archaeological discoveries? Learn how scientists use technology and observation to reveal what lies under the wrappings of mummies! Then test your skills with a matching game that requires visitors closely study x-rays of animal mummies in the Penn Museum.

Learn about one of Mexico's best know traditions - "The Day of the Dead." See how the riches of the country's geography connect to the deep meaning of this holiday's traditional altars, while discovering the symbolism of each element. This workshop concludes with a craft activity, related to the festival, and a reading of poetry in Nahuatl, the language of the powerful Aztecs. Lesson Materials: Colored Tissue/Craft Paper, Scissors

Discover what life was like in ancient Mesopotamia through the study of cylinder seals. These tiny stone artifacts function as the earliest known signatures, with names and images that tell us about the identities of ancient people. Create your own cylinder seal registers using pictures to represent what makes them unique.

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interactive video distance learning programs

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Center for Interactive Learning - CILC Interactive Content for Distance Learners

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The Community of Learning will continue into the summer, offering a few programs in June and many more in July! We have partnered with the University of Pennsylvania Museum of Archaeology & Anthropology ( Penn Museum) for a World Wonders summer series that celebrates the diversity of the world's cultures through live interactive virtual workshops.

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George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

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A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.

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Understanding how school discipline policies can contribute to the school-to-prison pipeline is essential for educators and families. Harsh punishments, automatic out-of-class time and police involvement for discipline can push young people out of classrooms and into the criminal legal system. But educators, parents and caregivers can help to change this harmful system by advocating for and implementing practices that prioritize mental health and well-being.

We offer this new resource page that highlights LFJ articles and content to open dialogue, shift practices and foster change to benefit all young people.

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Learning for Justice | Education Resources

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Learning for Justice provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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10 Characteristics of a Highly Effective Learning Environment

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10 Characteristics of a Highly Effective Learning Environment

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by Terry Heick
For in-person professional development from TeachThought on how to create an effective learning environment in your classroom or school, contact us today.
Wherever we are, we'd all like to think our classrooms are 'intellectually active' places. Progressive learning(like our 21st Century Model, for example) environments. Highly-effective and conducive to student-centered learning.

But what does that mean?

The reality is, there is no single answer because teaching and learning are awkward to consider as single events or individual 'things.' This is all a bunch of rhetoric until we put on our white coats and study it under a microscope, at which point abstractions like curiosity, authenticity, self-knowledge, and affection will be hard to pin down.

So we put together one take on the characteristics of a highly effective classroom. They can act as a kind of criteria to measure your own against-see if you notice a pattern.

10 Characteristics Of A Highly Effective Learning Environment
1. The students ask the questions-good questions
This is not a feel-good implication, but really crucial for the whole learning process to work.

The role of curiosity has been studied (and perhaps under-studied and under-appreciated), but suffice to say that if a learner enters any learning activity with little to no natural curiosity, prospects for meaningful interaction with texts, media, and specific tasks are bleak. (Interested in how to kill learner curiosity in 12 easy steps?)
2. Questions are valued over answers 3. Ideas come from a divergent sources
Many teachers force students to ask questions at the outset of units or lessons, often to no avail. Cliché questions that reflect little understanding of the content can discourage teachers from 'allowing' them. But the fact remains-if students can't ask great questions-even as young as elementary school-something, somewhere is unplugged.
4. A variety of learning models are used 5. Classroom learning 'empties' into a connected community
Questions are more important than answers. So it makes sense that if good questions should lead the learning, there would be value placed on these questions. And that means adding currency whenever possible-grades (questions as assessment!), credit (give them points-they love points), creative curation (writing as a kind of graffiti on large post-it pages on the classroom walls), or simply praise and honest respect. See if you don't notice a change.

Ideas for lessons, reading, tests, and projects-the fiber of formal learning-should come from a variety of sources. If they all come from narrow slivers of resources, you're at risk of being pulled way off in one direction (that may or may not be good). An alternative? Consider sources like professional and cultural mentors, the community, content experts outside of education, and even the students themselves. Huge shift in credibility.
6. Learning is personalized by a variety of criteria
And when these sources disagree with one another, use that as an endlessly 'teachable moment,' because that's what the real world is like.
7. Assessment is persistent, authentic, transparent, and never punitive
Inquiry-based learning, project-based learning, direct instruction, peer-to-peer learning, school-to-school, eLearning, Mobile learning, the flipped classroom, and on and on-the possibilities are endless. Chances are, none are incredible enough to suit every bit of content, curriculum, and learner diversity in your classroom. A characteristic of a highly-effective classroom, then, is diversity here, which also has the side-effect of improving your long-term capacity as an educator.
8. Criteria for success is balanced and transparent. 9. Learning habits are constantly modeled
In a highly-effective learning environment, learning doesn't need to be radically repackaged to make sense in the 'real world,' but starts and ends there.
10. There are constant opportunities for practice
As great as it sounds for learners to reflect on Shakespeare to better understand their Uncle Eddie-and they might-depending on that kind of radical transfer to happen entirely in the minds of the learners by design may not be the best idea. Plan on this kind of transfer from the beginning.
10 Characteristics Of A Highly Effective Learning Environment
It has to leave the classroom because they do.

