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What’s one math-based life skill that students will use on a daily basis throughout their lives? If your answer is budgeting, then you are absolutely right! A recent CNBC survey reports that almost 60 percent of Americans are living paycheck to paycheck. Teaching students how to budget effectively can help them decide how best to spend, save, and share their money in the future.
When it comes to personal finance, it’s important to teach skills that students will be able to use right away so that even if they don’t have a steady income, they can start to manage the money that they do receive through allowances, gifts, and odd jobs using the strategy of creating a zero-based budget.
Some high school students have more consistent income sources than others. When I was in high school, I had to get a part-time job because my grandma was the only working adult in the household, and as a housekeeper, she could not afford to pay for anything outside the basics of food, clothing, and shelter. I had a steady income from as early as 15 years old. Even for the student who doesn’t have a steady part-time job, chances are they receive money through other sources.
You can teach students the concept of developing a zero-based budget where they allocate all of the money they’ve received to the three S’s of budgeting: saving, spending, and sharing. The goal of a zero-based budget is to assign every dollar of your income so that no money is left over.
The 3 S’s of Budgeting
Ideally, one should aim to save at least 20 percent of their income, but developing the discipline is more important than the percentage that they decide to save.
2. Spending: The spending category includes money that can be used for both needs and wants. Most high school students are not yet responsible for expenses like mortgages or car payments, but they may have to pay a portion of their cell phone bill or pay for their lunch two days out of the week.
If they want to buy a new outfit or go to the movies with their friends, this is a want that they will have to budget for from their spending money. Students should aim to set aside about 70 percent of their finances for spending.
This is also a great opportunity to teach students the difference between fixed and variable expenses. As high school students move into young adulthood, they will take on more financial responsibilities, such as rent, utilities, and subscription services. It will be important for them to be able to know the difference between the two, as well as how to prioritize them using the money that they set aside for spending in their budget.
An easy game to play is the Fixed Versus Variable Expense game. In this game, you share examples of expenses, and students have to decide if it’s fixed or variable. Break up the class into teams, or even limit the amount of time they have to choose the correct response to make it more exciting. Digital platforms like Nearpod and Quizlet are good resources to use when playing this game.
3. Sharing: There are few feelings that compare to what you experience when you give in service to those in need. Helping students build the habit of sharing a portion of their income is a great way to develop their sense of citizenship. Students should be exposed to various ways that they can give back to their community, and sharing a portion of their income with a charity of their choice is one of the many great ways to do so.
Students should set a goal of giving 10 percent of their income to charity, but as with saving, developing the discipline is more important than the percentage that they decide to share.
Making It Relevant
When I work with students on budgeting, my goal is to help them build knowledge by teaching the content in an engaging way while giving them the space to think about how what they are learning applies to their own lives. Providing students with case studies is a great way to prepare them to start creating budgets before they engage in the process of making their own. We use case studies like the following, of high school students who budget using the 20-70-10 rule:
Shane delivers pizza on the weekends to make extra money. Last weekend he made $150. How much money should he set aside for saving, spending, and sharing using the 20-70-10 rule?
After students have had the opportunity to work together on a few case studies, give them time to create their own budgets. Generation Wealth uses a template based on the 20-70-10 budget. You can use this version with your students or let it inspire you to develop one that better aligns to your instructional goals.
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Robotics summer camps offer the perfect opportunity for high school students to indulge in their passion for technology and innovation while enjoying the freedom and relaxation of summer break. For those with a passion for robotics and a desire to delve into the exciting world of technology and innovation, enrolling in a robotics summer camp can be the perfect choice. These summer camps for high school students offer a unique blend of education, hands-on experience, and fun, creating a supportive environment for students to learn and grow. In this article, we will explore some of the best robotics summer camps available, catering to high school students who wish to expand their knowledge and skills in robotics.
MIT Beaver Works Summer Institute: The Massachusetts Institute of Technology (MIT) is renowned for its cutting-edge research and development in various fields, including robotics. The Beaver Works Summer Institute offers a four-week robotics summer camp where high school students can immerse themselves in hands-on robotics projects, guided by MIT professors and researchers. Participants will work in teams to design, build, and program robots, gaining invaluable skills and knowledge. This camp provides a unique opportunity to experience the MIT campus and collaborate with like-minded students from around the world.
