What is pedagogy? What is pedagogy? Many discussions of pedagogy make the mistake of seeing it as primarily being about teaching. In this piece Mark K. Smith explores the origins of pedagogy and the often overlooked traditions of thinking and practice associated with it. He argues that a focus on teaching as a specialist role is best understood in other ways. Simone Weil on Attention and Grace “Attention without feeling,” Mary Oliver wrote in her beautiful elegy for her soul mate, “is only a report.” To fully feel life course through us, indeed, we ought to befriend our own attention, that “intentional, unapologetic discriminator.” More than half a century before Oliver, another enchantress of the human spirit — the French philosopher Simone Weil (February 3, 1909–August 24, 1943), a mind of unparalleled intellectual elegance and a sort of modern saint whom Albert Camus described as “the only great spirit of our times” — wrote beautifully of attention as contemplative practice through which we reap the deepest rewards of our humanity. In First and Last Notebooks (public library) — the out-of-print treasure that gave us Weil on the key to discipline and how to make use of our suffering — she writes: Attention is the rarest and purest form of generosity.
ISO 21001:2018(en), Educational organizations — Management systems for educational organizations — Requirements with guidance for use {* #socialRegistrationForm *} {* socialRegistration_firstName *} {* socialRegistration_lastName *} {* socialRegistration_emailAddress *} {* socialRegistration_displayName *} By clicking "Sign in", you confirm that you accept our terms of service and have read and understand privacy policy. {* /socialRegistrationForm *} Please confirm the information below before signing in. Already have an account? Sign In. {* #registrationForm *} {* traditionalRegistration_firstName *} {* traditionalRegistration_lastName *} {* traditionalRegistration_emailAddress *} {* traditionalRegistration_password *} {* traditionalRegistration_passwordConfirm *} {* traditionalRegistration_displayName *} By creating an account, you acknowledge and agree to our Privacy Policy. {* /registrationForm *}
What Changes When a School Embraces Mindfulness? It was lunch time at Marysville School in Southeast Portland when the fire broke out. Teachers quickly herded their students out of the building to the sports field behind the school as the old colonial-style building burned. The fire that traumatized students and staff alike was in 2009, when Lana Penley was in her second year as principal. The 460 students and 50 staff members of the K-8 school relocated to a vacant school building in another part of Portland, displaced from their school site for three years as the district rebuilt the Marysville building. “We were already a school that struggled, and then adding [the fire] on top of it, we really thought we needed to find a social and emotional curriculum that connects to the heart to overcome our trauma,” Penley explained. The program is a blend of neuroscience, social and emotional tenets like empathy and perspective taking, and mindfulness, a practice which many schools have already started exploring.
In praise of the squishy subjects - Capital Read, Inkless Wells Dear readers: This one’s long. You may want to settle in. About a year ago the Canada Millennium Scholarship Foundation approached me to contribute a paper in conjunction with a conference the group would host, called Opportunities-Excellence. They invited me to write about a topic that interested me having something to do with innovation and the knowledge economy. 8 Pathways to Every Student's Success Teachers who transform lives understand not only how to teach curriculum, but also how children develop into capable, caring, and engaged adults. They see beyond quantitative measurements of success to the core abilities that help students live healthy, productive lives. Famous educator Maria Montessori wisely remarked, "The greatest sign of success for a teacher. . . is to be able to say, 'The children are now working as if I did not exist.'"
Order, Disorder, and Oneself: French Polymath Paul Valéry on How to Never Misplace Anything By Maria Popova Anyone who has experienced the profound satisfaction of alphabetizing a bookshelf or organizing a kitchen cabinet knows the psychological rewards of transmuting physical chaos into physical order — something philosopher Gaston Bachelard captured beautifully in his 1957 meditation on the poetics of space. But the relationship between material and mental order isn’t always linear — the most brilliant person I know also happens to be magnificently messy. Count on the great French poet, essayist, and philosopher Paul Valéry (October 30, 1871–July 21, 1945) — an intellectual titan who influenced such luminaries as Susan Sontag and André Gide, and one of humanity’s greatest crusaders for nuance — to offer a counterintuitive solution to the problem of order and chaos. I have unearthed this notebook which I thought I’d lost.
Education sector to benefit from a new international management system standard From pre-school to university, to vocational training and coaching, the world of learning is constantly changing and evolving. As the trend to move away from the traditional customer-supplier relationship towards a collaborative partnership grows, so, too, do learners’ expectations. Learning providers now need to adapt to these new ways of working, while at the same time providing a high level of service. ISO 21001, Educational organizations – Management systems for educational organizations – Requirements with guidance for use, is intended to meet this challenge by defining the requirements of a management system that will help education providers better meet the needs and expectations of their learners and other beneficiaries, and demonstrate greater credibility and impact.
Emotional Intelligence Has 12 Elements. Which Do You Need to Work On? Esther is a well-liked manager of a small team. Kind and respectful, she is sensitive to the needs of others. She is a problem solver; she tends to see setbacks as opportunities. Entrance testing is not the answer University students need to learn to write for different disciplines and assignments, and testing the skills they learned in high school isn’t relevant to what they will need to learn. by Roger Graves and David Slomp We commend Nicholas Dion and Vicky Maldonado for calling for assessments of university students’ writing (“We need to assess student literacy skills”) in University Affairs. We agree with their argument that without these assessments, universities will face budget cuts and students have no way of proving their worth as writers.
New Teachers: A Primer on Assessment In order to effectively plan instruction, it’s important to determine students’ current level of knowledge and state of academic, social, and emotional skills. There are a variety of ways for teachers and students to arrive at this understanding and gauge student progress through assessment. View the video "Five Keys to Comprehensive Assessment" for a helpful overview of the various types and purposes of assessment. Then explore the resources below for tips and strategies to help you plan and craft assessments to guide teaching and learning in your classroom.