From Behaving to Belonging: The Inclusive Art of Supporting Students Who Challenge Us by Julie Causton and Kate MacLeod - Book Review

"From Behaving to Belonging: The Inclusive Art of Supporting Students Who Challenge Us" by Julie Causton and Kate MacLeod provides valuable insight and practical wisdom for all educators and school leaders. In this transformative book, the authors eloquently navigate the complex terrain of supporting students who may exhibit challenging behaviors, urging us to shift our focus from mere behavioral management to fostering a sense of belonging for every student.

Causton and MacLeod present a refreshing perspective, emphasizing empathy, understanding, and proactive strategies over punitive measures. Drawing from their extensive experience in inclusive education, they offer a wealth of practical strategies, case studies, and reflective exercises that empower educators to create nurturing environments where all students thrive.

One of the book's greatest strengths lies in its emphasis on the power of relationships. Through poignant anecdotes and evidence-based practices, the authors demonstrate how cultivating strong connections with students can lead to profound transformations in behavior and academic achievement. By prioritizing relational approaches, educators can forge bonds of trust and support that lay the foundation for inclusive classrooms.

"From Behaving to Belonging" equips readers with tools to dismantle systemic barriers and promote equity in education. The authors advocate for culturally responsive teaching practices and provide guidance on addressing implicit biases, ensuring that every student feels valued and respected.

Reading this book not only expands one's pedagogical toolkit but also fosters a deeper understanding of the diverse needs and experiences of students. By embracing the principles outlined in "From Behaving to Belonging," educators can create environments where every student feels seen, heard, and valued. Ultimately, this transformative approach not only enhances academic outcomes but also cultivates a culture of empathy, inclusivity, and belonging in schools.

Reference.

Causton, J., & MacLeod, K. (2020). From Behaving to Belonging: The Inclusive Art of Supporting Students Who Challenge Us. Publisher.

The GI Bill: Empowering Veterans and Transforming Higher Education

The Servicemen's Readjustment Act of 1944, commonly known as the GI Bill, stands as a landmark piece of legislation that profoundly impacted both veterans' lives and the landscape of higher education in the United States. Enacted to assist returning World War II veterans in readjusting to civilian life, the GI Bill offered a comprehensive range of benefits, including financial assistance for education, housing, and employment.

One of the most significant provisions of the GI Bill was its support for higher education. As highlighted by my classmates, the GI Bill opened doors to educational opportunities for millions of veterans. It provided financial aid for college tuition, vocational training, and technical schools, allowing veterans to pursue their academic and career aspirations. This support catalyzed a surge in college enrollments, leading to a dramatic increase in the number of degrees awarded in the post-war era. For example, approximately 50% of the fifteen million veterans who participated in the GI Bill after World War II completed their higher education. This statistic underscores the profound impact of the GI Bill in facilitating access to education for veterans. Moreover, the influx of veterans on campuses diversified the student body and contributed to a more educated society, as noted by another classmate.

However, despite the significant benefits provided by the GI Bill, there were systemic barriers that hindered some veterans, particularly Black veterans, from fully accessing its advantages. Discriminatory lending practices and housing segregation limited opportunities for Black veterans to purchase homes in desirable neighborhoods, affecting their ability to build wealth and access quality education.

Nevertheless, the GI Bill remains a cornerstone of American higher education and a symbol of the nation's

commitment to supporting its veterans. Its legacy continues to resonate today, as it serves as a testament to

the transformative power of education in empowering individuals and shaping the future of our society.

Through the GI Bill, millions of veterans have been able to rebuild their lives, pursue their dreams, and

contribute to the prosperity of our nation. Beyond its impact on individual veterans, the GI Bill also had broader societal implications. By facilitating access to education and training for millions of returning veterans, the GI Bill fueled economic growth and prosperity in the post-war era. The skills and knowledge gained through higher education enabled veterans to enter various industries, driving innovation, productivity, and competitiveness in the workforce.

Furthermore, the GI Bill played a crucial role in promoting social mobility and advancing civil rights in

America. While it offered unprecedented opportunities for many veterans, it also laid bare the disparities

and injustices faced by marginalized groups, particularly Black veterans. Despite the GI Bill's provisions,

discriminatory practices in housing and employment perpetuated racial inequality and hindered full

participation in the benefits of the program for Black veterans. Nevertheless, the GI Bill's legacy in advancing educational equity and expanding access to higher education cannot be overstated. It paved the way for subsequent generations of veterans to pursue higher education and achieve socioeconomic mobility. Additionally, the GI Bill's influence extended beyond veterans to impact the broader landscape of higher education, shaping institutional policies and practices to accommodate the needs of non-traditional students and foster inclusive learning environments.

