April 24, 2013

Starting high school: Stress that can last

By CAROLINE ALPHONSO (Globe and Mail)

Researchers recommend young people be taught coping strategies after study finds one in four experience anxiety issues

The transition from elementary school to high school is fraught with anxious moments: finding your classes in a bigger building, meeting new classmates and getting your locker opened on the first try. New research has found that the shift is highly stressful for about one in four students, and many more than that could use help coping.
Researchers at McGill University tracked 800 students over three years as they made the transition into high school (in Quebec, high school begins in Grade 7), and discovered those who are highly anxious engaged in "maladaptive" behaviours. About one in three of the stressed students reported overeating, others drank alcohol, smoked and did drugs, while a few said they hurt themselves on purpose.
Lead investigator Nancy Heath, a professor of human development and child psychology at McGill, said her preliminary results apply to students making the transition into high schools across Canada, usually in Grade 9, and speaks to the need to teach young people coping strategies when they're about to experience some kind of change. All of these students will face even bigger challenges with a competitive university admissions process, high tuition and an uncertain job market.
"When kids are saying, 'I'm highly stressed,' we need to take it seriously and start teaching them ways to start managing that stress," Prof. Heath said. "Otherwise, they're flailing around and some of them are engaging in really problematic behaviours."
The study involved students who began attending Montreal-area, English-language high schools three years ago. Prof. Heath said a growing body of research is showing that moving to a new school, usually larger with more academic and new social demands, is associated with significant stress.
Students in the study rated themselves on a 10-point scale, and were assessed repeatedly. The survey found that those who were highly stressed when they entered high school continued to be anxious into the following year. Some of that stress stemmed from conflict with families and friends, or academic anxiety. But Prof. Heath said students entering high school are also anxious because their peer group has been broken up.
About 80 per cent of the students surveyed had not been been taught any stress management techniques.
For those involved in the study, as a way to thank them for their participation, Prof. Heath and her graduate students now run an hour-long workshop in the schools teaching teenagers ways to manage their stress. Prof. Heath said other school boards have expressed an interest in running a similar workshop. Students are told about celebrities who have struggled with significant stress levels, so they know they're not alone. They learn how to relax each muscle group, for example, and are provided with websites to help them manage stress and mental-health problems.
Sierra Nadeau, who participated in the study and attended a workshop earlier this week, said she had panic attacks when she started high school.
"I was really scared. The night before, I did not sleep, which was pretty bad. I spent the whole night staying up worrying about it," said Ms. Nadeau, 14, and a Grade 9 student in Lachine, Que.
She wished the workshop had been offered earlier. "When I'm stressed out, I tend to just give up on things, and this would have helped," she said.
Elizabeth Dhuey, an assistant professor of economics at the University of Toronto who has studied school transitions, said researchers are still trying to understand why students have difficulty with the transition, whether it's the move itself, a new kind of school environment or the age when the change occurs. The effects of a difficult transition, however, can last for years. Learning techniques to manage stress, even if it's for an hour during the school day, could be beneficial over the long term, she said.
If they're anxious "they stay at this lower trajectory," Prof. Dhuey said. "So, when they're entering university, they're at a lower trajectory [as far as academic achievement] than people who didn't have a difficult transition."

Beautiful Visual Proof of Pythagorean Theorem

The Ontario Science Centre used to have a visual proof of the Pythgorean Theorem. When I took my grades 9 and 10 applied mathematics class to the Ontario Science Centre, I searched a long time to find this beautiful display - it was removed. The visual proof really convinces students that a^2 + b^2 = c^2 (i.e., the water in the "a" square + the water in the "b" square equals the water in the "c" square.

From: http://www.magicalmaths.org/starter-showing-a-visual-proof-of-pythagoras-theorem/

Starter showing a visual proof of Pythagoras’ Theorem December 16, 2012

This is a great Maths Starter or Plenary showing a visual proof of Pythagoras’ theorem. I normally show this after the lesson where I have shown learners an algebraic proof Pythagoras’ theorem. There are several versions of this proof available on you tube, one even using sand and can be found easily by doing a search. This animation is useful for lower sets as I find graphical representations tend to engage low ability learners a lot more.

