This is a very difficult time in education in many nations. Neoliberal and conservative policies have had major effects on schools, on communities, on students, on administrators, on teachers, and on all school staff. As I point out in a number of recent books, under the influence of those with increasing power in education and in all too much of society what is public is supposedly bad and what is private is supposedly good. Budget cuts have been pushed forward; jobs have been cut; attacks on educators at all levels and on their autonomy and their organisations and unions gain more visibility; corporate models of competition, accountability, and measurement have been imposed; continual insecurity has become the norm. The loss of respect for the professionalism and collective rights of educators is striking, as is the immense disrespect for poor and working class communities and for the knowledge and wisdom that “ordinary people” have. These are truly international tendencies, ones found in an entire range of countries (Apple, 2006; 2010; 2013a; See also Ball, 2012). And, very unfortunately, these regressive attitudes and policies are often supported by governments that are sometimes even historically affiliated with more progressive policies.
High school can be overwhelming. There are new and challenging classes, more extracurricular commitments, lots of social obligations, and of course loads of homework. For new high school students, and even those well on their way to graduation, keeping track of everything can be tough.
Near a frontier village, there lived a father and a son. One of the father’s horses accidentally went missing, and all the villagers consoled him. He replied, “I am not sure but that this could be a good thing.” After several months, the horse came back, along with the finest horse he had ever seen; all the villagers congratulated him. The father said, “Well, this could actually be bad for me.” Of his father’s many horses, the son liked riding the beautiful horse which came to them best. But he fell off this horse, and broke his leg. When the villagers consoled him, the father said, “This looks very bad, but I think it could be a fortunate event.” One year later, barbarians invaded the frontier, and all able-bodied men took up arms and went to war. Of the men from this frontier village, nine out of ten were killed. Owing to his broken leg, the son did not have to go to war, and survived.
A lot of parents of first time boarders find themselves asking, “how do I help my child make friends at boarding school?” This is a more common concern than many think. Going away for school can be scary. There are many unknowns: Who will I be friends with? How will I cope with all the work? Where am I going to sit at lunch?
Every year after Labor Day, the admission office starts to get busy with families interested in having their sons or daughters attend boarding school. Oftentimes we receive calls or emails from parents wondering about the admission process, what their child should wear when he or she visits, and what the interview will be like, and we are, of course, happy to help parents with these questions.
Inspired by the game Settlers of Catan, I constructed a game-world that requires using math as the players manage their crops, livestock, natural resources, and defenses. Thus was born, Skellig, in which each player manages an island—or skellig, using an Irish word for rocky island.
It’s that time of the year again – purchasing school supplies, items for dorm rooms, clothes, and stockpiling food for the first day on campus. While all of this can be overwhelming at first, especially for parents of first time boarders, a detailed list will be your best friend in keeping organized and making sure that nothing is missed.
Today’s world offers more technological tools for students than ever before. In harnessing the power of these new tools, students with learning disabilities can capitalize on their unique strengths and abilities and reach their educational goals. This article will discuss helpful technology for your child or student and suggest ways to integrate these tools into your child’s educational approach.
Leadership is a popular subject. We read about it through the lens of business and commerce, sports, medicine, and lately most prominently in politics. But what makes a leader? When we consider this question in the context of education, we sometimes tend to think about our educators and administration, but some of the biggest leaders are the students in the classroom. If we want to instill future leadership, the way to do that is through our students and children.
Students of mine who have great difficulty with algebra have little problem solving the puzzle below, which uses pictures of food instead of standard variables (i.e., x, y, and z). (The solution is at the end of this blog.) Further, two of my current summer students are a 3rd grader and a 4th grader and they can also solve the food puzzle below, even though they are at least two years away from studying algebraic equations in school.