|7-19-19 Education in the News|
Education Week--Teachers Support Social-Emotional Learning, But Say Students in Distress Strain Their Skills
In Tacora Snell's 5th grade classroom, it's not unusual for students to tell her that they need a break.
Snell, a math and science teacher at Ketcham Elementary School in the District of Columbia, starts talking with her students early in the year about vocalizing their emotions. And if a student does have an outburst of frustration, she'll pull them aside to ask: "You're angry—you have every right to that emotion—but how could we have dealt with that differently?"
Sarah Schwartz| July 16, 2019 | Corrected: July 18, 2019
Chalkbeat--One year in, Gates-funded networks of schools are getting off the ground — and more are on the way
Baltimore’s school leaders have a clear goal: to improve their eighth and ninth-graders’ reading and writing skills. They also have $11 million from the Gates Foundation to help do it.
Figuring out exactly what to do, though, has been a messy, ongoing process. And that’s by design, they say. One of the 14 schools working on the issue took four or five meetings to decide what to try and how teachers would track improvement and make adjustments, a Baltimore principal said this week.
Camille Respess| July18, 2019
Edutopia--Teaching Students How to Ask for Help
Students first need to recognize that they need help, and then they need to know that they’ll be supported when they ask for it.
Why do students struggle to ask teachers for extra help? Why do they sit in silence or confusion when raising their hand could bring help? Failure to ask for help can affect students’ academic performance, self-esteem, and potentially their access to learning in the future. There are several reasons why students struggle to ask for help, but the good news is that there are many strategies that can help them become stronger self-advocates for their learning.
Jennifer Sullivan| July 18, 2019
Garden State Coalition of Schools