#secondary education

[allthecanadianpolitics]

On August 22, Saskatchewan Premier Scott Moe and Education Minister Dustin Duncan announced new policies for schools that specifically target 2SLGBTQIA+ students. In the press release, Saskatchewan schools are now required to “seek parent/guardian permission when changing the preferred name and pronouns used by students under the age of 16 in the school.”

Duncan’s announcement was packaged with two other policies. The first requires parents to be informed about the sexual health curriculum “and have the option to decline their children’s participation.” The other requires boards of education to sever ties with third-party organizations “connected to sexual health education.”

A new low The Canadian Civil Liberties Association (CCLA) condemned the move to require permission from parents to change names or pronouns in a press release, stating they will take legal action to protect student rights in the province. [...]

Continue Reading.

Tagging: @politicsofcanada

[weirdozjunkary]

I need to scream, I hate my schools website so much I fucking can’t I agh!

[env0writes]

Juniper Journal’s Vol. 2, 6.17.24 “Secondary Education"

@env0writes C.Buck   Ko-Fi & Venmo: @Zenv0 Support Your Local Artists!   Photo by @env0

The world is ending Or so it feels For when each day introduces new sorrows What foreboding hope can any tomorrows Bring to adolescence Pubescence’s, incessant advancement of age

How many more firsts Must we experience To know that autumn surely ends And that spring is near with friends To bloom into kinder kith And let the apocalypse pass like the setting sun

I look up through a pane of glass With pained glance To wish upon stars that cannot be seen So that I might wish upon things that cannot have been For no matter the words that I write No matter my plight Cannot erase what story’s been written

So that the world keeps ending Even if fire reigns in the sky When the yearning heart aches After the blood pools and suicidal dream wakes Who will I be come this decade Or will I too, like my scars – up and fade

[churchbathroom]

Im in a classroom management class and all of us teach middle or high school but all my professor’s examples of incentives have to do with what a baby may want. Like girl im not giving a 16 year old a “vibrating toy”

[samsilly12345]

Whenever I see the words secondary school I think of like.. a place for kids, a daycare like.. it's school but after school. It's second school. Secondary school. Or I think of a school but it starts at second grade and then goes to fifth grade.

[victorian--widow]

just a reminder to check on your education major friends. we desperately need it

[canticleofcanticlesforleibowitz]

PEN America’s November 2023 Report on Classroom Censorship:

“Of the 110 educational gag orders introduced this year, 39 bills would restrict how educators teach and discuss sexual orientation and gender identity — with about three out of every four of these modeled on Florida’s “Don’t Say Gay” law.

Over a quarter (29) of the 111 educational gag order bills target higher education, and 17 additional censorship bills focus on restricting the autonomy and governance of colleges and universities including DEI bans, tenure restrictions, curricular control bills, and accreditation restrictions.

Although race-focused gag orders were still half of the bills proposed in 2023, few of them passed, and only one bill (Missouri’s SB 42) explicitly targeted the 1619 Project, compared to 15 bills in 2022. This finding is a reflection of the fact that race-focused gag orders have proven to be overwhelmingly unpopular in the past two years.

A 2022 survey from APM Research/Pennsylvania State University indicated that only 13 percent of the public believes that state lawmakers should have a “great deal of influence” over whether or how racism and slavery are discussed in the classroom.

Educational gag orders have created an atmosphere of profound fear and anxiety for both public school educators and higher ed faculty. One of the most notable studies on this issue, a 2022 RAND Corporation survey of 8,000 K-12 educators, found that 52 percent of teachers in states with educational gag orders say that these laws have affected what and how they teach.”

[x647]

With Úrsula 💖💖💖💖

[allthecanadianpolitics]

Quebec's school service centres will have to ensure bathrooms and changing rooms newly built or renovated are gender specific rather than gender neutral, according to a new government directive published Wednesday in the province's Official Gazette.

"I believe that our boys and girls in schools have the right to have a private space," Education Minister Bernard Drainville said Wednesday.

The controversy dates back to last year when a petition was launched against a plan to make gendered bathrooms gender neutral at D'Iberville high school in Rouyn-Noranda, Que.

Drainville said at the time that the school should "correct the course," particularly to avoid discomfort and harassment of young girls.

Premier François Legault tasked Family Minister Suzanne Roy with setting up an advisory committee to study the matter. The committee's recommendations are expected next winter. [...]

Continue Reading.

Tagging: @newsfromstolenland

[chaosisorderao3]

I'm supposed to be finishing up a research project report rn but I have thoughts and I want to put them out there. So. I'm on one of my teaching placements atm (for those unfamiliar, as part of my bachelor of education degree every year I get sent out to a school for a period of time to observe classes and/or get practice teaching them). My mentor is a real mixed bag. I extremely appreciate the resources he has given me and the encouragement to develop my own teaching style, with him knowing just how diametrically different mine is to his.

