Category: EDUCATION

by Terry Heick

In a profession increasingly full of angst and positioning and corrective policy, there are few ideas as easy to get behind as equity.

Equal. Equality. Equity. Equilibrium. Equate. These are all fine ideas—each tidy and whole, implying their own kind of justice while connotating the precision of mathematics. Level. Same. Twin.  Each word has its own nuance, but one characteristic they share in common is access—a level, shared area with open pathways that are equidistant to mutually agreed-upon currencies.

When discussing equity, there are so many convenient handles–race, gender, language, poverty, access to technology, but there may be a larger view that we’re missing when we do so.

Equity is the idea and goal of fairness and inclusion to provide all students with the resources, opportunities, and support they need to succeed, regardless of their background, abilities, or socioeconomic status. Unlike equality, which treats everyone the same, equity recognizes that students come from diverse circumstances and may require different approaches and resources to achieve similar outcomes.

The Scale of Equity

There isn’t a more global issue—equity being perhaps the global issue of our time. United Nation statistics published last year in The Economist put it plainly. While progress is being made in sub-Saharan Africa in primary education, gender inequality is in fact widening among older children. The ratio of girls enrolled in primary school rose from 85 to 93 per 100 boys between 1999 and 2010, whereas it fell from 83 to 82 and from 67 to 63 at the secondary and tertiary levels. And elsewhere, in Chad and the Central African Republic, there is a flat-rate of less than 70 girls for every 100 boys.”

This is a starkly different conversation about equity than the one we might have in the United States, the UK, Canada, or Australia. We have the luxury of becoming choosier, and harsher on ourselves, as progress is made, i.e., let’s first make sure there are free, quality schools everywhere, and that children can all read and write, and then at some point down the line we can concern ourselves with iPads vs Androids, or the broadband access in our poorest communities.

It’s easy to miss the scale of this as an ‘issue’ because unlike assessment, curriculum, teacher pay, class sizes, educational technology, or any other persistently evergreen edu-choke point, equity never stops affecting. It’s both the center and periphery of everything because we’re always who we are, where we are.

The Cultural Effect

As a species, we express ourselves through differences. What makes ‘culture’ interesting is how it both recognizes the individual while simultaneously allowing them to disappear into the whole again. In culture, there is both identity and anonymity. There is a constant self–>group transaction that is based on both affection (inward expression) and image (outward expression). This transaction is then repeated across cultures, with completely different functions. Differences within and across cultures are differences nonetheless, but the individual can think while groups simply gather.

So this is a brutally narrow take on how people gather and cohort and manifest their vision of what it means to be human, but the point remains: As educators, we suffer that same reductionism when we see the masses the same way Nielsen does television ratings. Students aren’t demographics, and it’s murky at best to see how treating them that way has improved their lot or our shared progress.

While squinting and trying to narrow gaps, it’s too easy to lose the scale and product of our work. The segmenting of Mackenzie and Andrew into a group, and that group into a subgroup, and their understanding into data, and the knowledge we hope they come away with into standards we can teach with—this all becomes a tone—a posture dictates the terms of teaching and learning. Equity in the classroom is different than in the job market.

A subcorollary is that we all share equity and inequity, both in possession and effect. In “The Hidden Wound,” Wendell Berry writes, “It may be the most significant irony in our history that racism, by dividing the two races, has made them not separate but in a fundamental way inseparable, not independent but dependent on each other, incomplete without each other, each needing desperately to understand and make use of the experience of the other…. we are one body, and the division between us is the disease of one body, not of two.” This is both abstract and practical. We share both living space and social membership.

Somehow, though, public education, more so than any other industry or profession, is expected to aggregate these inherent disparities while transcending them. Our task?

• Create a curriculum that provides a common language for knowledge without homogenizing the nuance of that knowledge
• Design learning models that are inherently inclusive regardless of access to technology
• Establish authentic functions for family members and communities who may speak a completely different language

As individuals, we work to separate ourselves—as children, often based on image, and as adults, often based on income, where we choose to live, what we drive, the smartphone we carry, and what we choose to do “for a living.” But each of these expressions of who we are–gender, native language, race, sexuality, socioeconomic level, and so many others–are also opportunities for disparity all work to undermine the function of education.

It’s easy to see equity in education as a matter of fairness, access, and inclusion, but that’s only the case if what’s being fairly accessed is a system of teaching and learning that is able to meet the needs of an increasingly global population—that means fluid, responsive, dynamic, neutral, and alive. For an industry that struggles to get every student reading on grade level, this may be a bit much. My gut reaction, then, is that this can only occur through the affectionate expression of the local—this student in this home in this community, with the school functioning as an extraordinary support system.

The equity is at the student level rather than the demographic level because demographics only exist in paperwork. For every student, there is commonness and there is difference; there is what’s shared (i.e., student needing knowledge), and there is distinction (e.g., poor, rural, white, black, male, female). This never stops. We can revise our schools, curriculum, pedagogy, and technology until it is inclusive, fair, and accessible to every student, but that’s been an ongoing effort that may represent a kind of basement for our goals.

But why not consider something more ambitious? New thinking about the terms and definitions of gender emphasize both the characteristics and the fluidity of any culture. If we insist on standardizing content, maybe we can avoid standardizing education. How many different answers are there to, “Why learn?” Fantastic! Let’s iterate ourselves until we can honor that.

The work before us, then, may not be to level an academic playing field for which there is no straight, but rather to create new terms for why we learn, how, and where—and then change the expectation for what we do with what we know.

Simply guaranteeing access and inclusion into a body of content-based is no longer sufficient if our goals stretch beyond academic. A modern definition for equity in education may be less about equal, fair, or even, and more about personalization–a body of knowledge, habits, and networks that help each student realize their own perfectly unique potential.

As for a definition for equity in education? How about, “eye-level access to curriculum, education models, and learning spaces that depend entirely on the native interests, knowledge demands, and human affections of learners individually.”

Or more briefly, “a fully-realized system of learning that starts and ends with the humanity of each student.”

A New Definition For Equity In Education; adapted image attribution flickr user helpingting and skotit;

by TeachThought Staff

There are many ways to encourage a child, but for students of any age, honest, authentic, and persistent messages from adults that have credibility in their eyes are among the most powerful.

The National Center on Quality Teaching and Learning has put together the following list, 50 Ways To Encourage A Child. It was designed for younger students (head start/kindergarten), but with the exception of 4, 17, 21, and maybe 40, they’re actually useful for K-12 in general. It all depends on your tone, the situation, and who else is listening.

In addition, they’ve got a couple of other useful documents under their tips for fostering teacher connections series you can check out as well.

See also Sentence Stems To Replace ‘I Don’t Know’ Or ‘I Can’t’

70 Things You Can Say To Encourage A Child

See also Need A Lift? Here Are 50 Books That Can Make You Happy

70 Things You Can Say To Encourage A Child

Ed note: I started to revise this list and decided to do a follow-up post. I left a few of the sentence stems before the list itself.

