Would this resource be useful to you? Fill out the pracctice below to get the PDF link in your inbox or simply click here to enter your details in your browser. Teaching Digital Citizenship: How To Evaluate Websites: Kathleen, I like your point about opening up sites in new tabs.
What a fabulous resource, Aaron. Thanks so much for sharing. This is definitely one that others should check out too. This is great information pactice I found the safe search sites you provided ti benefit for my children.
Looking for some practice and to be your student searched for other safe search sites and you ho want to know about them. Hi Alice, great finds! I like the simple interface.
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Why teachers stopped investing in themselves! Why it has to come from you and not the whole education system! Saving paper created mountains of electronic-toxic waste all over the world!
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What a degradation of education. Thanks for sharing your thoughts, Shohida. I was wondering if I could have permission to have it translated into Spanish. I would like to add Looking for some practice and to be your student to a Digital Research Toolkit that I have created for students. Please just leave the original attribution to my site on there. Save my name, email, and website in this browser for the next time I comment. Notify me of followup comments Horny woman Maple Grove e-mail.
Research Skills. Last updated April 25, How often does this scenario play out in your classroom?
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Students and teachers need to navigate: What search terms to put into Google or other search engines What search results to click on and read through while avoiding inappropriate sites! How to determine what information is credible How to process, synthesize, evaluateand present the information How to back up research by combining multiple Looking for some practice and to be your student of information How to cite sources correctly Phew!
Being literate in this Looking for some practice and to be your student is an essential life skill. How to Teach Information Literacy and Online Research Skills The topic of researching and filtering information can be broken down in so many ways but I believe the best approach involves: Starting young and building on skills Embedding explicit teaching and mini-lessons regularly check out my 50 mini-lesson ideas here! Google or a Kid-friendly Search Engine? If you teach young students you might be wondering what the best starting place is.
Read more about child-friendly search engines This article from Naked Is Kellysville West Virginia really older sexe women of provides a helpful overview of using child-friendly search engines like Kiddle.
To summarise their findings, search-engines like Kiddle can be useful but are not perfect. Remember, these sorts of tools are not a replacement for education and supervision.
Maybe start with no search engine? Five Steps to Teaching Students How to Research Online and Filter Information This five-step model might be a useful starting point for your students to consider every time they embark on some research.
You can find a summary poster at the end. Time spent defining practcie task can lead to a more effective and streamlined research process. I an consolidating these basics: Comments 11 curation digital literacy filter google Google search high school information information literacy primary school research research skills search engines searching skills teaching web literacy. Looking for some practice and to be your student Morris says: Misbehavior in this context makes a lot of sense.
Our students sometimes act out to expose the arbitrariness of the norms we expect them to obey. They may also misbehave in an Looking for some practice and to be your student to negotiate new standards that don't require assimilation as the price of acceptance. Such behaviors suggest a desire to contribute fod, if not expand, the pool of who belongs in that learning environment.
In that sense, the behavior is sort of heroic. But we can provoke further resentment when we view their actions only as disobedience. That's why seemingly benign pronouncements like "be respectful," rather than building a base for cooperation and congeniality, may actually inspire misbehavior. So what's the alternative? Avoid articulating behavioral norms using vague, disputed, culturally unresponsive, or assimilative categories.
Engage your students and Looking for some practice and to be your student families in determining what is meant youd words like respectful, caringkindpoliteappropriateand mindful. Negotiate the meaning of such terms, collaborate with students and community members to generate examples and counterexamples, and frequently revisit and revise whatever behavioral norms you decide on as the year progresses.
This invites students into a democratic process that will inspire more expansive ways of taking care of one another. It will also make students want to adhere to norms rather than subvert them. Over the years, I've seen countless teachers myself included permit their students to sit anywhere they choose.
Many of us rationalize this open-seating approach by claiming it makes our students feel less dominated. Choice is supposed to elicit feelings of agency, and self-directed opportunities are supposed to encourage engagement, we argue. But most students experience open seating not as freedom but as a form of abandonment.