Personalized learning is likely the future, but for now, the onus for routing students is almost entirely on the shoulders of the classroom teacher. This makes personalization-and even consistent differentiation-a challenge. One response is to personalize learning-to whatever extent you plan for-by a variety of criteria-not just assessment results or reading level, but interest, readiness-for-content, and others as well.

Then, as you adjust pace, entry points, and rigor accordingly, you'll have a better chance of having uncovered what the learners truly 'need.'

Assessment is just an (often ham-fisted) attempt to get at what a learner understands. The more infrequent, clinical, murky, or threatening it is, the more you're going to separate the 'good students' from the 'good thinkers.' And the 'clinical' idea has less to do with the format of the test, and more to do with the tone and emotion of the classroom in general. Why are students being tested? What's in it for them, and their future opportunities to improve?

And feedback is quick even when the 'grading' may not be.

Students should not have to guess what 'success' in a highly-effective classroom looks like. It should also not be entirely weighted on 'participation,' assessment results, attitude, or other individual factors, but rather meaningfully melted into a cohesive framework that makes sense-not to you, your colleagues, or the expert book on your shelf, but the students themselves.

Cognitive, meta-cognitive, and behavioral 'good stuff' is constantly modeled. Curiosity, persistence, flexibility, priority, creativity, collaboration, revision, and even the classic Habits of Mind are all great places to start. So often what students learn from those around them is less directly didactic, and more indirect and observational.

Monkey see, monkey do.

Old thinking is revisited. Old errors are reflected on. Complex ideas are re-approached from new angles. Divergent concepts are contrasted. Bloom's taxonomy is constantly traveled up and down, from the simple to the complex in an effort to maximize a student's opportunities to learn-and demonstrate understanding-of content.

For professional development around this or related ideas in education, contact us.

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The Characteristics Of A Highly Effective Learning Environment

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by Terry Heick For in-person professional development from TeachThought on how to create an effective learning environment in your classroom or school, contact us today. Wherever we are, we'd all like to think our classrooms are 'intellectually active' places. Progressive learning(like our 21st Century Model , for example) environments.

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Reflections on Shifting to a Flexible Classroom

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Reflections on Shifting to a Flexible Classroom

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A middle school teacher shares the benefits of giving students voice and choice in their learning environment.

Courtesy of Brooke Markle

The author's classroom, ready to go for the new year.

Changes to a learning environment are often driven by the teacher's philosophy regarding how students learn best. When I decided to remove the student desks from my grade 7 English classroom for the last school year, I was motivated to do so after observing the way my students learned and analyzing how I could best support them in that learning.

According to the NEA article " Understanding Universal Design in the Classroom," the learning space is an important aspect of the whole educational experience: "One cannot have a community of learners without having a positive instructional climate. Instructors help to create this climate by everything that they do, from the way they respond to student questions to the arrangement of the classroom chairs." For my students, traditional seating hindered their ability to use the classroom in the ways they needed to accomplish the learning goals I set for them as modern learners.

The classroom environment should mirror what students will encounter in their future careers, and collaboration, problem solving, and meaning making are at the forefront of most job descriptions. Standard desks situated in rows do not foster open communication and collaboration. Before I moved the desks out of my classroom, I had typically arranged them in partners or small groups to try to facilitate conversation, but traditional desks in groups didn't foster the personalized, collaborative learning environment my students craved.

My Journey With Flexible Seating

Once I started researching options to shift the classroom environment, I was careful not to attempt a "Pinterest perfect" classroom and instead maintained focus on the purpose of flexible seating: allowing students a voice and a choice within their classroom. I incorporated various types of seating at different levels throughout the room, and students were able to find workspaces where comfort met capability.

Since I wrote about changing my room a year ago, educators from across the country have reached out with questions regarding how to manage flexible seating in a middle school classroom. Middle school students offer a unique challenge since they are in the midst of adolescence, which brings with it a great deal of change for them. I've answered questions on everything from student feedback, funding, parental concerns, and planning for substitutes to basic logistics and materials. There are many ways to address these questions-in the end, a classroom environment is all about the needs of the students within the room.

