A growth mindset is the belief that abilities grow through effort and persistence. This mindset shapes how we view data.

I avidly recall a second grade class that would excitedly huddle around my rocking chair for story time. Students scrambled around sliding chairs to the carpet where I read heartwarming and sometimes zany tales, they reminded me that story time was counted among the most meaningful and cherished moments of a child’s day. Story time is a child’s portal into endless worlds, kingdoms, and dimensions.

It is not uncommon for a student to struggle with newly learned material. The question we need to ask is when does it become problematic?

IBL has a broad definition and varied implementation. It is generally characterized by a student-centered learning experience, with little to no lecturing.

Let’s begin with the realization that what we all inherently understand is indeed true: kids are different today than they were when we were younger. You hear this stated by colleagues and, if you’re like me, from your own mouth quite frequently. The fact is, they are.

As an elementary school art teacher, it is my job to engage my students and get them thinking critically about what and how they create.

Over the years, our ELL students have eagerly shared stories about an important festival that falls over spring break: Nowruz, the Persian New Year.

My students needed to experience success. And they needed to see that their writing could impact a broader audience than the one held captive each day in their classroom.

To help boys succeed in school they need to feel connected.