I respect how you…when…

I noticed when you…and I think…

You’re improving at…which I can tell is helping you by…

There are a lot of wonderful things about you but today I’m noticing that…

I tried…times and failed when I tried to…. Stick with it and you might surprise yourself.

The way you…and…is allowing you to….

You inspire me to be a better teacher by the way you…

• Thumbs up.
• You’re on the right track now.
• You’ve worked so hard on that.
• I heard you say how you feel. That’s great,
• Oh, that turned out very well.
• That’s coming along nicely.
• I’m proud of the way you worked today.
• You’ve just about got it.
• That’s the best you’ve ever done.
• You stayed so calm during that problem.
• That’s it!
• Now you’ve figured it out!
• That’s quite an improvement.
• I knew you could do it.
• Congratulations.
• I love hearing your words.
• What a superstar you are.
• You’ve solved the problem.
• Keep working on it, you’re almost there!
• Now you have it.
• Your brain must be working hard, you figured that out quickly.
• I bet you’re proud of yourself.
• One more time and you’ll have it.
• Great idea!
• You’re amazing!
• Terrific teamwork!
• Nothing can stop you now.
• You have such creative ideas.
• That’s the way to do it.
• Sensational!
• You must have been practicing.
• You handled that so well.
• I like how you think.
• Good remembering.
• You know just what to do!
• You really are persisting with this.
• You expressed yourself so well.
• You did it!
• I knew you two could figure it out together.
• Excellent job saying how you feel.
• I know it’s hard, but you’re almost there.
• Fantastic problem-solving!
• I love hearing about your ideas.
• I know that was hard for you, but you stayed so calm.
• Yes!
• Looked at how you help each other.
• You finished faster because you worked together.
• You kept trying!
• Excellent try!
• You are a creative thinker.

20 More Things You Can Say To Encourage A Child

I believe in you.

I love how you keep improving with practice.

You are capable of amazing things.

You make a difference.

Your effort is what matters most.

I love how you keep going, even when it’s tough.

You are a great problem solver.

I love seeing you learn new things.

You have a kind heart.

You are so creative.

It’s okay to make mistakes; that’s how we learn.

I appreciate how you keep challenging yourself.

Every time you try, you get better.

I’m so lucky to know you.

You are so thoughtful and caring.

You make the world a better place.

I see how much you’re learning and growing.

You are important, and you matter.

70 Things You Can Say To Encourage A Child; image attribution flickr user skokiemonumentpark

by TeachThought Staff

AI-Driven Climate Modeling

Researchers use advanced AI models to predict climate changes more precisely. This project integrates machine learning with global climate data to simulate potential outcomes. The goal is to identify key mitigation strategies for climate adaptation. By improving accuracy, policymakers can make better-informed decisions to combat climate change.

CRISPR Gene Editing for Disease Treatment

CRISPR technology revolutionizes gene editing, with current research focusing on treating genetic diseases like sickle cell anemia and muscular dystrophy. Scientists are developing precise gene editing tools to repair or replace faulty genes. Early results in clinical trials are promising, offering hope for future cures. The potential applications of CRISPR are vast, extending beyond healthcare to agriculture and ecology.

See also 6 Learning Technologies Of The Far Future

Quantum Computing for Cryptography

Quantum computing is being explored to revolutionize cryptography, making data encryption more secure. Researchers are working on quantum algorithms that can outperform traditional encryption techniques. This could transform cybersecurity and data protection for various industries. The project also explores protecting current encryption methods from potential quantum threats.

Fusion Energy Research

Fusion energy research has made significant strides with projects like ITER, aiming to create a sustainable energy source by replicating the power of the sun. Scientists are exploring new materials and magnetic confinement techniques to make fusion energy viable. The goal is to achieve “net positive” energy, where fusion produces more energy than it consumes. If successful, this could revolutionize global energy consumption.

Regenerative Medicine and Organ Bioengineering

Researchers are progressing in creating lab-grown organs for transplant patients. Using stem cells and 3D printing technologies, scientists bioengineered tissues and organs like hearts and kidneys. This project aims to address the organ shortage crisis by providing custom-made organs. If perfected, it could save countless lives and reduce the need for organ donors.

Deep-Sea Exploration and Biodiversity

Advances in autonomous underwater vehicles (AUVs) enable deeper exploration of the ocean’s uncharted areas. Scientists are discovering new species and ecosystems that could provide insights into biodiversity and climate resilience. This project helps us better understand how ocean life adapts to extreme environments. The findings have important implications for marine conservation and sustainable fishing.

Brain-Computer Interface for Neural Rehabilitation

Brain-computer interface (BCI) technology helps patients with neurological disorders regain motor functions. By connecting the brain to external devices, researchers aim to develop tools for stroke victims and those with spinal cord injuries. These interfaces allow users to control prosthetics or computers with their thoughts. The project shows promise for revolutionizing neural rehabilitation and enhancing the quality of life for patients.

SpaceX’s Starship for Mars Colonization

SpaceX’s Starship project is advancing space exploration to establish a human presence on Mars. The research focuses on building reusable spacecraft capable of interplanetary travel. This project has broad implications for space travel, resource mining, and planetary colonization. It could open up new possibilities for human expansion beyond Earth if successful.

Microbiome Research for Mental Health

Scientists are investigating how gut bacteria influence mental health, specifically anxiety and depression. This project explores the gut-brain axis and its role in regulating mood and cognitive function. Researchers are working to develop probiotic treatments that can improve mental health through diet. The findings could lead to novel treatments for mental health conditions with fewer side effects than traditional medications.

Artificial Photosynthesis for Sustainable Energy

Researchers are developing artificial photosynthesis systems that mimic how plants convert sunlight into energy. This project aims to create clean, sustainable energy by turning sunlight into fuel. If successful, the technology can drastically reduce carbon emissions and provide a renewable energy source. It could transform energy production and significantly impact climate change efforts.

by Terry Heick

I was speaking (tweeting) with Mark Barnes tonight, and he mentioned the idea of challenging existing forms and practices. And then someone tweeted the above image–a quote attributed to Rear Admiral Grace Hopper, according to the image source globalnerdy.com–and I was happy and favorited and saved and blogged.

“We’ve always done it this way” implies legacy and tradition, which can be good. But it’s also one of the most dangerous phrases we can use—and this danger extends to education, as well.

I talk a lot about disruptive teaching and paradigm shifting in teaching and learning not because I’m inherently rebellious, or some kind of academic anarchist. I’ve just taught long enough–in a wide variety of places–to realize that this idea of progress–and slow iteration–through data and sharing and ‘opening our classroom door’ just isn’t sufficient.

It’s not bad, it just doesn’t reflect the priority and urgency of our collective challenge. At best, students come to school to play the game and be thought of as smart and successful; at worst, they come to disrupt and resist and simply make it through the year because they see no value in what they do.