The GI Bill stands as a testament to the power of public policy in transforming lives and shaping the

trajectory of a nation. Its provisions have provided millions of veterans with the opportunity to pursue

their dreams, contribute to the workforce, and enrich the fabric of American society. While challenges

and inequities persist, the GI Bill's enduring legacy serves as a reminder of the importance of investing in

education and supporting those who have served our country.

References. 

Cohen, A. M., & Kisker, C. B. (2010). The shaping of American higher education: Emergence and growth

of the contemporary system (2nd ed.).

National Archives. (2022, May 3). Servicemen's Readjustment Act. Retrieved from https://www.archives.gov/milestone-documents/servicemens-readjustment-act#:~:text=Signed%20into%20

law%20by%20President,WWII%20and%20later%20military%20conflict

Gobernanza dentro de la Educación Superior durante la Época Colonial

"En general, los colonos querían construir comunidades que integraran la religión con la sociedad, y la religión dependía de un laicado educado" (Cohen, A., & Kisker, C., 2010, p. 24). Las organizaciones religiosas desempeñaron un papel significativo en la gobernanza de las universidades coloniales. Muchas de las primeras universidades estadounidenses fueron fundadas por denominaciones religiosas o funcionaron bajo cartas religiosas. Como resultado, los líderes religiosos a menudo ocupaban posiciones de autoridad dentro de estas instituciones, influenciando los procesos de toma de decisiones y dando forma al plan de estudios para alinearlo con los principios religiosos.

"La gobernanza de las instituciones coloniales prefigura los problemas de gobernanza en la educación superior a lo largo de su historia. Las universidades fueron fundadas con una combinación de control público y privado, con un sesgo hacia este último; el alcance de la influencia de la junta laica y los miembros designados por la corte colonial o la legislatura siempre fue un problema" (Cohen, A., & Kisker, C., 2010, p. 43). Los gobiernos coloniales brindaron apoyo y supervisión a las instituciones de educación superior, otorgando a menudo cartas y financiación para establecer y mantener universidades. Los funcionarios gubernamentales, como los gobernadores coloniales o los cuerpos legislativos, participaban en la designación de fideicomisarios, aprobación de cartas universitarias y provisión de asistencia financiera. Esta participación gubernamental contribuyó a la estructura de gobernanza de las universidades coloniales.

"Las universidades fundadas en la Era Colonial fueron gobernadas por externos, juntas de supervisores compuestas por clérigos o magistrados. El único docente representado en el cuerpo gobernante era el presidente, e incluso él servía a placer de la junta" (Cohen, A., & Kisker, C., 2010, p. 43). Las juntas de fideicomisarios desempeñaron un papel crucial en la gobernanza de las universidades coloniales. Estas juntas estaban típicamente compuestas por individuos influyentes de la comunidad local, incluidos líderes religiosos, funcionarios gubernamentales y benefactores adinerados. Los fideicomisarios eran responsables de tomar decisiones importantes con respecto a las políticas universitarias, las finanzas y los asuntos académicos. Proporcionaban supervisión de la gobernanza y aseguraban el funcionamiento efectivo de la institución.

El enfoque de tres puntas para la gobernanza dentro de la educación superior durante la época colonial, como la influencia religiosa, el apoyo y supervisión gubernamental, y el papel de las juntas de fideicomisarios, proporcionaron una base para el funcionamiento de las universidades coloniales, sin embargo, no creo que fuera completamente suficiente para la época. Al observar el aspecto religioso, hubo una fuerte influencia de las organizaciones religiosas en la gobernanza que limitó la diversidad de ofertas académicas y perspectivas dentro de las universidades coloniales. El énfasis en la educación religiosa restringió el plan de estudios y pudo haber sofocado la libertad académica, especialmente en la exploración de temas no religiosos. Este enfoque restringido a la educación puede que no haya preparado adecuadamente a los estudiantes para los diversos desafíos de la sociedad colonial en rápida evolución. Por ejemplo: Harvard College, fundada en 1636 con un enfoque principal en la educación religiosa, enfrentó desafíos para diversificar su plan de estudios para satisfacer las cambiantes necesidades de la sociedad. A pesar de los esfuerzos por introducir nuevas materias, como matemáticas y ciencias, la influencia de líderes religiosos y denominaciones limitó el alcance de las ofertas académicas durante un período considerable. El enfoque de tres puntas para la gobernanza dentro de las universidades coloniales proporcionó un marco fundamental para su funcionamiento, sin embargo, no fue completamente suficiente para abordar las diversas necesidades y desafíos de la época. La fuerte influencia de las organizaciones religiosas, junto con el apoyo y supervisión gubernamental, y el papel de las juntas de fideicomisarios, crearon limitaciones en la diversidad, la libertad académica, la responsabilidad y la representación dentro de las instituciones de educación superior. A medida que las expectativas de la sociedad evolucionaron, hubo una necesidad de un mayor desarrollo y refinamiento de los mecanismos de gobernanza para garantizar el funcionamiento equitativo y efectivo de las universidades coloniales.

