You probably remember being asked and/or asking a child a similar question. Emerging college-and-career readiness programs are still asking students the same question but demanding more follow through and from younger pupils.
How do we ensure high school students graduate with skills to succeed in higher education and increase the number of students walking on graduation day? Many believe the answer is to start preparing them for success at the beginning of the students’ high school career by helping them through the transition from 8th to 9th grade. Preparing students for their most important transitions is critical to their success, however, a new study of Florida schools shows intervention should start years earlier in the transition from grade school to middle school.
As technology advances, students are given more options for furthering their education than ever before. So, how do they decide what is right for them and how “alternative” should their decision be?
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In a recent survey of 1,100 middle school and high school students, 24 percent said they had been picked on via text messaging, which is up from 14 percent when the same kids were surveyed in the year before.
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Many college students will be returning home next week for fall break, and many more in the following weeks for winter vacation. This can be an academically stressful time for students as they put in extra study time to end the semester strong and start preparing for the upcoming semester. This can also be a socially and emotionally difficult time as they separate themselves from their new lifestyle and friends and get plopped back in the home environment and lifestyle they left months before.
Do you remember being in class and wondering, “Why don’t they teach us about anything we’re interested in?” The criticism passed through sixth-grader Thomas Saurez’s mind too, except he did something about it.
The GED is going through it’s biggest makeover since inception 69 years ago. The new direction? To make the GED reflect changes in education and our economy and become a guiding force to get GED recipients enrolled in higher education.
Many of us don’t need a study to prove that mentors, role models, and coaches can be motivators for our personal success. Our strongest role models are usually those who we can identify with, who come from similar backgrounds, and who we can compare our own journeys to.
Whether you support the Occupy movement or not, it’s probably caught your attention long enough to make you think about how you feel about social and economic inequality, or if you believe it’s an existing problem in our society at all. Protests and news on the state of our economy pulls on different emotions and prods at different financial worries for different people. Maybe it’s student loans, mortgages, unemployment, or unstable stocks.
In an Edutopia blog from earlier this week, “The Emerging Age Bias,” fifth-grade teacherĂ‚Â Pernille Ripp sees a trend growing that veteran teachers are now being thought of as being “old” instead of “experienced.” Ripp argues that these veteran teachers are the ones who bring “knowledge, expertise, methods that work, and a deep-seated passion” to incoming teachers who lack experience and desire a seasoned mentor. Arguably, veteran teachers also have something to learn from new blood. New and seasoned teachers can mentor each other in areas where they need development. For instance, a veteran teacher can help an incoming teacher with balancing lessons, effective teaching practices, and enhancing the classroom with items that create an environment conducive to learning. An in coming teacher can share their expertise with a veteran teacher, whether it’s a new methodology, recent technology, or fresh energy.