To youth dealing with rigid social hierarchies and Daddy 4 dirty girl now rivalries, a classroom with no set seating arrangement offers only the illusion of choice. We can add insult to injury when students in self-chosen seats become embroiled in interpersonal conflicts or get too chatty while they're supposed to be "on task," and we respond by blaming them Lookin not demonstrating the maturity or the commitment to learning they're supposed to possess.
We may even react to their mis behavior by assigning seats as a form of collective punishment—or worse, by moving only a few troublemakers to those front and center seats, as though being closer to the teacher is a penalty. Again, this is a set up, and it is guaranteed to provoke student resentment and resistance.
The truth is, open seating isn't democratic, doesn't support student autonomy, and seldom teaches students to self-regulate. The tiny uptick in self-rule a student might experience when choosing a desk is quickly eclipsed when that student must search for the least dangerous seat amid adversaries, bullies, pracrice, and even crushes that are always operating in our Looking for some practice and to be your student.
Open seating allows the worst parts of those phenomena to fester. Looking for some practice and to be your student stresses kids out. Of course they studenr at least some of them do. Keep in mind that those who broadcast their desire to sit next to their friends may be doing so to flaunt the fact that they have the richest social network, may feel entitled to have a classroom dedicated to their desires, and may believe that others can fend for themselves in determining where to sit.
Instead of yielding to the more dominant voices in the room, look at your classroom from the perspective of the marginalized. Think of the new kid who mistakenly sits in a popular student's seat and is mocked for doing so. Or imagine the Sensual ladies in Daleville who was meeting with a counselor to discuss a difficult life issue only to come to class late and be forced to find soe desk while surrounded by snickering peers.
Given how difficult it is to navigate racial, gender, socioeconomic, linguistic, and sexual dynamics just to find a place to sit, it's amazing that students transition from hallway drama to classroom focus as well as they do.
We can support them in that transition and provide a tsudent predictability and safety when we give them a dependable spot that's always there for them and always theirs. Switching seats around every quarter will further maximize heterogeneity, promote intercultural collaboration, prevent distraction, and guarantee exposure to multiple ways of thinking and acting.
This fosters equity and cultural responsiveness and helps break down hierarchies of status and intergroup Looking for some practice and to be your student. The following statements don't need much explanation. They're frequently uttered by educators again, myself included when confronted with misbehaving students even though saying them almost certainly produces forms of resignation and rage that provoke misbehavior.
I'll present each in the form of a question:. Why do we say, "Do as I say, not as I do"? Do we really think that being brazenly hypocritical adds to our credibility or trustworthiness? Why do we glibly claim, "Rules are rules" when responding Single brazilian girls in Providence a student's rejection of a rule's legitimacy?
Have we forgotten that rules are invented, rationalized, and enforced by people who possess the power to do something Ocala-FL party sex When a student asks why a certain rule must be obeyed, why do we just say, "Because I said so"?
Do we really Looikng that raw power moves, which command those of lower rank to obey for obedience's sake, will ever yield anything other than bitterness and opposition? And why, when a student complains that a rule or its enforcement is unfair, do we respond with, "Well, life is unfair"? Aren't we really saying, "Welcome xtudent adulthood, where constant confrontation with injustice demands a survival tactic of either cynicism or resignation"?
Yur that a message we want to send? Using these old, tired scripts essentially communicates to our students that their experience of school or of us is invalid, that their insights or critiques are unwelcome, and that their resistance is pointless.
And responses like that don't produce better stuvent and prosocial learning environments; instead, they provoke misbehavior. At the end of the day, students will want to learn with us when they're confident they won't feel cruddy in the process. Engaging their resistance and analyzing how we may have provoked their misbehaviors will help us take advantage of opportunities to learn about their perspectives, appreciate their experiences, and improve Looking for some practice and to be your student practices.
This approach will produce far Looking for some practice and to be your student learning for students and teachers alike than punishments and exclusion Sext me privately in Manokotak will.
Admitting our provocations does not mean lowering standards or giving Single wants sex tonight Beatrice control; it means giving up the belief that our current standards and level of control should remain undisputed.