Referencia.

Cohen, A. M., & Kisker, C. B. (2010). The shaping of American higher education: Emergence and growth of the contemporary system (2nd ed.).

Governance within Higher Education during Colonial Times

“In general the colonists wanted to build communities that integrated religion with society, and religion depended on an educated laity.” (Cohen, A., & Kisker, C., 2010, p. 24). Religious organizations played a significant role in the governance of colonial colleges. Many early American colleges were founded by religious denominations or operated under religious charters. As a result, religious leaders often held positions of authority within these institutions, influencing decision-making processes and shaping the curriculum to align with religious principles.

“The governance of colonial institutions foreshadows issues of governance in higher education throughout its history. The colleges were founded with a combination of public and private control, with a tilt toward the latter; the extent of influence by the lay board  and the members appointed  by the colonial court or legislature was always an issue” (Cohen, A., & Kisker, C., 2010, p. 43). Colonial governments provided support and oversight for higher education institutions, often granting charters and funding to establish and maintain colleges. Government officials, such as colonial governors or legislative bodies, were involved in appointing trustees, approving college charters, and providing financial assistance. This governmental involvement contributed to the governance structure of colonial colleges.

“The colleges founded in the Colonial Era were governed  by outsiders - boards of overseers that were made up of clergymen or magistrates. The only teacher represented in the governing body was the president, and even he served at the pleasure of the board” (Cohen, A., & Kisker, C., 2010, p. 43). Boards of trustees played a crucial role in governing colonial colleges. These boards were typically composed of influential individuals from the local community, including religious leaders, government officials, and wealthy benefactors. Trustees were responsible for making important decisions regarding college policies, finances, and academic matters. They provided governance oversight and ensured the effective operation of the institution.

The three-pronged approach to governance within higher education during colonial times such as the  religious influence, government support and oversight, and the role of boards of trustees provided a foundation for the functioning of colonial colleges, however I believe that it was not entirely sufficient for the time. When looking at the religion aspect there was heavy influence of religious organizations in governance that limited the diversity of academic offerings and perspectives within colonial colleges. The emphasis on religious education constrained the curriculum and may have stifled academic freedom, particularly in exploring non-religious subjects. This restricted approach to education may not have adequately prepared students for the diverse challenges of the rapidly evolving colonial society. For example: Harvard College, founded in 1636 with a primary focus on religious education, faced challenges in diversifying its curriculum to meet the changing needs of society. Despite efforts to introduce new subjects, such as mathematics and science, the  influence of religious leaders and denominations limited the scope of academic offerings for a considerable period. The three-pronged approach to governance within colonial colleges provided a foundational framework for their functioning, however it was not entirely sufficient for addressing the diverse needs and challenges of the time. The heavy influence of religious organizations, coupled with government support and oversight, and the role of boards of trustees, created limitations on diversity, academic freedom, accountability, and representation within higher education institutions. As society expectations evolved, there was a need for further development and refinement of governance mechanisms to ensure the equitable and effective operation of colonial colleges.

Reference. 

Cohen, A. M., & Kisker, C. B. (2010). The shaping of American higher education: Emergence and growth of the contemporary system (2nd ed.).

Choice Words How Our Language Affects Children's Learning by Peter H. Johnston - Book Review

 "Choice Words" explores the powerful impact of language on children's learning and development. Peter H. Johnston, an educator and researcher, delves into the ways in which teachers' language choices can shape students' attitudes, motivation, and overall learning experiences.

The book emphasizes the significance of the language teachers use in the classroom and its direct influence on students' beliefs about themselves and their abilities. Johnston argues that certain words and phrases can either empower or disempower students, fostering a positive or negative learning environment.

Johnston introduces the concept of "interactive language" - language that engages students in a meaningful way, encourages them to think critically, and promotes a sense of agency. By carefully choosing words that convey respect, trust, and encouragement, educators can cultivate a positive and productive learning atmosphere.

The author also discusses the idea of a "growth mindset" and how language plays a crucial role in developing students' beliefs about intelligence and learning. Teachers who use language that conveys the idea of effort leading to improvement, rather than fixed abilities, can positively impact students' attitudes towards challenges and learning as a whole.