We have to create laws to force students to come to school, and it’s often the students that need school the worst who aren’t ‘made’ for it; that is, school is made for students who are strong readers and writers that can manage their work while learning to play nicely with others.

Changing lives usually comes from relationships with teachers rather than the power of curriculum. But talking about mobile learning, self-directed learning, new content areas, adaptive learning, or valuing questions over answers can kill conversations in school and elicit polite smiles from teachers, mainly because those aren’t the rules of the game they know.

The problem with the safe approach to teaching is that it won’t yield anything other than what we’ve always had. Without doing things radically different, the most we can hope for is some kind of increment. This isn’t a plea for chaos, but rather the courage to make mistakes.

The phrase, ‘We’ve always done it this way’ symbolizes stagnant thinking and a resistance to innovation, reflecting an unwillingness to question established methods or consider new ideas. This mindset often stifles creativity, limits progress, and prevents growth by clinging to outdated practices simply because they are familiar.

It can also create an environment where change is seen as a threat rather than an opportunity for improvement, discouraging individuals from challenging the status quo or exploring alternative solutions. Over time, this rigid adherence to tradition can lead to missed opportunities, decreased efficiency, and a lack of adaptability in a rapidly evolving world. To foster innovation and continuous improvement, it’s crucial to replace this mindset with one that values flexibility, embraces change, and encourages forward-thinking approaches.

To ‘experiment’ on students (because that’s what’s already happening anyway). Dream, try, and collect data.

Do something different this year.

Don’t necessarily–and mindlessly–do what you’re told. 

Light up a new pathway.

Creatively, professionally, and persistently agitate your department, grade level, school, or district to not just become the best version of their existing selves, but become something else that they didn’t think was possible.

The same hope you have for your students.

The Most Dangerous Phrase In Education

Transform Education By Building A Legacy Of Teacher-Principal Partnership

contributed by Joe Griffin, PhD

Abstract

Collaboration between teachers and principals is essential for creating thriving educational communities that enhance student achievement and teacher performance. This article explores the transformative power of a collaborative, unified approach, emphasizing the need for intentional, purpose-driven collaboration. It outlines strategies and principles for fostering a culture of mutual respect, trust, and shared vision, highlighting teachers and principals’ critical roles in student success.

By addressing the current challenges in education, promoting professional development, and prioritizing emotional well-being, this article provides a comprehensive guide for educators committed to bridging the gap between teachers and principals. Through data-driven decision-making and a relentless pursuit of excellence, educators can create a legacy of success that inspires future generations. This call to action encourages superintendents, teachers, and principals to embrace the power of collaboration, striving together to transform the educational landscape and build a brighter future for all students.

One truth in education remains consistent: collaboration breeds success. The relationship between teachers and principals is pivotal in shaping the future of our schools and the success of our students. The profound impact of a collaborative approach on educational communities is explored in this article. Crafted from years of experience, research, and reflection, A spirit of systemic collaboration that stretches beyond traditional boundaries and fosters a culture of excellence in schools is what we desire for our schools.

The Power of Collaboration

The journey toward true begins with envisioning desired outcomes for students and staff. Establishing a team-focused approach is essential, as teamwork drives success. To build such teams, school leaders can implement regular collaborative planning sessions, facilitate peer learning communities, and create shared spaces where teachers and principals can exchange ideas. 

The goal is not merely to gain knowledge but to create a thriving, collaborative community that nurtures the potential of every student and adult. Implementing structured goal-setting meetings and mutual accountability frameworks will help both teachers and principals move from buy-in to ownership, leading to meaningful and sustainable collaboration.

Collaboration is not a new idea, but its application in education has often been surface-level, failing to peel back the layers associated with the process of purposefully creating a culture of collaboration. True collaboration requires a shift in mindset, an intentional effort between teachers and principals to understand the value of their partnership and commit to working together towards common goals. 

Creating a Culture of Collaboration

The current state of education presents numerous challenges, but also immense opportunities to make huge gains in student achievement and teacher performance. A collaborative culture where teachers and principals work closely is crucial for overcoming these challenges. Instituting regular professional development workshops focused on collaborative strategies, 

The Need for Unified School Improvement

Often, teachers and principals face challenges in isolation, missing opportunities for growth, improvement, and empowerment. By unifying their efforts, a collaborative school model can emerge where all staff members contribute to a shared vision of success. Encouraging co-planning sessions, interdisciplinary projects, and regular check-ins can facilitate this unity. Furthermore, promoting a school-wide communication platform will ensure that all stakeholders remain informed and engaged, breaking down silos and fostering a truly collaborative environment. Performance for all increases within a collaborative school model.

One of the most important results of collaboration is the mutual growth that it fosters. When teachers and principals work together, they grow together and learn from each other, share best practices, and develop a deeper understanding of their respective roles. This collaborative spirit extends beyond the classroom, impacting the broader school community and contributing to a more cohesive, effective, and comprehensive educational system.

Empowering Teachers and Principals

Recognizing and nurturing leadership potential in every teacher is fundamental to fostering collaboration. Teachers must be seen as leaders, capable of shaping the educational landscape. School leaders should implement leadership development programs, offer opportunities for teachers to lead initiatives, and create platforms for teachers to share their expertise with peers. This approach ensures that teachers feel valued, respected, and motivated to contribute to school improvement, enhancing collaboration with principals.

Professional Development and Emotional Well-Being

Continuous learning is a cornerstone of professional development. Educators should embrace the idea of lifelong learning, constantly seeking to improve their craft and adapt to new challenges. To support this, schools should provide ongoing training opportunities, facilitate peer observations, and create professional learning communities that encourage educators to share best practices. 

Equally important is the focus on emotional well-being. Social-emotional learning (SEL) principles are integral to maintaining a positive, productive mindset. Introducing regular wellness activities, offering access to mental health resources, and building a culture of support where teachers feel safe to express their needs can help create a balanced and healthy work environment.

See also Well-Being

By prioritizing emotional well-being, teachers can perform at their best, leading to better outcomes for students. Principals must recognize this and provide the necessary support to create a balanced and healthy work environment in which everyone performs at consistently higher levels

The Impact of Data-Driven Decision Making

Data serves as a powerful tool that can enhance instructional practices and improve student outcomes. Schools should establish data teams, comprised of teachers and administrators who regularly analyze student performance, attendance, and behavior data. By engaging in data-driven decision-making, educators can develop targeted strategies for improvement, celebrate successes, and identify areas for growth. Additionally, providing training in data literacy and interpretation will equip all staff members to use data effectively in their instructional planning and collaboration efforts.

The collaborative analysis of data also strengthens the bond between teachers and principals. It provides common language and goals, fostering a sense of unity and purpose. This collaborative effort is essential for creating a culture of excellence that spreads quickly through the school community. The impact of data-driven decision-making affects student and adult attendance, test scores at all levels, observation feedback for continuous improvement, graduation rates, and more.