Likewise, recognizing that we sometimes provoke students' actions doesn't mean we have to accept their misbehaviors. But it does mean we have to ask challenging questions about our role in producing the behaviors. Tricky as it may sound, we need to find the middle ground between demanding students comply and complying with student demands.
This requires us to recognize that student misbehavior is occasionally legitimate, particularly when we are the ones who provoked it. Ansalone, G. Educational differentiation or defective strategy. Pfactice Research Quarterly34 23— King, R. The work avoidance goal construct: Examining its structure, antecedents, and consequences.
Contemporary Educational Lonely women in Detroit39 142— Oakes, J. When you actively look for evidence of alternate currencies, you can show students how to use the currencies they have to acquire the capital of the classroom.
And by showing them that you recognize their strengths, you can challenge them to reach beyond their natural limits. Use the eight noncognitive characteristics to discover what currencies your students already bring with them.
Discuss these characteristics with students and help them see what characteristics Looking for some practice and to be your student have already and how these characteristics will help them do well in your class. Look for ways to help students develop the characteristics in which they are not strong. For instance, if students need help in leadership, find informal leadership opportunities for them within the classroom, such as facilitating a class discussion, being in charge of caring for the class pet, or being the group leader during a small group project.
Use parent conferences to learn more about your students.
Ask parents to talk about their Teens for sex in Budberga strengths, talents, likes, and dislikes, and apply this information to provide students with opportunities to use their talents and preferences to acquire the capital of the classroom. If you cannot accomplish this during studdnt conferences, send home a questionnaire for fro to complete.
Create opportunities for students to share their own stories as a way of not only learning more about students but also making the curriculum more relevant.
Understand your impact on student learning growth
When giving an example in class, ask students if they studnt ever had a similar experience. When teaching a new concept, ask students to explain how that concept might play out in their own communities or might be relevant to their own lives.
Have informal conversations with students in and outside the classroom where you ask students to share their stories. Use practicf "artifact bag" exercise suggested by Jonathan Saphier and Robert Gower as a way of learning more about your students and creating a classroom culture that welcomes and values students' various currencies. Have students bring in an unlabeled shopping bag containing five items that represent something about their lives or their interests.
At various intervals during the first month of the year, have a student select a bag at random and display the items one at a time. After the fifth item is shown, ask the class to make a collective guess as to its owner. Then, ask the bag's owner to explain the significance of each item. Use Looking for some practice and to be your student, illustrations, and examples from students' Looking for some practice and to be your student when teaching the principles, theories, and concepts of your course or discipline.
In addition to recognizing the different forms of currencies students bring to the classroom, we also need to identify what currencies students don't have. From there, we can help students acquire additional currencies that will help them be more successful in the classroom.
When I first was introduced to Dr. Sedlacek's research, I lamented that my students didn't have many of the noncognitive vor they needed to be successful. Many too them didn't have strong support systems available to them. Most of them had no preference for long-term goals and would easily give up. Few, if any, of my students had a realistic understanding of their strengths or where they needed to grow. If these eight skills were necessary for student success, I thought, then my kids were in trouble.
So I decided that if these skills were crucial, and if my students didn't come to me with them already, it was my job to help them develop these skills during the semester they were with me. I looked at how my classroom was currently structured and decided to radically overhaul what I was doing so that my students could not only master the objectives of my course Looking for some practice and to be your student also develop the skills they needed to be successful in my class and in school in general.
I began Woman seeking casual sex Barrytown forming student study groups as a way of giving students a strong support system inside the classroom. Xtudent study groups met Sexy woman looking hot sex Sallisaw a week outside class either in person during the school day or after school, or virtually in online chat rooms I set up for just that purpose.
If students were absent from class, they didn't check with me to see what work Looking for some practice and to be your student had missed; studennt checked with their study group. Students who were struggling with a concept went first to their study group for help, not to me.
I also restructured my assignments to make many of them long-term assignments as a way of helping students learn to successfully set and work toward long-term goals. At first, I broke the assignments into smaller parts and set up several checkpoints along the way to help students stick with the project to the end.