Although I started last school year with no traditional desks in my classroom, I did have traditional options available, such as standard tables with ergonomic plastic chairs. I tried to be sensitive to the needs of all the learners-many students enjoy nontraditional seating options, yet an equal number prefer a standard learning space.

Last year I used student feedback surveys in each marking period to determine "home base" seats for my students-where they sit each day for attendance and initial instruction. Having home base seats helped with the distractions and confusion that come with transitions between classes.

I also asked whether they wanted any traditional desks-the answer was no-and if they had opinions about the placement of furniture. This feedback was really helpful, especially with multiple classes using the room every day.

I made changes to the classroom several times throughout the school year based on what my students suggested, which I strongly believe was a key component to the success of the pilot program. My classroom was in fact their classroom, and being responsive to their changing needs was critical.

As summer ends and I think about the furniture I have in my classroom and the new items I acquired through various local grant opportunities, I'm planning multiple placement options for each piece.

The Benefits I Saw

One benefit of flexible seating that I didn't anticipate was that when I incorporated station work and students moved to new seats to work with a new group, they seemed more open to collaborating with an assortment of peers in a variety of locations than had been the case with traditional seating.

I admired the way my students took an active role in their educational journey when provided with a choice as small as where they preferred to complete an assignment. As the NEA article notes, "Students know how they learn best. Give them credit for the knowledge they bring to the classroom, and make them partners in the creation of a positive instructional climate."

Students are completely capable of doing their best work while stretched out on the classroom floor, sitting in an Adirondack chair, or even curled into a tire seat. I've been amazed at the discussions that occurred among my students and the ease with which they shared writing samples and ideas about literary questions with an array of peers.

Flexible seating is about more than simply having a variety of different, fun seats in the classroom. It's about utilizing student voice, creating buy-in, heightening collaborative learning, and prioritizing students' needs concerning the environment in which they learn.

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Reflections on Shifting to a Flexible Classroom

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A middle school teacher shares the benefits of giving students voice and choice in their learning environment.

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What is a Culturally Responsive Learning Environment?

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What is a Culturally Responsive Learning Environment?

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LSU is the flagship institution of Louisiana and is one of only 30 prestigious universities nationwide holding land-grant, sea-grant and space-grant status. Our roots run deep, shaping contributions to the state, the nation, and the world for nearly 160 years.

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Fostering a Culturally Diverse Learning Environment

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Fostering a Culturally Diverse Learning Environment

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There is an ever increasing threat spreading throughout many schools across the nation. In addition to economic disparity and achievement debt, U.S. educators and students are facing a gap in cultural understanding that has the potential to widen the disparity in academic performance of students among different cultural groups.

Furthermore, ingrained beliefs about persons from other races, religions and cultures is breeding fear and negativity resulting in growing disparities in disciplinary practices against students (Sheets, 2014). To educate our growing diverse student population, teachers must be prepared to foster learning environments that are inclusive of students from dramatically different backgrounds from themselves and fellow students.

Several factors must be in place to ensure that educational opportunity and success for all students are guaranteed. The IDRA Quality Schools Action Framework (Robledo Montecel, 2005) outlines specific school system indicators that carry the potential to strengthen public school education: (1) parent and community engagement, (2) student engagement, (3) teaching quality, and (4) curriculum quality and access (Robledo Montecel, 2005).

It is important for teachers to understand how these indicators support culturally competent instruction toward the successful development of personal and interpersonal awareness and sensitivities while building content knowledge.

The Culture of the 21st Century Classroom

The National Education Association promotes four foundational skill areas that apply to individual teachers, schools and the entire educational system relating to cultural competence. "When applied to education, cultural competence centers on the skills and knowledge to effectively serve students from diverse cultures" (NEA, 2008).

First, teachers must value diversity by being accepting and respectful of cultural and religious backgrounds different from their own. Second, teachers must be aware of their own cultural identity in order for them to understand where their cultural perspectives originate. Third involves understanding the dynamics of cultural interactions and the historical and current context from which they may arise. Finally, educators must strive to institutionalize cultural knowledge and adapt to diversity by designing learning experiences that better serve diverse populations.

The IDRA South Central Collaborative for Equity (SCCE) is one of 10 equity assistance centers funded by the U.S. Department of Education. As an equity assistance center, the IDRA SCCE is charged with - among other things - providing technical assistance to districts and schools that come under consent decree by local courts or the U.S. Department of Justice in regards to violations of student civil rights. In many instances, our collaborations with districts throughout our five-state region (Arkansas, Louisiana, Oklahoma, New Mexico, Texas) involve reports of disproportionality in student discipline and of racial discrimination. We work in partnership with district leadership to begin courageous conversations among administrators, teachers, parents and students about race, bias and culture that lead to positive classroom climates where all students feel valued.