One of numerous things I really can't get over is how hard-lined he is about this idea that "if a student isn't engaging in class, it's because they've made the choice not to engage and that's on them, I can't help them". Sir. Sir what the heck? I could rapid-fire list off so many reasons that a student wouldn't be engaging in class, whether it's a once off or a regular thing, none of which are the student's fault. There's just so much more going on, my guy. First and foremost, I think a really telling thing to keep in mind is the continuing studies on school refusal, and how many kids refuse school temporarily or permanently, or at least try to. I'm sure many many people are familiar with the idea of a kid pretending to be sick to get out of going to school, or have done it yourself. In fact if this post manages to take off somehow I'll try to also make a poll to see how many of you have done that.

If students are faking sick to get out of school, there's a problem with the school. In fact, with the rate it occurs, that in and of itself makes clear a problem with the entire schooling system. Kids don't want to go, and we force them to anyway.

So there's that.

There's also just- kids can have trauma. kids can be disabled. kids can have a rough day. kids can be tired. they could be excited about something outside of school. they could have distracting relationship issues or successes. They are allowed to not pay attention. Teachers don't own student attention. they earn it.

I'll say that again.

Teachers don't own the attention of our students. We earn it.

Every time a teacher tells a student it's their fault for not being able to learn, they have caused harm. It's a known thing. It's in the research, it's in teacher training programs, and people gloss over it. A teacher's expectations on a student and their belief in the student's capacity to succeed has a causal link to their ability to learn and succeed and grow. It's an important factor.

And to not know that, or to adamantly refuse that disengagement could be anything but the student's fault? Makes you a shitty teacher. And look. If you're an educator, or you're considering being one, and you hold that mindset? I'm not just gonna meaninglessly be like "oh you're wrong, change your views or get out". No, my advice? Listen to your students. Let them know that you're willing to hear them out and take them seriously. Give them the benefit of the doubt and learn from them, so you can come to your own conclusions. "But what if they take that as an opportunity to get away with lying?" Yeah okay, that's going to happen. Ask yourself this? Why do they feel the need to lie? Or perhaps why is that the pattern of behaviour they tend towards? What's made them see the opportunity of you listening to them and believing them and go "oh cool now I can make stuff up to get out of things". It's because they want to get out of things. Once you realise that, you can start asking why, and then you're getting somewhere.

Teachers: Listen to your students. Believe them. Believe in them. Give them the benefit of the doubt, and wonder if there's something more going on. There probably is.

[poetryintheraw]

I submitted my lesson plan. Now it's simply a waiting game of "will I die before or after I receive the grade".

[freethecake]

Help your self to my free high school level poetry analysis activity! Download today on Teacher Pay Teachers!

[wuh2k]

Remembering the English teacher I had around 16/17yo who had a brilliant idea. While teaching advertising language one day she tells us that her husband works in advertising and companies send him mock-ups of planned campaigns so she’s brought some in.

Can’t remember what product it was marketing but one of them was a pair of handcuffs in a red velvet lined box.

You’re really gonna mention your husband then show handcuffs he has to a class of late teens while you’re 7mos pregnant and not expect a reaction?!?

Us teachers really are the stupidest sometimes.

[academicelephant]

Temperament and learning

There’s one thing all professionals of education should acknowledge: their job is to do things to support your students' learning, not to weaken it. Probably everyone knows this, but they don't necessarily act on it. Not because they don’t care but because they don’t know they’re negatively impacting the learning of some of their students.

For example, for people with low adaptability it is important to know in advance what is going to happen and when. Therefore, the schedule, the timetable for a course, and the timing and deadlines for future assignments should be available before the course starts. This allows these people to prepare beforehand, and therefore feel safe, don't get stressed and learn better as their energy doesn’t go on stress management. Also especially to people with high regularity, but to people with low adaptability as well, it would be important that the schedule doesn’t change much and that there wouldn’t be any surprises as change and surprises only makes them stressed.

As another example, for people with low sensory threshold, it helps if there are no extraneous stimuli in the classroom that are irrelevant to the subject being taught. If there are colorful posters or art all over the place, their attention will be easily drawn to those and away from what the teacher is saying. Another problem is noise, which is known to disrupt everyone's learning, but that is particularly disturbing for people with low sensory threshold.��This problem can be alleviated by making sure the noise level in the classroom stays low, for example by keeping the classroom door closed or by limiting conversation to certain moments during the lesson, either at university by giving students discussion tasks a few times during the lecture, or in other forms of education by allocating part of the lesson to teacher-led teaching and part to other activities.

The younger the students, the more important it is to pay attention to these things, as kids have not yet developed adult-level self-regulation mechanisms to manage stress or keep their attention on the essentials. However, the importance of these should not be underestimated with university students or other adult students, because although they are likely to have developed the skills to cope with different situations already, very small things, such as publishing the course timetable in advance, are enough to improve their academic performance. Less stress, better ability to learn. That’s how simple it is.

In case you want to know more about temperament, check out this site

[ramorazinn]

Oh, high school SHAPED me all right. (I bet people say the same about prison.) That doesn’t make it the most IMPORTANT period of my life.

high school is soo funny in hindsight. the entire time you're there thinking it's the most important period of your life and then the second you're out you're like well that was fucking stupid