Striving for Excellence

Striving for excellence is a continuous journey that requires commitment from educators to grow and improve. Establishing a culture of reflective practice, where teachers and principals regularly evaluate their performance and set goals for improvement, can foster this journey toward excellence. Incorporating strategies such as peer feedback, coaching sessions, and ongoing professional development will help educators maintain a high standard of excellence in their work.

Excellence in schools is attainable through engaging instruction, positive energy, and a student-centric mindset. It requires a commitment to personal and professional integrity and a willingness to embrace challenges as opportunities for growth. By fostering a culture of collaboration, teachers and principals can inspire each other to reach new heights and create a legacy of success.

The Call to Action

In conclusion, “Transform Education by Building a Legacy of Teacher-Principal Partnership” is not just an article; it is a roaring call to action. It challenges educators to rethink their approach to collaboration, to rethink management of issues in schools, and to commit to creating a culture of excellence in schools. 

Superintendents must encourage teachers and principals to improve teacher-principal collaboration techniques, to engage in meaningful discussions about its content, to implement its principles in daily practice, and to create a culture of systemic collaboration—collaboration at all levels to boost student and educator performance. 

Principals and teachers must simultaneously work to improve relationships and results. A staff’s greatest strength lies in the ability to work together. Collaboration is not just a strategy; it is a mindset that empowers educational communities to achieve more together. Together, we can build a legacy of excellence that will inspire future generations and transform the educational landscape.

Empowering educational communities is not just about improving test scores or achieving accolades; it is about creating a better future for our students. It is about ensuring that every child, regardless of their background, can succeed. It is about fostering a culture of appreciated diversity, inclusion, and respect. By working purposefully together, teachers and principals can make this vision a reality.

Embrace the power of collaboration, strive for excellence, and create a brighter future for our students. Collaborate more intentionally and with more intensity.

Bio

Dr. Joe Griffin is a speaker and educational consultant at Joe Griffin Global Consulting LLC and can be reached at [email protected]. Griffin has documented school improvement efforts in multiple schools as principal and consultant, author, certified Global Behavior DNA Leadership Coach, instructional specialist, and professor of English.

contributed by Dr. Kymm Ballard, Executive Director for SPARK

Think about any time you’ve seen “army boot camp” portrayed in pop culture — are you picturing the traditional drill sergeant, ordering his troops to do endless laps and push-ups, as punishment for their errors that day?

Now, with that scenario in your mind, imagine it being played out by children and teenagers at school — and instead of drill sergeants, their teachers are at the helm. Believe it or not, it’s actually quite common in certain areas of the country for teachers to have students do physical activities as punishment for misbehaving.

While this may have been perceived decades ago as a way to ‘toughen kids up,’ it’s a trend that ought to be falling out of favor by now – particularly when children today are already less likely to be active than generations before them.

If you’re a teacher yourself, you know how impressionable students can be. Reinforcing the idea that exercise equals punishment promotes negative feelings towards physical activity.

See also Dos and Don’ts Of Elementary School Classroom Management

The Problem with Physical Punishment

While some feel that running a few laps as punishment sounds reasonable, this can have an adverse effect on a child’s psyche that lasts for decades. Researchers have found that PE teachers and coaches think physical punishment is an effective way to show students that there are consequences to their actions; they’re not wrong, and in fact, that’s exactly the problem. Physical punishment happens to work a little too well.

When we demand physical activlity to punish misconduct, the message we’re sending — loud and clear — is that physical exercise is a terribly unpleasant activity, and something we all should try to avoid. And, our children are certainly hearing it. At a time when not enough children (or adults, for that matter) are getting the recommended amount of daily exercise, the last thing we should do is reinforce the idea that physical activity is something to dread. If kids are already trying to find reasons to be less active, viewing exercise as a punishment is all the more reason not to do it.

This mentality can carry over into adulthood as well, leading to an aversion towards physical exercise for the rest of one’s life – naturally pushing a person in the direction of inactivity, obesity, and other health problems. The goal of any physical educator should be to teach students that exercise is a positive and productive way to spend time, rather than something to rebel against.

To add to the pile of psychological and physical health repercussions of this trend, there’s even more serious reason not to use physical education as punishment: it could be illegal in your state.

That’s right. It’s actually against the law in 29 states – deemed a form of corporal punishment. The National Association for Sport and Physical Education (NASPE) states that “Administering or withholding physical activity as a form of punishment and/or behavior management is an inappropriate practice.”

So while your school’s PE teacher or team coach may think it’s perfectly fine to have students run drills as a disciplinary measure, it might be breaking the law – and acting against the best interest of the students.

Better Alternatives for Student Discipline

Teachers and coaches often struggle to find methods for disciplining students that are both appropriate and effective. This may account for why some still prefer to go the route of physical education as punishment; it’s easy to dole out, it’s over fairly quickly, and a heavy workout can wear a student out by exhausting them. For the sake of the children and their future physical health habits (not to mention the law), teachers and coaches should avoid the easy route, and strive to find more appropriate ways to discipline the class troublemakers.

On the flip side of this trend, some teachers go in the opposite direction, banning misbehaving students from participating in recess; in fact, 77% of teachers prevent children from taking part in recess in order to diminish bad behavior. Unfortunately, this extreme isn’t ideal, either.

Taking away children’s outlets for exercise can also skew their perception of activity and participation. Although the presumption is that children will learn that getting exercise is a privilege (the opposite of using it as punishment), it also eliminates their daily chance to interact socially and physically at school. Researchers have found that recess acts a “reset button” for students’ cognitive function, so removing it (for any reason, good or bad) can actually set students up for failure the rest of the day.

Instead, look into disciplinary tactics that don’t involve the threat of overexertion, or forced physicality. Children, especially in their formative years, need to be able to develop their own boundaries when it comes to their own comfort with physical activity. Though it’s good to keep them moving – which is why banning recess is a bad idea – pushing them into exercise under negative circumstances leaves a lasting impression. The important thing should be to promote physical activity (through phys ed classes, recess, and so on) as a fun and positive way to spend time.

If you’re facing ongoing issues with a student and you’re at a loss, talk to your school administrators to see what they advise as appropriate punishment. Disciplinary tactics may include calling a meeting with the student’s parents, or assigning detention. While there can be some argument for banning a student from participating in sport, it can be looked at as a last measure to try to curb negative behavior.

Make Exercise Fun, not Fearful

Physical education teachers and coaches know, better than anyone, the importance of physical activity for a long and healthy life. They’ve devoted their careers to instilling healthy values in children, and inspiring positive associations with exercise. They may not realize that sometimes, their attempts at discipline are acting against those very values.

Forcing students to run laps or do push-ups as penance for bad behavior has long-ranging effects that may turn them away from physical activity altogether. Even just threatening to add extra sit ups, jumping jacks, and drills — whether you act on it or not — promotes an unhealthy aversion towards exercise, as a weapon that can be used as a threat.

