Fostering Resilience in the Classroom
“Children are like wet cement. Whatever falls on them makes an impression.” – Haim Ginnot As teachers, one of the biggest jobs that we have […]
Misc
Fostering Student Resilience: How to Deal with Trauma in the Classroom
As teachers, we take on many, MANY roles for our students. These roles include: Role Model Learning facilitator Mentor Coach Counselor And Many More! Because […]
Believe Me…
Think about the last time someone changed your mind about something. It could be anything: where to go to eat, what movie to watch, your […]
Are you sure?: Identification and Correction of Misconceptions in the Science Classroom
Every year new students come will come into our classrooms with their own beliefs and preconceived notions. Sometimes these notions include incorrect understandings of scientific […]
Steps For Addressing Alternative Conceptions in Science
Misconceptions are one of the toughest opponents in science classrooms today. It is seen throughout research that “students conceptual misunderstanding of natural phenomena indicates that […]
Addressing the Elephant in the Room: Common Misconceptions in Science
Plants can only reproduce asexually. Daughters inherit most of their characteristics from their mothers and sons from their fathers. Eating sugar causes kids to become […]
Lets Address the Misconception in the Room
Everyone once in their lives have believes some type misconception in science. These misconceptions are often learned as a child and have been with you […]
The Duckworth Approach
Eleanor Duckworth is a firm believer in “the having of wonderful ideas.” You may be wondering, what classifies as a wonderful idea? She describes the […]
Constructing Student Knowledge: A Duckworth Approach
The foundation of learning is the construction of one’s own knowledge. This is an instrumental theory in education. Many philosophers have developed their own theories […]
The Wonder in Wonderful Ideas
In the book “The Having of Wonderful Ideas”, Duckworth emphasizes the importance of the virtues involved in not knowing, just as much as the virtue […]