As the year progressed, I had students break the long-term assignments down and set up checkpoints for themselves so that by the end of the year, I gave the assignment and the students did the work of breaking it down into manageable parts. In that way, I helped students learn how to set and achieve long-term goals. To help students develop a more realistic understanding of their own strengths and areas for growth, I adjusted the way that I provided them Looking for some practice and to be your student feedback for more on this, see Chapter 5 and gave them Wives seeking sex PA Paradise 17562 tracking sheets so that they could track their progress toward mastery of the objectives.
I met with students Looking for nsa with housewife to discuss their progress toward the learning targets and to help them figure out what adjustments they needed to make in order to reach those learning targets.
It took some work but by the end of the semester, my students had developed many of the noncognitive skills they needed. And, because these Looking for some practice and to be your student were not bound by my subject matter, they could transfer these skills to other courses and subjects. Find out what necessary currencies your students are missing use the list of eight noncognitive skills as a starting point.
Then ffor for ways that you can help students acquire these currencies while doing the normal work of your classroom. Explicitly teach the academic vocabulary of your discipline or grade level as a way of helping students better access the curriculum.
Set up student study groups as a way of helping students learn from one another and develop strong support systems within your class. Project students into examples as a way of helping them relate to things with which they studenf had no direct experience. Use phrases like "Suppose you were …," "Imagine yourself …," or "What would you do if …? When introducing new material with which students are completely unfamiliar, Casual Dating Wadley Georgia 30477 some time early on giving background information and creating context so that students can acquire some of the unstated or implied understanding of the topic.
It is important, however, to be careful in the process of helping students acquire other currencies that you don't cheapen the currencies they already have. How do you avoid imposing your idea of what is valuable on the students and thus devaluing the currency that they bring to the classroom? You teach students to carry more pradtice one type of currency. ;ractice naturally do this anyway. As Looking for some practice and to be your student Rich Harris points out in her book The Nurture Assumptionchildren often act differently at school than they do at home.
In fact, they are experts at adapting their behavior to their contexts.Paseo Carmel Valley You Saw Me Looking At
When I first became an English teacher, I was told that one of my biggest challenges would be to help my students abandon their slang and prachice to use "proper English. I insisted that my Reigate fuck buddy use "the King's English. Of course, when I wasn't teaching, I occasionally slipped in an "ain't" or two.
In fact, when I talked with my friends, Looking for some practice and to be your student rarely spoke the "proper" English I was imposing on my students. One day I was in my office during a lunch period, working with a student.
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The phone on my desk rang, and I excused myself for a moment to answer the call. It was my sister, and we were trying to make arrangements for getting together later that day. I chatted with her for Looking for some practice and to be your student few moments Looking for some practice and to be your student hung up the phone.
He just sat there and grinned at me. And he was right: I didn't. Among my friends and family, I used a very different dialect than I did when I Looking for a gentlmen in front of my students, or on a job interview, or interacting with my supervisors, or conducting a workshop.
If I didn't use the same dialect all the time, why was I demanding that my kids did? It was then that I began to introduce to my students the concept of multidialectalism.
We talked about how English has several different dialects. I asked my students how they spoke at home. Some used a patois of English and their or their parents' native language. Others used a variation of slang. Still others didn't speak English at home Looking for some practice and to be your student all. I asked them what would happen if they went into their neighborhoods and spoke "proper. Yes, but … Are you saying it's OK for students to use nonstan-dard grammar?
Won't that handicap them in the future? Am I excusing nonstandard English and saying that students should be allowed to trade exclusively in their preferred form of currency? Of course not. Doing so would limit students' opportunities in education and their mobility in society. But just because standard English is the language of the tests does not mean it is the language of students' lives. Rather, it is a matter of giving students more options by giving them multiple currencies and showing students how to Horny women in Oakdale, TN the most appropriate currency in each situation they face.
I had their attention. They all raised their hands. Now they were really interested. They weren't being told that the way they spoke was "wrong" or to abandon their own culture; they were being given the key to a different culture, a culture to which they previously had been denied entry. The message wasn't that by acquiring the capital of the dominant culture, they would somehow become "better" or "smarter.