Carnegie Mellon Robotics Academy: Carnegie Mellon University has a strong reputation for its robotics programs, and the Robotics Academy offers an exceptional summer camp experience for high school students. The camp focuses on teaching robotics using the LEGO Mindstorms platform, allowing participants to engage in various challenges and projects. The curriculum covers fundamental concepts in robotics, such as programming, mechanical design, and sensor integration. With access to state-of-the-art facilities and experienced instructors, students can develop their problem-solving skills and ignite their passion for robotics.
Embry-Riddle Aeronautical University Robotics Camp: For high school students with a specific interest in robotics applied to aerospace, the Embry-Riddle Aeronautical University Robotics Camp is an ideal choice. This week-long camp allows participants to delve into the world of robotics in aviation and aerospace. Students will engage in activities related to drones, automation, and unmanned systems. The camp includes hands-on experiences, flight simulations, and workshops led by experts in the field, providing a unique perspective on robotics and its applications in the aerospace industry.
iD Tech Robotics and Engineering Camp: iD Tech is a leading provider of summer technology camps, and their Robotics and Engineering Camp is an excellent choice for high school students interested in robotics and engineering. The camp offers hands-on experience in designing and building robots using LEGO Mindstorms EV3 kits. Students learn programming, problem-solving, and teamwork skills as they complete various challenges. With small class sizes and personalized instruction, iD Tech ensures that each student receives individual attention and support.
NASA Robotics Academy: For high school students interested in space exploration and robotics, the NASA Robotics Academy summer camp is a dream come true. This program, organized by the National Aeronautics and Space Administration, focuses on developing robotics skills for space exploration missions. Students work on building and programming robots that can navigate challenging terrains, collect data, and perform tasks similar to those encountered in space missions. The camp includes lectures by NASA scientists and engineers, as well as hands-on activities and simulated space missions.
VEX Robotics Summer Camps: VEX Robotics is a well-known robotics platform used in competitions worldwide, and its summer camps provide an excellent opportunity for high school students to engage in robotics challenges. These camps offer a comprehensive curriculum where students learn the fundamentals of robot design, programming, and control systems. They work in teams to design and build robots that compete in various VEX Robotics competitions.
FIRST Robotics Competition (FRC) Summer Camps: FIRST Robotics Competition is one of the largest and most prestigious robotics competitions for high school students. Many FRC teams offer robotics summer camps to help students prepare for the upcoming competition season. These camps provide hands-on experience with building and programming robots, as well as mentoring from experienced team members. Students learn valuable skills in engineering, teamwork, and project management, all while working towards a common goal of building a competitive robot.
NYU Tandon: New York University’s Tandon School of Engineering offers two exceptional robotics summer camps, with the first one being the Summer Program in Automation, Robotics, and Coding (SPARC). Located in the bustling city of New York, SPARC is a two-week immersive experience designed for high school students aged 14 and above. SPARC provides a comprehensive curriculum covering robotics fundamentals, computer programming, and mechatronics.
Students, Dining, Recycling Get High Green Grades BU jumps to a B- in Sustainable Endowment Institute rankings
The College of General Studies implemented a recycling program last semester for bottles and cans. Work-study students are responsible for emptying the recycling bins; (from left) Adanta Ahanonu (CGS’08, SMG’10), Morgan Mooney (CGS’08, SED’10), Heidi Chase (SPH’08), and Justin Breton (CGS’08). Photo by Kalman Zabarsky
For the second consecutive year, Boston University has improved its green grade.
BU earned a B-, up from a C last year in an annual report released last week by the Cambridge-based nonprofit Sustainable Endowments Institute. The study — the country’s only independent evaluation of sustainability in campus operations and endowment investments — annually assesses sustainability levels at more than 300 U.S. and Canadian universities.
The report evaluated the Charles River and Medical Campuses in nine areas: administration, climate change and energy, food and recycling, green building, student involvement (a new category), transportation, endowment transparency, investment priorities, and shareholder engagement. The University earned better marks in five areas and remained the same in three.
“Our improved grade is the result of a long-term focused effort on green campus sustainability initiatives,” says Gary Nicksa, vice president for operations. “I think our efforts will lead us to an even higher grade next year.”
The highest mark given, an A-, went to only 15 schools, among them Harvard, Brown, and Columbia, according to the institute’s Web site. The average grade was a C+. BU’s score was similar to other area colleges: Boston College and Brandeis University earned a B-, Tufts and Northeastern received a B, and MIT tallied a B+. “We’re in very good company,” Nicksa says.