I am in the process of getting our design technology department to create one of these or I might plan a lesson where I will get learners to create one in a Maths lesson. If anyone is successful in designing a lesson around this animated proof then please do let me know @magicalmaths. Feel free to download and embed into your powerpoints or flipcharts but I can not take credit for this video as I am not sure who created it.

Chimamanda Adichie: The Danger of a Single Story

Chimamanda Adichie: The Danger of a Single Story

Three points resonate with me from the video, Chimamanda Adichie: The Danger of a Single Story:

1.    Read British children’s books of white, blue-eyed, played in the snow

I recall taking a Humanities course in university and the professor asked us “who’s story” is being told? It’s “his-story”. Having been involved in curriculum writing with the Ministry of Education, I know there are equity officers who review the curriculum. But I wonder if they are looking at “who’s story?” or are ensuring equity based on gender, ethnicity, race, social economic status, and sexual orientation. The same applies to textbooks. The question of “who’s story” is an important one – but can the equity officers answer that question having experienced, perhaps, a Eurocentric bias in their own schooling? I.e., what are the other stories?

2.    Went to USA university, roommate shocked – learned English so well, listened to Mariah Carey, assumed I did not know how to use a stove

This portion of Adichie’s talk reminds me of the narrow and stereotypical perspective we have for particular ethnicities or cultures. Yet, every person is an individual. But do our first impressions of someone’s skin colour, for instance, programme us to already negatively stereotype held? Then it is the responsibility of the individual to prove “one’s worth” – and the success criteria is that of the dominant culture.

3.    Consequences of a single story: Robs people of dignity…recognition of equal humanity difficult. Emphasizes how we are different and not similar

I believe we have come very far since I attended high school. In my daily work, equity is at the forefront of what I do. It is about treating each person as an individual, treating each person fairly, giving each person what he or she needs to be successful. Teachers have been professionally developed in differentiated instruction. Teachers must implement the accommodations in an Individual Education Plan. We are giving students voice and this empowers change. We invite parents as partners. The equity and inclusiveness document published a few years ago is very impactful to recognize there are many stories – and the single story is not the one that is valued over others.

Beleaguered? Not Teachers, a Poll on ‘Well-Being’ Finds

This article resonates with me as a school administrator. Having left the classroom 2 years ago, I have not forgotten how challenging and difficult teaching is all about. You have a class full of students and you are trying to meet their academic, social, and emotional needs. You differentiate instruction and assessments in order to reach each learning as "one size does not fit all". Very rewarding teaching and reaching students. As a school administrator, I see myself as advocating for students and supporting my teachers. Teachers need to be respected, supported, and valued for the work they do. I have never laughed so much as when I was in the classroom! Students kept me young as a classroom teacher!


Beleaguered? Not Teachers, a Poll on ‘Well-Being’ Finds

By MOTOKO RICH

Published: March 27, 2013

Recent battles over school funding, performance evaluations and tenure have given rise to public perceptions of a beleaguered teaching corps across the United States.

But a new analysis of polling data from the Gallup-Healthways Well-Being Index that examines “well-being” as measured by a number of indicators, including physical and emotional health, job satisfaction and feelings of community and safety, found that teachers ranked second only to physicians.

In addition, teachers ranked above all other professions in answers to questions about whether they “smiled or laughed yesterday,” as well as whether they experienced happiness and enjoyment the day before the survey.

The findings initially may seem surprising given widespread reports that teachers are unhappy and demoralized. Just last month, the MetLife Survey of the American Teacher grabbed headlines when it showed that job satisfaction had dropped to a 25-year low among teachers.

The results of the Gallup poll, which was based on telephone interviews last year of nearly 172,300 people — 9,370 of whom were teachers — are actually not inconsistent with the MetLife findings. Although the MetLife survey showed that 39 percent of teachers were “very satisfied,” down from 62 percent in 2008, an additional 43 percent were still “somewhat satisfied,” leaving only 17 percent somewhat or very dissatisfied.