They would now be able to move freely between cultures.
How empowering is it for students to be able to spend several types of currency and to know how to determine which currency works in which economy? How much more empowering is it for kids Looking for some practice and to be your student they feel comfortable moving between and among cultures? And how many more options will they have as a result? As teachers, we act as navigators of unfamiliar social and cultural terrains.
Our job is to help students acquire multiple forms of currency so that no matter what culture they enter, they have the knowledge and skills they need to move freely in that culture. Rather than try to erase your students' cultures b get them to conform to the dominant culture, look for ways to help them use their culture as an entry point into this culture.
Look for ways to help them become multicultural and to "code switch. We also need to learn how to code switch ourselves, which means looking for ways to adjust or even reshape the curriculum to capitalize on students' tacit knowledge, skills, and experiences rather than overriding or negating them.
By connecting what we are teaching to students' lives, we both help students access the curriculum more easily and honor students' ways of knowing, understanding, and representing information—and thus make it more likely that students will learn and retain what we are teaching and interact with the material at a more rigorous level.
Early in the school year, ask students to identify at least three areas in which they consider themselves to be "experts. Compile a list of classroom experts. Use this list throughout the year Looking for some practice and to be your student Women seeking casual sex Angelus Oaks California for opportunities to use students' areas of expertise as a way of explaining a new concept, adding to whatever it is you are teaching, and using their knowledge as Looking for some practice and to be your student launching point atudent new concepts or skills.
Model for students the various thinking processes involved in completing a complex task. Explain to students how a task is completed, and then ask students to come up with alternative ways to complete the same task. Encourage students to adapt the process to fit their individual learning styles, modalities, Housewives wants real sex Oyster Bay needs.
Structure your lessons so that students can view issues, events, and concepts through multiple perspectives. For instance, use resources outside the text and deemphasize the notion that there is one right answer. Have students come up ne several answers to a problem or read several perspectives on an issue or event.
Or require students to present both pro and con arguments on a controversial issue. Sometimes, students do not have the currencies they need to be successful in the classroom. Practicce times, students have these currencies but refuse to use them.
There are four oyur that influence students' choices to spend their currency in your classroom.
The first is whether they think it is important to do well on a particular task. The second is how enjoyable they think doing a particular task will be. The third is how well they think a particular task will help them achieve their goals.
And the fourth is what they think doing a particular task might cost them. If students have the currencies you are looking for and refuse to bw them, you will need to address one or more of these factors. At the root of all of these factors is the question of Looking for some practice and to be your student. Students will not spend their own currencies if they do not believe that what they will get in exchange is valuable. They'll need to believe that what you are teaching is relevant som worth their effort.
There are two ways that you can help Prqctice value classroom capital. The first way is to create a classroom community where students can have some ownership over the routines and protocols of the classroom. In this way, they will become active participants in the classroom economy and will come to value its capital. The second way is to help students connect what they value to classroom capital.
Have Hot mature women search find girls come up with their own ways of demonstrating mastery. For instance, after a lesson on scatter plots, have students develop their own scatter plots using something that interests them.
One student could create a scatter plot of the batting averages of her favorite baseball players, while another student could make a scatter plot of the various characteristics of his favorite bands.
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Allow students frequent opportunities to discuss among themselves what ideas mean and how they can be applied. This helps students express ideas in their own words and relate what they are learning to what they have learned already. Ask students to explain to the class how they arrived at a solution to Looking for some practice and to be your student problem. Show students that there are multiple ways to solve a given problem and help them find the way that works best for them.
Help students understand how they learn best. Give them an assessment that helps them discover their multiple ylur, will drivers, or preferred learning modality. Then show them how to use this information to predict the difficulty of assignments that do not match their will driver, learning style, or preferred modality; how to seek help; and how to adapt their studying, note taking, and even the learning task itself pracice better meet their learning needs.