Keep the focus on activity as a positive and fun pastime, rather than something to be feared — it’ll go a long way towards fostering a lifelong love of movement.

4 Dos and Don’t For Physical Education In The Classroom

Here are four dos and four don’ts for incorporating physical education into the classroom:

Dos

1. Do integrate short physical activities: Incorporate brief movement breaks or exercises between lessons to help students stay focused and energized.
2. Do promote inclusivity: Ensure all students, regardless of physical ability, can participate in physical activities by offering modified exercises or alternative options.
3. Do link physical activities to academic content: Use movement-based activities to reinforce learning, such as using physical games to practice math or spelling.
4. Do encourage teamwork and cooperation: Design activities that promote collaboration and communication among students, fostering social skills and a sense of community.

Don’ts

1. Don’t use physical activity as a punishment: Avoid making students do physical exercises as a consequence for misbehavior, as it can create negative associations with physical activity.
2. Don’t focus solely on competition: While competitive games can be fun, ensure they are balanced with non-competitive activities to avoid alienating students who may not excel in sports.
3. Don’t neglect safety: Always prioritize safety by providing clear instructions, ensuring the physical space is free of hazards, and supervising activities closely.
4. Don’t disregard individual differences: Recognize that students have different fitness levels and abilities, and avoid pushing students beyond their limits or comparing them to one another.

Dr. Kymm Ballard is the Executive Director for SPARK, a division of School Specialty, Inc. Kymm is the former Physical Education, Athletics and Sports Medicine Consultant with the North Carolina Department of Public Instruction.  Her professional experiences include service for more than a decade as a physical education teacher, several years as an administrator and the co-developer of North Carolina’s first high school demonstration school. Kymm’s direct service to children influences her work at the national level today. She wrote, advocated for and promoted the Healthy Active Children Policy of the NC State Board of Education and the state’s Standards for Physical Education

For better or for worse, visual information is the new internet, and infographics are pioneers in mashing information and images together in a way that hopefully tells a story, provides utility, or both.

You need a few basic ‘things’ to create infographics.

1. A tool that works (below, we have eight )

2. Reliable data sources

3. Something to say (that’s up to you)

Now, to create quality infographics is a bit more involved, but itself can be reduced to practice and observation. Pay attention to the infographics that catch your eye, give you worthwhile information, and give it a shot yourself. Get some feedback, then try again. Rinse, repeat.

8 Infographic Creation Tools

Visme
Visme allows users to create infographics with interactive elements, like animations and embeds, which can be helpful for more dynamic presentations. Its data visualization tools, including customizable graphs, offer strong support for displaying detailed analytics.

Easel.ly
Easel.ly offers simple templates and a user-friendly platform for quick infographic creation. Its minimal design options work well for users who need to create basic visuals without a steep learning curve.

Venngage
Venngage is geared towards creating professional-looking infographics, emphasizing maintaining brand consistency. It also includes collaboration features, which can be useful for teams working on a single project.

Infogram
Infogram provides tools for creating infographics with interactive charts and maps, suitable for users presenting live or complex data. Its integration of real-time data adds functionality for those needing regularly updated visuals.

Adobe Express (formerly Spark)
Adobe Express combines basic design functions with tools from Adobe’s broader suite, allowing for a polished final product. Its design suggestions based on user input can be helpful for those unsure about layout or style.

Snappa
Snappa is a quick design tool with access to a library of free stock photos. It can be useful for users who need visuals without spending too much time on design. Its simplicity is suited to those who want to create infographics quickly.

Canva
Canva offers a vast selection of pre-designed templates and an intuitive drag-and-drop interface, making it easy for beginners. Its extensive library of icons, fonts, and images sets it apart for quick, visually engaging infographics.

Piktochart
Piktochart is straightforward and offers templates tailored for infographics, reports, and presentations. Its ability to customize charts and maps is useful for presenting data clearly and attractively.

Best Tools To Create Infographics

Bertrand Russell’s 10 Essential Rules Of Critical Thinking

by Terry Heick

For a field of study that explores the nature of knowledge, Philosophy has had a surprisingly small impact on education.

Most formal academic ‘platforms’ like public schools and universities tend to parse knowledge into content areas–what is being learned–rather than how and why it is being learned. This, to a degree, reduces the function of pure philosophy. Psychology, Neurology, and even Anthropology all have had a louder voice in ‘education,’ which may explain why critical thinking seems to be so often missing from most school and curriculum design.

There are exceptions, of course. John Dewey is one of the central figures in modern Western education. British philosopher Bertrand Russell, too, was interested in how people think and learn, and for a 1951 piece in New York Times Magazine created a convenient itemized list we might follow as a kind of set of ‘rules’ for for critical thinking (he called them ‘commandments’–long story).

See also 25 Critical Thinking Apps For Extended Student Learning

Bertrand Russell’s 10 Essential Rules Of Critical Thinking

Perhaps the essence of the Liberal outlook could be summed up in a new decalogue, not intended to replace the old one but only to supplement it. The Ten Commandments that, as a teacher, I should wish to promulgate, might be set forth as follows:

1. Do not feel absolutely certain of anything.
2. Do not think it worthwhile to proceed by concealing evidence, for the evidence is sure to come to light.
3. Never try to discourage thinking for you are sure to succeed.
4. When you meet with opposition, even if it should be from your husband or your children, endeavor to overcome it
5. by argument and not by authority, for a victory dependent upon authority is unreal and illusory.
6. Have no respect for the authority of others, for there are always contrary authorities to be found.
7. Do not use power to suppress opinions you think pernicious, for if you do the opinions will suppress you.
8. Do not fear to be eccentric in opinion, for every opinion now accepted was once eccentric.
9. Find more pleasure in intelligent dissent than in passive agreement, for, if you value intelligence as you should, the
10. former implies a deeper agreement than the latter.
11. Be scrupulously truthful, even if the truth is inconvenient, for it is more inconvenient when you try to conceal it.
12. Do not feel envious of the happiness of those who live in a fool’s paradise, for only a fool will think that it is happiness.

Bertrand Russell’s 10 Essential Rules Of Critical Thinking

Information and Communication Overloading (ICO) and “Mindful Media”

contributed by Dr. Domenico Meschino

In today’s digital age, children are immersed in many online activities that shape their daily lives.

Social media has become integral to their social landscape, with platforms like YouTube capturing their attention. These platforms serve as virtual gathering places where children connect with friends, share photos and videos, and express themselves through posts and stories. It’s not uncommon for children to follow and interact with influencers, celebrities, and content creators, seeking inspiration and attempting to emulate their lifestyles and trends.