In order to overcome the influence of implicit biases, it is crucial to address them. Implicit biases are embedded stereotypes that heavily influence our decision-making without our conscious knowledge. Implicit biases can be fueled by a variety of sources. There are institutional and individual biases both inside and outside of the classroom. Students are exposed to teacher influences, inequitable enforcement of student codes of conduct, and learning materials every day in school. At home and in their communities, students are subjected to other influences of implicit racial bias through the media, family and friends, experiences with law enforcement, and while shopping with parents.

It is important to note that there are other biases that students encounter on a regular basis apart from race and culture. Gender and sexual orientation, disability, income, religious affiliation, and language are also areas of constant attack for some students.

See our bilingual flier: Six Goals of Education Equity Learn more about the Quality Schools Action Framework

Addressing Implicit Biases in the Classroom

As educators, we must carefully, critically and honestly examine our own racial attitudes for evidence of implicit bias. Every teacher must be brave enough to reflect on his or her own instructional practices. Ask yourself: "Who do I call on and how often?" "How do I seat students or group them?" "Do I truly value the differences among my students and if so, how?" "Do I have the same expectations for all my students?"

By affirmatively countering negative stereotypes that sustain biases with more accurate facts and perceptions, teachers also can help lessen the influence of implicit bias. Teachers can be instrumental in demonstrating actions that lead to the disruption of biases in the classroom and school setting.

What can teachers do? (excerpt from Rudd, 2012)

Model how to talk about race in a transformative way.

Make connections with people from racial and ethnic groups that differ from their own.

Expose racial disparities in critical opportunity domains, including education, while presenting examples of people who have overcome barriers to opportunity.

Evaluate media messages more critically for evidence of racial and ethnic bias.

Educate multiple audiences, including fellow teachers, employers, judges, politicians, students, and parents, about the causes and consequences of implicit racial bias (in language that is accessible to these audiences).

Educate all students to become agents of change to improve opportunity for all people in the society.

Events over that last several years involving shootings between police officers and citizens speak directly to the need for us to come together as a nation in an effort to better understand the beliefs, practices and history of those outside of our own cultural group. Similarly, implicit bias is a driving force behind disproportional discipline practices that are rapidly increasing in public education as well.

A 2014 report from the Kirwan Institute concludes that "implicit bias is a powerful explanation for the persistence of many societal inequities." The problem lies in the fact that many educators (like many others) are not aware of these biases that run the risk of affecting their instructional practice on a daily basis. The U.S. Department of Education encourages schools to implement training that emphasizes strategies to ensure fair treatment of all students in addition to professional development focused on instructional practice (2014). As 21st century classrooms become more and more diverse with generations of students entering the school system, it has also become increasingly vital to integrate cultural awareness into the classroom.
Resources
National Education Association. (2008). Promoting Educators' Cultural Competence to Better Serve Culturally Diverse Students, An NEA Policy Brief (Washington, D.C.: National Education Association).

Robledo Montecel, M. (2005, November-December). "A Quality Schools Action Framework: Framing Systems Change for Student Success," IDRA Newsletter (San Antonio: Intercultural Development Research Association).

Rudd, T. (2012). Implicit Racial Bias: Implications for Education and Other Critical Opportunity Domains, A Presentation to the National Association for the Education of African American Children with Learning Disabilities (Columbus, Ohio: Ohio State University, Kirwan Institute for the Study of Race and Ethnicity).

Steets, C. (2014). Implicit Racial Bias and School Discipline Disparities: Exploring the Connection, Kirwan Institute Special Report (Columbus, Ohio: Ohio State University, Kirwan Institute for the Study of Race and Ethnicity).

U.S. Department of Education. (2014). Guiding Principles: A Resource Guide for Improving School Climate and Discipline (Washington, D.C.: U.S. Department of Education).
Paula Johnson, M.A., is an IDRA education associate. Comments and questions may be directed to her via email at paula.johnson@idra.org.
[©2016, IDRA. This article originally appeared in the August 2016 IDRA Newsletter by the Intercultural Development Research Association. Permission to reproduce this article is granted provided the article is reprinted in its entirety and proper credit is given to IDRA and the author.]

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Fostering Culturally Diverse Learning Environments - IDRA

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There is an ever increasing threat spreading throughout many schools across the nation. In addition to economic disparity and achievement debt, U.S. educators and students are facing a gap in cultural understanding that has the potential to widen the disparity in academic performance of students among different cultural groups.