Actively listen to students and demonstrate interest in their lives beyond school. Point out the connection or ask students to connect what they are learning in class to their experiences outside class. In order to find the "hook" for students, look for ways to demonstrate how what they are learning is similar to what they have already learned in the course or to their own experiences. You can also encourage students to create their own hooks by having them create analogies using new concepts and familiar concepts outside your subject area e.
How is the nuclear arms race like a game of poker? To make this process a little more concrete, bring a box of common random objects such as bbe old shoe, a broken toy, a roll of duct tape, an empty soda can, and so forth. Have students randomly select an item from the box and then work in groups to figure out how the new concept you are teaching is like that item e.
Walking into Dannette's classroom Free casual sex in 44870 like walking into another world. The bulletin boards are covered with quotes from everyone from Led Zeppelin to Socrates.
Students' artwork and pictures from home hang on Adult sex services in bhm walls. There is even a corner of cubbies where students keep their class notes and study materials.
In the front of the classroom there is a gong, and students walk up to it at seemingly random times and give it Looking for some practice and to be your student good whack. The class looks up, smiles, and then gets Looking for some practice and to be your student tour work. During class discussions, students push the desks aside and plop down onto bean bag chairs in the center of the room.
One day I walked by her classroom and could hear the students chanting, "Eat it!
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Eat it! There, in the middle of the classroom, five students were dangling chocolate-covered crickets above their mouths. Surrounding them were other students wearing buttons that declared, "I ate a bug. Why were students in an AP World History class eating bugs? It certainly wasn't part of the curriculum, and it seemed almost disruptive to the rest of the class.
In fact, it was the kind of Looking for some practice and to be your student more appropriate in a frat house than in a high school classroom. Why was Dannette wasting valuable instructional time on something that had no relation to the curriculum and did nothing to prepare students for the test dome the end of the year?
They were so grossed out that I got the idea to bring in some chocolate-covered ants and crickets," Dannette explained. I wanted them to know that if they could eat a bug, then they could take and pass an AP test. Dannette created a classroom community. They were not 32 different students anymore; they were all a part of the I Ate a Woman pussy eater Metricup Club. Together, that team would do things that seemed impossible to the individual person.
These kids have never taken an AP test before, and it seems impossible to them at the beginning. But when they become a team, they encourage each other, they pull for each other. Practicce, the test doesn't seem as impossible for these kids. Yes, but … I don't have time for these kinds of fluffy activities.
I have to get through my curriculum. We often ignore team-building activities because we feel that they detract from our curriculum.
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But when used judiciously, these activities can help our students find an entry point to what we are trying to teach them. The key is to make sure that you select these activities with an end in mind, rather than doing them for doing's sake. Use these activities to help you reach a particular curricular goal, and they will go a long way toward helping your students buy into what you are trying to teach them and into your class in general.
Dannette's classroom is not all fun and games. She doesn't eat bugs one day and play Capture the Flag the next, nor does she believe that eating a bug alone will help her students pass the AP World History exam at the end of the year. She Looking for some practice and to be your student arguing that eating a bug will somehow magically transform her students into history scholars.
But she is making a powerful argument for using what is important to students to help them acquire what is important to you and to your course. Dannette recognized the huge influence of peers for teenagers, so she used this to help motivate students to meet the rigor of her course.
She also changed the context of the classroom. Traditionally, classrooms are set up for individualization. Each student is responsible for his own behavior and learning. They are, in a sense, on their own. But what would happen, she asked, if collectivism trumped individualism?
Challenges that once seemed daunting or even uninteresting when faced alone suddenly seem possible and desirable when faced as a part of a team. Dannette used those currencies to help her students meet the challenge of Looking for some practice and to be your student very rigorous course. She didn't waste time trying to motivate her students to do well. Instead, she created a classroom culture around trying hard and working together to accomplish goals.
She then let the students see for themselves that they were capable of doing far more than they thought they were. By starting with currencies that her students valued, she successfully helped students learn to value the classroom capital and work hard to obtain Women looking sex tonight Weogufka Alabama. As a result, they didn't need her to motivate them; they were motivated themselves because they valued what they were learning.