As a result of the recently established Boston University sustainability committee, the University’s grade in the area of administration increased from a C to a B. Made up of faculty members, staff, and students, the committee works to reduce energy consumption and decrease waste across the campus by concentrating on four areas: recycling and waste management, energy efficiency, sustainable building development and operations, and communications, education, and outreach.
The University also scored high in the area of food and recycling, receiving an A for the second consecutive year. During the past year, the Dining Services Sustainability Program implemented a number of conservation initiatives, such as composting food scraps, recycling cooking oil, baling and recycling cardboard, and converting to green cleaners and detergents. Three-quarters of to-go containers, including napkins and flatware, are now biodegradable, and nearly 20 percent of the annual budget is spent on food from local sources.
“Such practices have become increasingly important over the last several years,” says Webb Lancaster (MET’83), director of operations for auxiliary services. “We really expect to make a difference by adopting such environmentally friendly and socially responsible systems.”
One of the most effective — and the most controversial — moves was eliminating trays from the dining halls. Lancaster says the change will have a big impact on water use. “Annually, the University will save more than one million gallons of water — enough to fill an Olympic-sized pool two and a half times,” he says.
The University received a B in the category of student involvement. The institute praised groups such as the Environmental Student Organization and the BU Energy Club and their efforts to implement an optional student green fee, a proposal that would give students the option of paying a fee to help offset the University’s carbon footprint.
“Students are very engaged in green issues,” Nicksa says. “They’re not only walking the walk, they’re riding it. You need only look at all of the bikes on Commonwealth Avenue to know that we’re experiencing a cultural shift in transportation. We saw it during the energy crisis of the 1970s, and we’re seeing it again today.”
The University’s grades in both climate change and energy and green building improved from a D to a C. Earlier this year, the University replaced five boilers in one of the campus’ main power plants with a modern combustion management system. “We anticipate the new system will cut heating costs up to 30 percent,” Nicksa says. Additionally, the survey recognized the University’s efforts to update older buildings to include motion-sensitive light detectors and thermal double-glazed windows.
The University’s most improved score, however, occurred in the area of endowment transparency, leaping from an F to a C. “Information on endowment holdings is made primarily available to the school community, as well as to the public at the investment office,” the study notes. “The university makes its shareholder voting record available to trustees, senior administrators, and other select members of the school community.” Last year, the information was available only to trustees and senior administrators.
Vicky Waltz can be reached at [email protected].
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Teaching Doctors How to Close Life’s Last Door MED’s end-of-life curriculum: science, humanity—and house calls
At age 78, Charles Swanigan could jog three miles at a stretch. One year later, with the prostate cancer he had battled for a decade spread throughout his body, he could hardly move. Just getting out of bed, he tells his doctor and two BU School of Medicine students paying him an autumn house call, wracks him with pain.
Swanigan’s cozy Roxbury living room, with its fireplace and hardwood floor, has added a new piece of furniture: the hospital bed where Swanigan spends his days, shriveled arms protruding above the blankets. Eating has become an ordeal; the food will no longer stay down. The retired property manager, a divorced father of four, is cared for by his 20-year-old son. As Eric Hardt, a MED associate professor and a Boston Medical Center geriatrician, tells his students, the patient has endured a radical prostatectomy and “every drug known to man.” Yet Swanigan constantly clutches at new treatments that might prolong his life. “He’s going down fighting,” Hardt says.
Now, Hardt watches in the darkened living room as Lucas Thornblade (MED’12) checks Swanigan’s vitals, including his pulse. Thornblade’s examination roams far beyond questions of blood pressure and weight. “I was going to ask how you’re doing spiritually and emotionally,” he says. “I’m not sitting here worrying,” Swanigan answers. “It’s just, it’s not fun sitting here in bed.”
Hardt asks if any fellow parishioners from Swanigan’s church ever stop by. “A few,” says Swanigan. “I would have thought I’d have more, but…”
“This is kind of hard to talk about,” Hardt says, “but what if something unexpected and terrible happens?” Swanigan says he has a will. “If your heart were to stop beating,” Thornblade says, “some patients would prefer to have CPR and electric shocks given.”
“If that happened,” Swanigan asks, “how much of an extension is it? Just a few weeks, a month or so? I prefer not to be resuscitated and be in a lot of pain, if that’s what’s going to happen.”
“Thank you for sharing that with us,” says Thornblade, who helps Swanigan sign a do-not-resuscitate directive after the patient is assured that it won’t preclude necessary treatment.