Johnston provides practical examples and anecdotes to illustrate how teachers can implement these language strategies in their classrooms. The book encourages educators to be mindful of their language choices, offering insights into how to create a supportive and inclusive learning environment for all students.

In essence, "Choice Words" serves as a guide for educators to harness the power of language to foster a positive and growth-oriented learning experience for children. It underscores the importance of intentional communication in shaping students' perceptions of themselves and their capabilities, ultimately contributing to a more effective and enriching educational journey.

Reference.

Johnston, P. H. (2004). Choice Words: How Language Affects Children's Learning. Stenhouse Publishers.

"Positive Mindset Habits for Teachers" by Grace Stevens - Book Review

 "Positive Mindset Habits for Teachers" by Grace Stevens is a transformative guide designed to empower educators in cultivating and maintaining a positive mindset throughout their teaching careers. The book addresses the inherent challenges faced by teachers and offers practical insights and strategies to foster resilience, growth, and overall well-being.

The journey begins with an exploration of the common challenges teachers encounter in the profession, urging them to confront these issues openly in the first chapter, titled "The Elephant in the Room." Stevens emphasizes the importance of acknowledging obstacles while maintaining a positive outlook.

The subsequent chapters delve into fundamental aspects of a positive mindset. "The Power of Positivity" explores the profound impact of positive thinking on both personal and professional aspects of teaching. "Building Resilience" provides actionable steps to bounce back from setbacks and navigate the dynamic nature of the education field.

Stevens further explores the concept of a growth mindset in "Nurturing a Growth Mindset," guiding teachers on fostering adaptability and continuous learning. "Creating a Positive Classroom Culture" focuses on the teacher's role in shaping a supportive and encouraging learning environment, benefiting both educators and students. "Reclaim Your Schedule," in the penultimate chapter, offers practical advice on time management, encouraging teachers to prioritize tasks, set boundaries, and achieve a healthy work-life balance.

The author summarizes key takeaways and encourages teachers to integrate positive mindset habits into their daily lives. The book aims to equip educators with the tools and mindset needed not only to overcome challenges but also to thrive in their roles, ultimately contributing to a positive and fulfilling teaching experience.

Reference.

Stevens, G. (2018). Positive Mindset Habits for Teachers. Red Lotus Books.

Embracing Generations: The My Dear Friend Campaign by GlamourGals Foundation

In a world that often seems to prioritize the hustle and bustle of everyday life, there is an organization that has been quietly fostering intergenerational connections and making a profound impact on the lives of seniors in care homes nationwide. For the past 24 years, the GlamourGals Foundation has been on a mission to lift the burden of social isolation experienced by senior residents through the dedication of their teen volunteers.

A Legacy of Compassion: GlamourGals Foundation

Founded in 2000, the GlamourGals Foundation has been connecting high school and college chapters across the country with seniors in care homes. The organization boasts an impressive network of over 10,000 teen volunteers who, through their commitment and compassion, have created a movement of compassionate leaders.

Reflecting on Connections: Teen Volunteers' Online Journals

One of the unique aspects of GlamourGals is the way in which teen volunteers share their experiences through online journals. These journals, written by the very individuals who are on the front lines of the My Dear Friend Campaign, provide an intimate look into the lives of both the volunteers and the seniors they serve. With over 100,000 journals reflecting the diverse stories of intergenerational connections, GlamourGals has created a platform for empathy and understanding.

Sustained Impact: Two Decades of Making a Difference

Since its inception, GlamourGals has achieved sustained impact, touching the lives of two generations. Senior residents in care homes now feel a renewed sense of community and self-worth, thanks to the efforts of these dedicated volunteers. The organization's alumni, numbering 30,000 strong, stand as a testament to the lasting influence of the GlamourGals experience.

Join the My Dear Friend Campaign: Brightening Lives Through Holiday Cards

As the holiday season approaches, GlamourGals Foundation invites everyone to join their My Dear Friend Campaign. The campaign encourages individuals to write holiday cards to seniors living in care, bringing warmth and joy to those who may be feeling isolated. Since 2020, I have joined so many volunteers and participants, sending over 200 holiday cards to seniors in the New York metro area.

I am proud to be part of such a great initiative. By participating in the My Dear Friend Campaign, volunteers not only spread holiday cheer but also contribute to the broader mission of GlamourGals in fostering intergenerational connections.

In a world where kindness can sometimes seem in short supply, organizations like GlamourGals Foundation remind us of the profound impact simple acts of compassion can have. As we approach the holiday season, consider joining the My Dear Friend Campaign and becoming part of a movement that transcends generations, making a difference one heartfelt card at a time.

www.glamourgals.org

www.glamourgals.org/my-dear-friend-holiday