Another realm of children’s digital engagement lies in online gaming. Whether it’s console and PC games on platforms like PlayStation 5, Xbox (affiliate links), or computers, or the popular multiplayer online games such as Fortnite, Minecraft, Roblox, and Among Us, children find themselves exploring diverse genres and interacting with both friends and strangers in virtual worlds. The rise of eSports, has further captivated their interest, with children watching or participating in organized tournaments and leagues.

Mobile devices have become gateways to a myriad of mobile apps and games. Children enjoy playing games specifically designed for smartphones and tablets, ranging from puzzle and casual games to simulation games and augmented reality (AR) or virtual reality (VR) experiences. Additionally, educational apps have found their place in children’s digital repertoire, promoting learning in various subjects such as language, math, science, coding, and creativity.

See also Roles For Artificial Intelligence In The Education

In the realm of online content consumption, streaming platforms like Netflix, Hulu, Amazon Prime Video, and Disney+ provide children with access to a vast library of movies, TV shows, and animated series. Online videos have become a go-to entertainment source, with platforms like YouTube and Twitch offering various content ranging from vlogs and tutorials to gaming streams, music videos, and animated content.

Communication and messaging have also taken on a digital form. Messaging apps like WhatsApp, Messenger, WeChat, or Discord allow children to connect with friends, create group chats, and share media content, keeping their social connections alive. Video calling platforms such as Zoom, FaceTime, or Skype enable children to interact face-to-face, bridging the distance between friends, family, and classmates.

While these digital activities provide children with opportunities for connection, entertainment, and learning, navigating them mindfully is crucial. Understanding the influence and impact of these activities on children’s well-being is paramount. By promoting mindful media practices, we can create a harmonious balance between their digital engagement and their overall mental and emotional health.

What is ICO and how does it relate to media consumption?

Information and Communication Overloading (ICO), as coined by Dr Domenico Meschino refers to the potential side effects of excessive exposure to information and communication technologies in children. While technology offers numerous benefits, it’s important to recognize that there can be negative consequences when children are overwhelmed or overloaded with information. Here are some of the side effects associated with OIC:

What Are The Effects Of Too Much Screen Time?

The effects of excessive screen time can vary depending on the amount of screen time, what’s actually being done on the screen (that is, what it’s being used for), the user’s age, and so on.

But some of the most common effects of hours of skimming social media, TikTok videos, and other common media forms are general enough. 

Cognitive Overload

The constant stream of information can overwhelm children’s cognitive capacity, leading to difficulties in processing and retaining information. It can affect their ability to concentrate, make decisions, and think critically.

Reduced Attention Span

Excessive exposure to fast-paced, attention-grabbing media can contribute to shorter attention spans in children. They may become accustomed to quick information gratification, making it challenging to focus on tasks requiring sustained attention.

Emotional Distress

Continuous exposure to disturbing or distressing content, such as violence or explicit material, can hurt children’s emotional well-being. It may lead to feelings of anxiety, fear, or desensitization to real-world issues.

Social Disconnection

Excessive screen time and online interactions can hinder face-to-face social interactions and the development of important social skills. Children may experience difficulties in establishing and maintaining meaningful relationships offline.

Sleep Disruptions

The use of screens close to bedtime can disrupt sleep patterns and affect the quality and quantity of sleep in children. The blue light emitted by screens can interfere with the production of melatonin, a hormone that regulates sleep.

Physical Health Issues

Sedentary behaviors associated with excessive screen time can contribute to physical health issues like obesity, poor posture, and musculoskeletal problems. Lack of physical activity and outdoor play can have long-term consequences for children’s overall health and well-being.

Dependency and Digital Addiction

Constant access to digital devices and the internet can lead to dependency and addiction-like behaviors in children. They may develop an inability to self-regulate their screen time, leading to difficulties in managing their overall well-being.

Recognizing these potential side effects and taking proactive measures to mitigate them is crucial. As discussed earlier, by implementing mindful media practices, parents, schools, and teachers can help children develop a healthy relationship with technology, promote balanced media consumption, and safeguard their well-being.

Note: Dr. Domenico Meschino coined the term ‘Information and Communication Overloading’ (ICO) to explore the potential side effects of excessive exposure to information and communication technologies in children.

What is Mindful Media?

Description

The concept of ‘Mindful Media’ aims to address the issue of information overload and excessive communication for children in today’s digital age. It promotes a balanced and intentional approach to consuming and engaging with media and communication platforms.

Key Elements

Digital Well-being Education

Integrate digital well-being education into school curricula and programs to raise awareness about the potential negative impacts of information overload and excessive communication on mental health and overall well-being.

Mindful Media Consumption

Encourage children to develop mindful media consumption habits by promoting selective and purposeful engagement with digital content. This involves teaching them how to evaluate the credibility and relevance of information, prioritize quality over quantity, and set healthy limits on screen time.

Critical Thinking Skill

Emphasize the development of critical thinking skills to help children navigate the vast amount of information available to them. Teach them how to question, analyze, and evaluate information critically, enabling them to make informed decisions and form their own opinions.

Digital Detox and Self-Care

Advocate for regular digital detox periods and self-care practices to help children find balance in their digital lives. Encourage activities like spending time outdoors, engaging in hobbies, reading books, practicing mindfulness, and building face-to-face social connections.

Parental and Educator Involvement

Involve parents and educators in promoting mindful media practices by providing them with resources, workshops, and guidance on supporting children in managing information overload. Foster open communication channels to address concerns and provide guidance on healthy media habits.

Designing Child-Friendly Platforms

Collaborate with technology companies and developers to create child-friendly platforms and applications that prioritize age-appropriate content, implement privacy protections, and offer tools for managing screen time and filtering information.

Media Literacy Programs

Implement media literacy programs in schools to equip children with the skills to critically analyze media messages, identify misinformation, and understand the persuasive techniques used in advertising and online content.

Emotional Intelligence and Empathy

Incorporate emotional intelligence and empathy-building activities into educational settings to help children develop resilience, empathy, and the ability to navigate online interactions with kindness and respect.

By promoting the concept of ‘Mindful Media,’ we can empower children to become discerning consumers of information, enhance their digital well-being, and foster healthier relationships with technology and communication platforms.

Actions that parents can take to implement MIndful media practices at home

Set screen time limits

Establish specific screen usage time limits and clearly communicate these limits to your children. Encourage them to engage in other activities such as outdoor play, reading, or hobbies that promote creativity and physical exercise.

Create media-free zones and times

Designate certain areas in your home, such as bedrooms or the dining table, as media-free zones. Establish specific times when screens are turned off during meals or before bedtime to encourage family interactions and promote better sleep.

Be a role model

Practice mindful media habits yourself. Show your children the importance of being present and engaged by limiting your own screen time and actively participating in activities that don’t involve screens. Children often learn by observing their parents’ behavior.

Encourage critical thinking at home

Teach your children to question and evaluate the content they consume. Help them develop critical thinking skills by discussing media messages, biases, and the potential impact of media on their emotions and beliefs. Encourage them to seek diverse perspectives and think critically about the information they encounter.