“I heard you used to play clarinet. That was my father’s instrument as well,” says Thornblade.
“Had a strong, strong desire to be a classical musician,” replies Swanigan, who studied at the Boston Conservatory of Music. “But it’s a tough field unless you want to go into teaching.”
“Any plans for Thanksgiving or the holidays?” the doctor asks.
“No,” says the patient, “nothing.”
Death is a toxic subject for doctors trained to heal, not prep their patients for the morgue. “No one wants to talk about it, because it doesn’t make for a good story,” says Matthew Russell, a MED assistant professor. Russell (CAS’94, SPH’03) says end-of-life needs weren’t part of the curriculum during his medical training in the 1990s. A 2007 study of 51 oncologists by Duke University’s Center for Palliative Care (palliative medicine tries to relieve pain and suffering) found that even when cancer patients did open up about their sorrows, fears, or anger, the discomfitted docs doused the discussion three-quarters of the time.
That’s changing. MED’s old-fashioned house calls—after 150 years, the oldest such program in the country, Hardt says—are an important part of the palliative and end-of-life training in the school’s four-week geriatrics clerkship. (Clerkships are medical students’ temporary assignments in various hospital specialties.) Lectures instruct students how to be human beings as much as doctors, and that emotional connections with dying patients are as essential to good care as a stethoscope. The students also learn that while death is universal, how we die is tailored by our individual cultural and spiritual heritage.
Hardt, one of 15 docs on BMC’s geriatrics team, says the training grew partly from the observation that there are more people dying within the geriatric group than anywhere else in the hospital, including the intensive care units and oncology. The lesson has taken hold in medical schools nationally, where end-of-life care, including palliative medicine, is a growing trend, says David Longnecker, director of health care affairs for the Association of American Medical Colleges. Longnecker says that BU’s education in these fields is highly regarded.
The move has been fueled partly by reports such as a 2009 article in the Association of American Medical Colleges journal Academic Medicine, in which residents who’d been given bedside training with dying patients reported feeling more competent at end-of-life care.
Ebony Lawson (MED’12), who accompanied Hardt and Thornblade on the house call to Swanigan, says the visit showed her “firsthand how to approach difficult decisions.” She knows that a doctor inevitably deals with death, and she takes that discussion seriously. Still, she says, it’s emotionally difficult to talk about.
“How many of you have directly cared for a patient who died?”
Russell puts the question to the 10 students in the palliative care lecture he gives for the clerkship. A lone hand shoots up. “There is not a standardized dying patient,” he tells them. “People will have various symptoms to various degrees of intensity. We have to understand why this symptom is happening. The answer can’t be morphine, morphine, morphine in every case.” He warns that rote, inept treatment could accelerate the decline of a patient whose “goal could be making it the next few weeks to their granddaughter’s christening.”
The case studies that Russell cites are thick with medical jargon, but of his three Ms of medical examination, only the first, mechanism, probes a patient’s pathology and treatment. The second, meaning, explores what illness means to the patient herself—for example, asking what worries her about being nauseous. “It sounds weird, people don’t do it, and you don’t hear it all that much,” but mere yes-no questions about symptoms fumble the chance to be of real help, he says. He exhorts the students to remember who their patients are as people. “It’s the spouse of 60 years who’s going to lose a wife, the family who’s going to lose a matriarch. Our bread and butter is a patient and family’s worst day.”
The third M is a stunning word for a medical class—magic—all the more so for the humility it teaches a profession not known for being humble. The dying crave a miracle that will save them, Russell says, but healers must not oversell their powers in hopeless cases. “Remember the lesson of the Wizard of Oz,” he urges.
“There’s no place like home?” ventures a student.
“Oh, sh–,” says Russell with a laugh—he’d forgotten that famous moral of the story. “That’s not it. Another lesson.” He’s referring to the movie’s insight that the man behind the curtain is just a man. “We have to be mindful of our participation in that illusion of Oz,” he says. “Patients will often want us to be the wizard. You owe it to your patients to be true to what you know—which is limited.”
Underscoring the limits of care is the need to understand how a patient perceives them. Russell offers a case study of a 95-year-old demented woman who, near death, has stopped eating. Research confirms that her feeding tube will not prolong her life. Yet how do you suggest to her daughter that she order it removed? Students take a stab at the medical facts of the situation (“Unfortunately, she’s not going to be able to eat on her own,” tries one), but Russell reminds them that their doctor’s ear must hear the voice of the daughter’s heart.
