October 27, 2022
"Education is the power to think clearly, the power to act well in the world's work, and the power to appreciate life."
Brigham Young
EDUCATION LEADERS REALLY KNOW HOW TO PARTY
THERE'S NO NEED TO BURN THE MIDNIGHT oil to understand some of the stressors behind the student mental health crisis and how we can address them in our schools. At the upcoming virtual Regional Symposium, author and educator Cathy Vatterott will offer some helpful suggestions about how we can give students autonomy, flexibility, and control to help them reach their learning goals. Attend Stressbusters: Flexibility in the Learning Environment on November 3rd, and bring some concrete ideas back to your district (register through your district clerk).
WHEN STUDENTS ARE ASKED TO MAKE AUTHENTIC CONNECTIONS, A GROWTH MINDSET IS FOSTERED
WHEN GRADING AND ASSESSMENT ARE COMPETENCE-BASED, goals are clearly defined, feedback is frequent and students participate in the process, teachers see improved engagement, motivation and follow-through. Read what this recent article says about student progress and how a positive mindset and a warm, supportive space encourages learning. Teachers who want to positively impact learning can start with teaching students to feel positively about themselves as learners.
SHOULD TEACHERS LEARN TO PROVIDE MENTAL HEALTH AND SOCIAL EMOTIONAL SUPPORT?
IN THE CURRENT ENVIRONMENT, TEACHERS have got to find a balance between teaching and social emotional support to help students thrive even when there are not enough mental health specialists to address growing needs. Can professional development smooth the way for teachers faced with an increasing number of students experiencing anxiety and depression? While the population of anxious students continues to expand, schools cannot turn the tide of the mental health crisis all on their own.
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