Curate age-appropriate content

Take an active role in selecting age-appropriate and educational media for your children. Look for media that promotes positive values, social-emotional learning, and educational content. Avoid excessive exposure to violent or inappropriate content.

Engage in co-viewing and co-creating

Watch or engage in media activities together with your children. This allows for shared experiences, promotes discussions, and helps you understand their media preferences. Encourage your children to create media content, such as videos, stories, or artwork, fostering their creativity and self-expression.

Balance screen time with other activities

Encourage a balanced lifestyle by providing a variety of activities beyond screens. Engage in outdoor play, encourage reading, provide art supplies, or encourage participation in sports or other hobbies that foster physical and mental well-being.

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Foster open communication

Create an environment where your children feel comfortable discussing their media experiences. Encourage them to share any concerns or questions they may have. Open to their perspectives and engage in meaningful conversations about media and its impact.

Remember, implementing mindful media practices is an ongoing process that requires consistency and open communication. By taking these actions, you can help create a healthy media environment for your children at home.

Adding mindfulness time and peace circles at home

Adding mindfulness time and peace circles to your family routine can greatly contribute to creating a more mindful and peaceful media environment at home. Here’s how you can incorporate these practices:

Mindfulness time

Designate a specific time each day for mindfulness practice as a family. It could be in the morning, before bed, or any other convenient time. Create a calm and quiet space where everyone can sit comfortably. Use guided mindfulness apps or videos designed for families to help guide the practice. Engage in activities like deep breathing exercises, body scans, or guided visualizations. Encourage everyone to focus on the present moment, observe their thoughts and feelings without judgment, and cultivate a sense of calm and relaxation.

Peace circles

Set aside regular time for peace circles where the family comes together to share their thoughts, emotions, and experiences. This can be done structured, with a designated talking object passed around or more informally.

By doing this, you can create a safe and non-judgmental space where each family member can express themselves freely. Use prompts or questions to guide the discussions, such as “What made you feel peaceful today?” or “How can we create a more mindful environment at home?” Allow each person to speak and actively listen to one another without interruption. Encourage empathy, understanding, and respectful communication.

Tech-free zones during mindfulness and peace circles:

Make these mindfulness and peace circle times tech-free zones. Keep all devices, including smartphones, tablets, and TVs, away during these dedicated moments. This will minimize distractions and promote focused attention to the present moment and meaningful interactions with family members.

Incorporate mindfulness into daily activities

Extend the practice of mindfulness beyond dedicated sessions by incorporating it into daily activities. Encourage mindful eating by savoring and appreciating each bite during meals. Practice mindful walking or engage in mindful chores together, where each family member pays attention to the sensations and movements involved in the task at hand. This helps foster presence and awareness throughout the day.

By incorporating mindfulness time and peace circles into your family routine, you provide dedicated moments for self-reflection, connection, and relaxation. These practices can strengthen family bonds, promote open communication, and create a more mindful and peaceful atmosphere at home.

What can schools do to implement Mindful Media?

Schools can play a crucial role in implementing mindful media practices and creating a mindful environment for students. Here are some actions schools can take:

Integrate mindfulness education

Incorporate mindfulness education into the curriculum, either as a standalone subject or integrated into existing subjects. Teach students about mindfulness techniques, the benefits of mindful media consumption, and how to cultivate awareness and presence in their digital interactions. Provide resources such as books, videos, and guided meditations that students can access both in the classroom and at home.

Create mindful media guidelines

Develop clear and comprehensive guidelines for mindful media usage within the school. This can include policies on screen time limits, appropriate content, responsible digital citizenship, and respectful online behavior. Educate students on these guidelines and regularly reinforce them through discussions and workshops.

Offer mindfulness programs or clubs

Establish mindfulness programs or clubs where students can actively engage in mindfulness practices. These can include guided meditation sessions, mindful movement exercises (such as yoga or tai chi), and discussions on mindful media consumption. Encourage student participation and provide a safe space for open dialogue and sharing experiences.

Provide professional development for teachers

Offer professional development opportunities for teachers to learn about mindfulness techniques and strategies for integrating mindful media practices into their teaching. This can help them model mindful behavior and effectively guide students in navigating the digital world in a mindful manner. Collaborate with mindfulness experts or organizations to provide training sessions and workshops.

Foster a mindful school culture

Create a school culture that promotes mindfulness and well-being. Encourage regular moments of silence or reflection throughout the school day, such as mindful breathing exercises or short guided meditations. Establish mindfulness practices during transitions or before important activities to help students and staff center themselves and focus their attention.

Engage parents and caregivers

Involve parents and caregivers in the conversation about mindful media. Offer workshops or information sessions to educate them about the importance of mindful media consumption and provide practical tips for creating a mindful media environment at home. Collaborate with parents to reinforce consistent messaging and practices between home and school.

Collaborate with media and technology provider

Educators can work with media and technology providers to promote and develop mindful media content and platforms. Encourage the creation of educational apps, websites, or digital resources that prioritize mindfulness, positive mental health, and responsible digital engagement. Advocate for features that enable parental controls and limit exposure to inappropriate or harmful content.

By implementing these actions, schools can create a supportive environment that encourages mindful media consumption, fosters digital well-being, and equips students with the skills to navigate the digital world in a responsible and mindful manner.

What can teachers do to implement Mindful Media?

Teachers play a vital role in implementing mindful media practices in the classroom. Here are some actions teachers can take to promote mindful media consumption among their students:

Educate students about mindful media: Take time to teach students about the concept of mindful media and its benefits. Discuss the importance of being present, aware, and intentional in their media consumption habits. Help them understand how media influences their emotions, thoughts, and overall well-being.

Model mindful media behavior

As a teacher, be a role model for mindful media consumption. Demonstrate healthy digital habits, such as using devices intentionally and purposefully. Show students how to take breaks from screens, engage in offline activities, and practice being fully present in the moment.

Integrate mindfulness activities

Incorporate short mindfulness activities into daily routines. Begin or end the class with a brief mindfulness exercise, such as a guided breathing exercise or a mindful moment of reflection. These activities can help students cultivate focus, calmness, and self-awareness before engaging with media.

Teach critical media literacy

Help students develop critical thinking skills to analyze and evaluate media content. Teach them to question the authenticity, credibility, and biases present in media messages. Encourage them to explore diverse perspectives, challenge stereotypes, and make informed decisions about the media they consume.

Encourage media balance

Guide students in finding a healthy balance between media use and other activities. Encourage them to engage in physical exercise, creative pursuits, social interactions, and nature experiences. Discuss the importance of setting boundaries and self-regulating screen time to maintain overall well-being.

Engage in media discussions

Initiate open discussions about media topics that are relevant to the curriculum or students’ interests. Encourage students to share their thoughts, opinions, and experiences related to media. Discuss the potential impact of media on mental health, relationships, and society as a whole.