The Gallup poll certainly found challenges among teachers. Teachers were second only to physicians in reporting having felt stress, and when asked, “Does your supervisor always create an environment that is trusting and open, or not?” teachers answered “yes” less frequently than respondents in any other profession, including workers in sales, construction and mining, and service occupations.

With regard to overall job satisfaction, teachers ranked fourth, after physicians, business owners and nurses.

Brandon Busteed, executive director of Gallup Education, said that while certain lifestyle factors like longer vacations could contribute to teachers’ job satisfaction and sense of well-being, the actual work clearly drove their sentiments. In answer to the question, “At work, do you get to use your strengths to do what you do best every day, or not?” 91.5 percent of teachers polled answered “yes.”

“The mission and purpose of teaching and the rewards they get on a daily basis, such as happiness and laughing and learning a lot, is definitely driving well-being,” Mr. Busteed said.“The only thing that is keeping them back from being off the charts in well-being,” he said, “is that they are not being well managed.”

In a blog post about the study, Mr. Busteed and Shane Lopez, a Gallup senior scientist, note that about two million teachers will retire in the next decade, making recruitment vital. The key, they wrote, is “finding better school leaders.”

A version of this article appeared in print on March 28, 2013, on page A3 of the New York edition with the headline: Beleaguered? Not Teachers, a Poll on ‘Well-Being’ Finds.

What Are the Highest Paying College Majors?

http://www.chacha.com/gallery/5344/what-are-the-highest-paying-college-majors

10. Biochemistry

Biochemistry majors can expect to earn about $41,700 as a starting salary and $84,700 as a mid-level salary. Biochemistry is a good choice due to the many job opportunities that it offers. You can work in hospitals, labs, research facilities, pharmaceutical companies, biotech companies, agriculture organizations, clinics, the oil and gas industry, food manufacturing plants and more.

9. Construction Management

Construction managers, as you might guess, oversee the construction of any type of building, big or small; and for this, they are well compensated. A starting salary for a construction manager is usually around $50,000, and mid-level salaries are around $85,000.

 

8. Government and Political Science
You might think that those majoring in government and political science are only destined for political office, but that isn't true at all. Those with this major have tons of career options in all sorts of government jobs, like lobbyists, think tanks, political campaigns and aid organizations. You can also find work in non-government fields, such as education, finance, business and marketing. Salaries for this major range from $39,900-$41,400 to start and $80,100-$87,300 at mid-level.

7. Finance

As a finance major, you'll be working with a lot of other people's money; and it's no surprise that some of that money would trickle down to you. You'll get a better start in your finance career if you do a few internships in your field. Once you do, you can expect to earn about $46,500 to start and $87,300 at mid-level.

6. Management Information Systems

You might not know what Management Information Systems is now, but you might soon. This fast growing field is adding about 17 percent more jobs each year. People in this field help a company organize its computer databases to become more efficient and productive. It might sound boring, but what sounds a little less boring is the salary. To start, you will earn about $51,000 and by mid-level you will be earning around $88,200.

5. Economics

Economics is another major that leaves you with tons of career options, from banking to finance to education and government. If none of those is your thing, you can also get jobs in law (with further education), consulting, public policy and research. Starting salary for those majoring in economics is around $47,300 but by mid career, you see a hefty boost to around $94,700.

4. Applied and General Mathematics

Before you immediately pass over math as a major, think about this: those who major in math have some of the lowest unemployment rates of any other major -- 95% of math majors are employed. They are also quite well compensated for their work, with a starting salary of around $47,000-$52,600 and a mid-career salary of $89,900-$98,600.

3. Physics

Physics is another of those subjects that makes most of our brains hurt, but if you can wrap your mind around it, you will be glad you did. Physics majors have a lot of options, working in museums, the military, laboratories and schools. They are also paid very well for understanding the way the universe works. Right out the gate they are paid nearly $50,000 and by mid career, they are making just over $100,000.

2. Computer Science

Do you want to work for a company like Apple or Microsoft and help program the next big thing in computers? Well, they want to pay you a lot to do it. Major in computer science and do well in school, including doing some internships and projects, and you'll probably land a job that starts out paying around $56,600. Keep at it, and by mid career, you'll be earning around $97,900.