“What is feeding someone? A proxy for something.” Love, suggests a student. Bingo, says Russell. “‘So don’t you ever tell me not to feed my mother, because she fed me every night.’ Food is love. You’re going to have to deal with that love thing. Make them know that what they’re not doing is love. I need to know that what I have done for my loved one matters and has mattered, because I want to know, at the close of their life, I have done everything I could have done. What needs to happen at that moment? An emotion. She needed to hear, ‘You did right.’”
In 2005, with help from an Aetna grant, Hardt developed a curriculum, called Culture, Spirituality, and End of Life Care, that attunes aspiring doctors to help patients of varying races, religions, and nations.
“We don’t have time to talk about all of America’s wondrous versions of racism,” he tells his class, making it clear that a doctor must never “lower the standard of care just because you don’t know the patient’s language.” Among his case studies is a Boston Globe story about a Buddhist family’s battle to keep their father on life support. Although his brain activity had flatlined, and “brain death equals death” in Western medicine, says Hardt, his heart continued beating, and to his family, that meant “the spirit still dwells in the body, so you can’t pull the plug.” Students struggle unsuccessfully with possible resolutions; in reality, Hardt says, the doctors kept life support on.
Nowhere does MED’s emphasis on diversity and humanity spice the curriculum more than in the final project of the clerkship. Outsiders expecting exam books or meticulously wrought case studies would be astounded at the actual projects that fourth year med students presented in November, from the aroma of jambalaya made by Toya George (MED’12) to a version of Jeopardy! with questions about international religions, emceed by Casper Reske-Nielsen (MED’12).
Jambalaya, plus the spirituals she plays on her computer for the class, reflect the comforts taken by people who share her southern heritage, George tells her classmates. Reske-Nielsen’s Jeopardy categories, flashed on the classroom screen, ranged from What’s in Store? (about the afterlife notions of various faith traditions) to Death’s a Drag. Classmates competed to answer clues like, “Famadihana is the practice of this with the dead to help the spirits join their ancestors.” (Answer: What is dancing? Famadihana is a tradition in Madagascar.)
The final projects’ nonscientific flavor, Hardt says, is a deliberate antidote to the emotionless professionalism that doctors typically adopt when confronting death and the bereaved: “‘Get tough, I’m sorry for your loss, suck it up.’ And we want to combat that and say, you know, these are people. And even though you have a specialized job, you’re still people too. You don’t have to block that out to become a good surgeon or good internist.”
It’s a lesson that stayed with Lucas Thornblade long after his visit to Swanigan’s home. “Learning about palliative care is the process of choosing which elements of medical care are appropriate for a person with a disease that may be terminal,” he says. And with the geriatrics clerkship, “for the first time, we’re caring for patients who may have more emotional and physical needs outside of the hospital than the patients that we’re used to caring for.”
Charles Swanigan died at home the evening after Thanksgiving with his family at his bedside.
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There’s a great need for rigorous, relevant, and impactful learning about climate change, one of the most important issues facing our generation. When interdisciplinary learning and student choice are incorporated, students can attain a more enduring understanding of climate change, think innovatively, and transform their ideas into meaningful civic action.
Our project: rising Sea Levels
For “The Water Line Project,” students researched how 10 feet of rising sea levels would impact 23 coastal states in the United States. From their research they created a presentation and shared their knowledge with their class in a think-pair-share model. They also shared their research and learning with community members within and outside of the school.
The “Water Line Project” bulletin board had printed research slides, a map of the United States marked with paint to visually represent land affected by 10-foot rising sea levels, and papier-mâché sculptures. Based on their research, students picked one animal or insect that rising sea levels would negatively affect. Using recycled newspaper and wheat paste, they created three-dimensional papier-mâché sculptures and attached them to the same bulletin board. The public display of learning allowed students the opportunity to engage the larger school population in an interactive and authentic way.
At the heart of every great project is student choice. When students have choices in their learning and how they demonstrate it, they’re more engaged, invested, and able to see the relevancy and application of their learning.
“The Water Line Project” allowed students the opportunity to investigate and use their curiosity to generate their own questions, which they used to guide their learning. Students could choose which state they wanted to research and what insect or animal to focus on. Many students picked their state based on personal experiences, such as having family or traveling there; they chose their animal as a result of research of adaptations and ecosystems within that location.