Provide mindful media assignments

Design assignments that promote mindful media consumption. Assign tasks that require students to critically analyze media content, create media with intention, or reflect on their personal experiences with media. Encourage them to consider the ethical implications of their media choices and the potential effects on themselves and others.

Collaborate with parents

Maintain open lines of communication with parents or caregivers regarding mindful media practices. Share resources, articles, or tips on how to create a mindful media environment at home. Collaborate with parents to reinforce consistent messaging and provide support for students in developing healthy media habits.

By implementing these strategies, teachers can empower students to be mindful media consumers, helping them navigate the digital landscape with intention, critical thinking, and a focus on their overall well-being.

by Terry Heick

Grading problems are one of the most urgent bugaboos of good teaching.

Grading can take an extraordinary amount of time. It can also demoralize students, get them in trouble at home, or keep them from getting into a certain college.

It can demoralize teachers, too. If half the class is failing, any teacher worth their salt will take a long, hard look at themselves and their craft.

So over the years as a teacher, I cobbled together a kind of system that was, most crucially, student-centered. It was student-centered in the sense that it was designed for them to promote understanding, grow confidence, take ownership, and protect themselves from themselves when they needed it.

Some of this approach was covered in Why Did That Student Fail? A Diagnostic Approach To Teaching. See below for the system–really, just a few rules I created that, while not perfect, went a long way towards eliminating the grading problems in my classroom.

Which meant students weren’t paralyzed with fear when I asked them to complete increasingly complex tasks they were worried were beyond their reach. It also meant that parents weren’t breathing down my neck ‘about that C-‘ they saw on Infinite Campus, and if both students and parents are happy, the teacher can be happy, too.

How I Eliminated (Almost) All Grading Problems In My Classroom

1. I chose what to grade carefully.

When I first started teaching, I thought in terms of ‘assignments’ and ‘tests.’ Quizzes were also a thing.

But eventually I started thinking instead in terms of ‘practice’ and ‘measurement.’ All assessment should be formative, and the idea of ‘summative assessment’ makes as much sense as ‘one last teeth cleaning.’

The big idea is what I often call a ‘climate of assessment,’ where snapshots of  student understanding and progress are taken in organic, seamless, and non-threatening ways. Assessment is ubiquitous and always-on.

A ‘measurement’ is only one kind of assessment, and even the word implies ‘checking in on your growth’ in the same way you measure a child’s vertical growth (height) by marking the threshold in the kitchen. This type of assessment provides both the student and teacher a marker–data, if you insist–of where the student ‘is’ at that moment with the clear understanding that another such measurement will be taken soon, and dozens and dozens of opportunities to practice in-between.

Be very careful with what you grade, because it takes time and mental energy–both finite resources crucial to the success of any teacher. If you don’t have a plan for the data before you give the assessment, don’t give it, and certainly don’t call it a quiz or a test.

2. I designed work to be ‘published’

I tried to make student products–writing, graphic organizers, podcasts, videos, projects, and more–at the very least visible to the parents of students. Ideally, this work would also be published to peers for feedback and collaboration, and then to the public at large to provide some authentic function in a community the student cares about.

By making student work public (insofar as it promoted student learning while protecting any privacy concerns), the assessment is done in large part by the people the work is intended for. It’s authentic, which makes the feedback loop quicker and more diverse than one teacher could ever hope to make it.

What this system loses in expert feedback that teacher might be able to give (though nothing says it can’t both be made public and benefit from teacher feedback), it makes up for in giving students substantive reasons to do their best work, correct themselves, and create higher stands for quality than your rubric outlined.

3. I made a rule: No Fs and no zeroes. A, B, C, or ‘Incomplete’

First, I created a kind of no-zero policy. Easier said than done depending on who you are and what you teach and what the school ‘policy’ is and so on. The idea here, though, is to keep zeroes from mathematically ruining a student’s ‘final grade.’

I try to explain to students that a grade should reflect understanding, not their ability to successfully navigate the rules and bits of gamification stuffed into most courses and classrooms. If a student receives a D letter grade, it should be because they have demonstrated an almost universal inability to master any content, not because they got As and Bs on most work they cared about but Cs or lower on the work they didn’t, and with a handful of zeroes thrown in for work they didn’t complete ended up with a D or an F.

Another factor at work here is marking work with an A, B, C, or ‘Incomplete.’ Put another way, if the student didn’t at least achieve the average mark of C, which should reflect average understanding of a given standard or topic, I would mark it ‘Incomplete,’ give them clear feedback on how it could be improved, and then require them to do so.

4. I went over missing assignments frequently.

Simple enough. I had a twitter feed of all ‘measurements’ (work they knew that counted towards their grade), so they didn’t have to ask ‘what they were missing’ (though they did anyway). I also wrote it on the board (I had a huge whiteboard that stretched across the front of the classroom).

5. I created alternative assessments.

Early on in teaching, I noticed students saying, in different ways, that they ‘got it but don’t all the way get it.’ Or that they believed that they did, in fact, ‘get it’ but not the way the assessment required (reminder: English Lit/ELA is a highly conceptual content area aside of the skills of literacy itself).

So I’d create an alternative assessment to check and see. Was the assessment getting in the way–obscuring more than it revealed? Why beat my head against the wall explaining the logistics of an assignment or intricacies of a question when they assignment and the question weren’t at all the points? These were just ‘things’ I used the way a carpenter uses tools.

Sometimes it’s easier to just grab a different tool.

I’d also ask students to create their own assessments at times. Show me you understand. It didn’t always work the way you’d expect, but I got some of the most insightful and creative expression I’ve ever seen from students using this approach. As with most things, it just depended on the student.

6. I taught through micro-assignments.

Exit slips were one of the the greatest things that ever happened to my teaching. I rarely used them as ‘exit tickets’ to be able to leave the classroom, but I did use them almost daily. Why?

They gave me a constant stream of data for said ‘climate of assessment,’ and it was daily and fresh and disarming to students because they knew it was quick and if they failed, another one would be coming soon.

It was a ‘student-centered’ practice because it protected them. They had so many opportunities and, math-wise, so many scores that unless they failed everything every day, they wouldn’t ‘fail’ at all. And if they were,

I could approach a single standard or topic from a variety of angles and complexities and Bloom’s levels and so on, which often showed that the student that ‘didn’t get it’ last week more likely just ‘didn’t get’ my question.

In other words, they hadn’t failed my assessment; my assessment had failed them because it had failed to uncover what they, in fact, knew.

7. I used diagnostic teaching 

You can read more about diagnostic teaching but the general idea is that I had a clear sequence I used that I communicated very clearly to the students and their families. It usually took the first month or two for everyone to become comfortable with it all, but once I did, grading problems were *almost* completely eliminated. Problems still surfaced but with a system in place, it was much easier to identify exactly what went wrong and why and communicate it all to the stakeholders involved in helping support children.