 

1. Engineering

 

If you are simply looking for a job that pays the biggest bucks, you can't go wrong with a career in engineering. In fact, seven of the top highest paying college majors are various engineering majors, like petroleum, chemical, electrical, materials science and aerospace; so you have some room to choose one that matches your interests. Depending on which field you choose, you can start out getting paid between $51,700-$97,900, and by mid career, you be up to $88,600-$155,000. 

Celebrating Earth Hour

My school participated in Earth Hour last Friday - our energy consumption decreased 16% :-)

The Eco Team showed The Lorax after school last month. Here's a great quote that a small difference can make a big impact:

"It is just one tiny seed.
But, it's all we really need.
It's time to change the life we lead,
Time to let it grow!!"

Leadership Qualities Teachers Want in a Principal

(from Ecology of Education, available http://ecologyofeducation.net/wsite/?p=4648)

Every year in the United States, an estimated 500,000 teachers leave their schools, with only 16% of the departures the result of retirement. The bulk of teachers leave for a variety of other reasons, including whether or not they perceive their school’s leadership to be effective.
Without strong leadership, it is much easier for good teachers to walk away, either to another school or another career. Let’s take a look at some of the leadership qualities that teachers most desire in a principal.

Builds a sense of community
Perhaps the single most important quality a principal can have is the ability to create a sense of community. Effective principals understand that the adults and children in their schools need a healthy, safe and supportive environment in order to thrive. A community-building principal works to avoid teacher isolation, negativity and resistance; instead, he or she encourages an upbeat, respectful and supportive professional environment. Positive solutions and growth are the norm, not the exception.

Knows how to hire good teachers
One of the best things a principal can do for his or her school is to hire the right teachers. In addition to making sure a candidate has a strong educational background and excellent references, principals can use behavior-based interviewing techniques to get a realistic idea of how well a candidate will perform in the classroom. Behavior-based interviewing operates on the premise that past behavior best predicts future performance. Typical questions begin with, “Tell me about a time when …” or “Describe your experience with …” and can be highly effective in determining how a candidate will handle real-life situations.

Fosters growth and professional development
When teachers are presented with a clear path to advancement they are more apt to stay at their current school. By providing in-school leadership opportunities – as well as by making professional development accessible, affordable and rewarding – principals demonstrate their commitment to helping staff members grow professionally and excel in the classroom. Also, good principals build on their teachers’ strengths, encouraging them to share knowledge, experience and skills with each other, as opposed to turning a blind eye to unhealthy competition or seniority-based inequality.

Advocates for the school to stakeholders
Nearly every educational framework policy depends on strong community involvement, so much so that the National Association of Secondary School Principals identifies community engagement as a core element of its leadership development agenda. Because a lack of resources is one of the leading catalysts for teacher attrition, principals need to be powerful advocates to their school’s stakeholders in order to gain greater access to necessary resources. Increasingly, schools understand that there is a direct connection between community and parent involvement and improved academic performance.

The primary stakeholders in any school community are families, staff, business partners and the public. Each of these categories requires different styles and approaches to engagement. For example, families may have language and cultural differences or an earlier negative experience with school officials. In order to encourage continued involvement and support, principals need to make a concerted effort to understand the priorities and preferences of the various categories of stakeholders.

Communicates Effectively
Good communication is one of the most crucial components of teacher satisfaction; the best principals will routinely examine their communication skills then apply a variety of styles through the school day. There are a few things principals can ask themselves in an ongoing effort to improve in this area:

• Who did I communicate with today, even if it was for just a brief moment?  (List every single person from kindergartener to visiting teacher.)
• Are my reasons for communicating helping lead my school through positive changes and improvements?
• Do I communicate in a way that contributes to meaningful problem solving?
• Does my communication style help to strengthen working relationships among my staff?
• What areas of communication are the most difficult for me? How can I work to improve in these areas?

Great organizations of all types require great leadership and this is especially true in education. In today’s evolving educational landscape, it is more critical than ever for principals to demonstrate to their staff, students and community that they have what it takes to guide their schools to success.