beyondchips

State testing starts on Monday and we must take the time to acknowledge and understand the anxiety and stress some of us may be feeling at the moment. The pressure to ensure our students perform well can be overwhelming, and the responsibility we carry on our shoulders is immense. It is also important that we prioritize our well-being at this time. Our mental, emotional, and physical well-being are of vital importance, as they directly impact our capacity to provide the best possible support for our students.   Consider engaging in self-care activities that help manage stress and maintain a positive mindset. This could include mindfulness and relaxation practices, spending time in nature or engaging in hobbies you enjoy, additional sleep and rest, proper nutrition and hydration; exercise, etc. Please remember the power of reaching out to colleagues, administrators, or a counselor for support.   We serve as role models for others and especially to the young people we are surrou...

I start this morning with a personal acknowledgement, I too have room for growth in this area! Consider this... Might there be two types of individuals in our work life? Those we communicate with and those we don't. The reasons we choose not to connect with others vary from one individual to the next. Perhaps we're not feeling like it right now. Everyone gets weary, irritable, busy, and not in the mood to engage in a conversation. Think about what kind of change can we affect by taking a few moments to get to further get to know a student or a colleague. We are humans after all, and we naturally put up barriers that prevent us from interacting with those around us. For many, it is a function of self-preservation, a coping skill. We protect ourselves and grow accustomed to our regular social circles. In the process, we lose sight of the need to reach out and serve those in front of us. Too often, we become mired in our own spheres spending much time in our own moments, that we i...

I initially hesitated to share this article as it may underscore certain biases or predispositions one might have. In the interest of teacher efficacy, we are better educators when we are open and honest about the potential limitations of our perspectives. By acknowledging our predispositions, we can work towards minimizing their impact on our teaching and create a more inclusive learning environment for all students. It is important to constantly reflect and challenge our own beliefs to ensure that we are providing the best education possible.   This LA Times article ( linked below ) is a short read and describes the generation of students now occupying seats in our classrooms. This generation of students is known for their technological prowess and adaptability, which can be both a blessing and a challenge for educators. The article touches on illiteracy, parenting, social skill development, behavior the role of YouTube, and how students learn. Educators must embrace these change...

Modern brain research says we humans have a neurological system that is hardwired for comfort. Conversely, we are also have a primordial predisposition for growth, risk-taking, and change which science argue as essential elements for evolution. In Plato’s allegory, he describes the condition as the difference between remaining shackled in the cave and venturing out for genuine enlightenment. Unlike others life forms, we have the ability to manage or regulate the natural want to leave our comfort zone with the necessity to stay in it. Our daily interactions suggests some are better skilled in doing so than others. As educators, we work with each other and young learners who are intelligent and can make good decisions. The question is, do why people make “bad” choices? This week, I invite you to take a moment to learn, relearn (or unlearn) about the frontal lobe of the human brain by viewing the TEDx video liked below (18 mins).   https://www.youtube.com/embed/v1ojZKWfShQ?si=wq45IDxg...

Stay in your seat. Think before you act. Get a hold of your emotions. Organize your materials. Manage your time. Sounds familiar? These are just a few statements repeatedly shared with some students. At the root of the problem are skills collectively known under the category of Executive Function. Executive function skills develop naturally and through experience. Student needs to work on their executive functioning skills, just like they need to work on their math facts, reading understanding, and other learning objectives we present to them. If we are to extend this thinking, do we then have a duty to help students develop these skills?   Executive functions are processing skills that help us get things done. Every classroom has a wide range of students with different levels of executive functioning skills. Skills such as starting a task, organization, metacognition, inhibition, planning and setting priorities, time management, emotional control, sustained attention, flexibility,...

Think before you act. Get a hold of your emotions. Organize your materials. Manage your time.   Sounds familiar? These are just a few statements repeatedly shared with some students. At the root of the problem are skills collectively known under the category of  Executive Function . Executive function skills develop naturally and through experience. Student needs to work on their executive functioning skills, just like they need to work on their math facts, reading understanding, and other learning objectives we present to them. If we are to extend this thinking, do we then have a duty to help students develop these skills?   Executive functions are processing skills that help us get things done. Every classroom has a wide range of students with different levels of executive functioning skills. Skills such as starting a task, organization, metacognition, inhibition, planning and setting priorities, time management, emotional control, sustained attention, flexibility, and ...