One way to help students begin to unravel the complexity of peer-reviewed research and data is to create teacher-guided research pathways. Using thoughtful structures, intentionally choosing where students can explore openly, and having limits scaffolds knowledge, allows creativity to flourish, and encourages student ownership of learning.
“The Water Line Project” used the online learning platform Canvas and research pathways where each subtopic of climate change, such as shrinking of the Arctic ice, deforestation, and thawing of permafrost, had its own webpage that included a wealth of resources, such as videos, articles, and guided data platforms such as that of NASA (the National Aeronautics and Space Administration) or the “Sea Level Rise Viewer” from NOAA (the National Oceanic and Atmospheric Administration). In addition, an embedded Padlet allowed students the opportunity to share their research with other students from different sections and different academic years.
The goal of using informational text and interpreted data is to teach students to question bias, consider multiple perspectives, and embrace ambiguity. This is often difficult for students and requires strategic questioning and planning. One strategy is to begin with statistics that are relevant to a student’s experience. For example, in “The Water Line Project,” students could look at the impact of rising sea levels on an area of interest, like sports stadiums, art museums, and national and state parks, as a starting point for their research. From that point, students refined their research and had to focus on certain data points.
Giving students the opportunity to look critically at data and to consider the context with which the data is being analyzed opens up the conversation to begin framing future research and information.
When students feel empowered to share their learning with a wider audience, they begin to see themselves represented and reflected in their communities as agents of change. This brings relevancy to their learning, since they can apply it to many different aspects of their lives.
Each October, individuals and organizations nationwide work together to raise awareness of bullying during National Bullying Prevention Month, an initiative of the PACER Center. Whether you are an educator, education leader, parent, or other community member, you can take action to prevent bullying and harassment by fostering a culture of caring and respect in your school, home, and community. Use the resources below to support your efforts.
Resources for Educators
The resources from chúng tôi address detection, preventive strategies, and effective responses. How do you know if a child is being bullied? Keep an eye out for these warning signs. Need to know what actions to take? Review these effective responses to bullying and prevention strategies. “Bullying: A Module for Teachers,” from The American Psychological Association, includes a useful tip sheet, “Myths and Facts about Bullying,” that addresses beliefs about school bullying not supported by current research. It’s also important to know the bullying hot spots within schools in order to prevent it.
Bullying Prevention Curriculum
Visit the websites below to find videos, activities, and lesson plans you can use in the classroom:
For more planning tips, the following Edutopia posts are good to reference:
Student Voice and Leadership
PACER’s five-step guide, Unite Against Bullying – School Event Planning Guide, provides helpful information on working with students to plan bullying prevention events. The PACER Center’s web pages on Student Action and School Action showcase examples of actions taken by students and schools to prevent bullying.
For more inspiration, check out these examples of student voice and leadership from Edutopia:
Resources for Parents
“Creating a Safe and Caring Home” from NSCC includes guidelines for parents to help children feel safe and create positive environments for children. To better understand what parents should expect from schools and what parents can do, read “What Can Be Done to Stop Bullying?” from NBC News’ Education Nation.
Communicating With Schools
What are some ways you can initiate conversations with your children about cyberbullying?
For more ways to take action against cyberbullying, take a look at these resources from Edutopia:
School-Wide and District-Wide Approaches
Restorative-justice approaches focus on repairing damage, rather than on blame or punishment. In “Restorative Justice: Resources for Schools,” Matt Davis has collected several guides for implementing restorative-justice programs and links to helpful resources and articles. “Using Dialogue Circles to Support Classroom Management,” a resource from Edutopia’s Schools That Work, explores how dialogue circles, as part of the restorative-justice program at Glenview Elementary School in Oakland, California, have helped to build collaboration, respect, and positive behavior among students. Another useful source of information on this topic is the Center for Restorative Justice at Suffolk University.
For more school-wide strategies, check out these other posts from Edutopia:
Social and Emotional Learning
Organizations such as the Collaboration for Academic, Social, and Emotional Learning (CASEL) have a number of well-researched reports and other resources on their website to combat school bullying. Download and read the full 2009 CASEL report, “Social and Emotional Learning and Bullying Prevention.”
Diversity and Inclusion
“Suicide and Bullying,” an issue brief from the Suicide Prevention Resource Center (SPRC), discusses the relationship between bullying and suicide among children and adolescents, including recommendations, with a special focus on LGBT youth. Initiatives like The Trevor Project focus on crisis and suicide prevention among kids in the high-risk LGBT student population. All teachers should review the Trevor Project’s list of warning signs.
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