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For School Admin: How to Identify & Address Cyberbullying
One of the most difficult aspects of cyberbullying from a school administrative perspective is simply that, by definition, it happens in a virtual world. Cyberbullying happens where bullies can often mask their crimes more easily and escape school-administered consequences by committing their offenses off-campus. As Katherine Cowan, communications director for the National Association of School Psychologists, explains for Scholastic,
However, there are some steps that school administrators can begin taking in order to better combat and prevent instances of cyberbullying.
According to Emily Richmond’s Scholastic article, “Cyberbullying: What schools can do to stop it,” teachers and school administrators can…
“[1] Define cyberbullying clearly, and incorporate expectations into Internet and electronic communications for students and staff.
[2] Involve parents and the wider community as early as possible, whether it’s through a task force to review policy, or via workshops to help families understand and respond to how their children are using the Internet and electronic communications.
[3] Teach students to be cyber-savvy. In addition to understanding the risks involved in sharing personal information online, students need to understand how the ‘tone’ of their communications can be perceived much differently than they might have intended.
[4] Finally, report suspected cases of bullying to the supervisors, the parents of all involved students, and, when necessary, law enforcement. While the steps may seem simple, the reality is invariably complicated and changes from jurisdiction to jurisdiction.”
School administrators should also be careful not to conflate anti-cyberbullying efforts with simply more surveillance. Extra surveillance can not only fail to address the key issues at hand, but can also inadvertently punish students who haven’t done anything wrong. To avoid this conflation, your school can also try implementing hotlines or tip lines rather than more attempts at teacher surveillance of student technologies. As Sameer Hinduja of the Cyberbullying Research Center argues,
What’s more, school administrators should also work to set a rigorous standard in regards to all student cyber activity on school grounds—a standard that draws the line at inappropriate behavior rather than inappropriate content. For example, if a student posts a “harmless” video on their blog of a teacher or other student simply walking down the hall, but does so without that teacher or student’s knowledge or permission, that student should be quickly and sharply reprimanded. For though the content may seem innocuous, it is the behavior of video-taping, publishing, and taking liberties with another person’s life and image that is inappropriate and therefore punishable.
By cutting students off at inappropriate behavior rather than waiting for the content itself to become inappropriate, we can begin to teach students that it isn’t simply a matter of blatantly offensive material that’s the core issue here; it’s the use of technologies to inappropriately invade and disrespect the space and reputation of others that’s at the heart of the problem.
These sorts of anti-cyberbullying behavior-centered policies can stretch from anything like having home-room teachers confiscate all cellphones at the beginning of classes and returning them at the end of the day to simply punishing students if they’re caught using a cellphone during class. The severity of the measures will inevitably vary from community to community as the individual school’s climate and state’s laws demand.
For more information and ideas, check out the following resources:
- “Prevention at School,” StopBullying.gov
- “Cyberbullying: What schools can do to stop it,” Emily Richmond, Scholastic
- “Online Bullies Pull Schools into the Foray,” Jan Hoffman, New York Times
- “Setting up a Free Bullying and Cyberbullying Reporting System with Google Voice,” Sameer Hinduja, Cyberbullying Research Center
Tips for Beating the Rainy Day Drag
Spring rains got you down? Lack of spring rains got you down? Don’t let it keep you there! Now is the time to start anew! Here are a few places and creative ideas to get you started, whether you’re a parent, student, or teacher:
- (It’s still not too late to) Check out Oxford Learning’s “Start the Year Off Right with Academic Resolutions!” for tips on setting (and achieving) academic resolutions
- Check out Nerd of Passion’s blog post, “Keeping a Science ‘Sketchbook,’” for ideas on how to connect art with science and keep yourself feeling fresh, up-to-date, and creative with your learning all year long
… So why shouldn’t scientists practice likewise?
- Take a look at Educational Technology & Mobile Learning’s “20 Apps and Tips to Help Students Study Better” (Disclaimer: Tutoring 101 cannot speak from personal experience regarding all of the apps discussed here)
- Whether you’re a student, parent, or teacher, try taking up a new hobby or discipline this year. Don’t get outdoors much? Take up gardening or a sport, or start walking neighbors’ dogs for extra pocket money. Like working with your hands? Try woodworking, drawing, book-making, or sculpture. Pay that guitar you never play some attention! Try listening to those Spanish tapes you never even opened! Give yoga or meditation a go! Taking up something entirely new is a great way to keep your creative juices flowing while making your down-time more productive and rewarding.
- Start a blog of your own! Blogs are terrific for connecting with others, whether you’re a mom or dad looking for new parenting ideas, a teacher looking to freshen up a lesson plan, or a student in need of a poetry outlet – blogs can be a great resource as well as a great tool for exercising those writing, reading, and research muscles
- A Special Note for Teachers of Online Courses: Give Errol Craig Sull’s “Student Engagement in the Online Classroom” from The Chronicle of Higher Education a read if you’re looking for tips on how to keep your students interested and participating in distance/online courses.
- Drop us a line, of course! At Tutoring 101, we have plenty of tutors who are ready and excited to help you have the best school year possible
- Get down to business on SAT/ACT prep—spring is definitely a key time in getting ready for summer-scheduled exams. For more ideas on this end, visit here
Helping Your Kids Handle the Boogeyman: Anxiety
When I was a kid in middle school, I got some of my first experiences with the monsters Anxiety and Depression—and I got them close-up and personal, as my younger brother began showing symptoms of the latter. Anxiety and depression can often be difficult things to recognize (many kids go without necessary medications because of lack of medical care/diagnosis while others become over-medicated and over-diagnosed), as they are often disguised by or confused for things like anger, defiance, lack of confidence, mischief, and shyness. As Holly Robinson explains for Parents Magazine,
I know that, for my brother, his depression often reared its head in anger, in bursts of fathomless aggravation, temper, and self-loathing. —Things his teachers often misunderstood, things that often left him feeling isolated from others kids at school, things that I rarely understood myself as a kid; and all of these only worked to exacerbate his fears and symptoms. Fortunately for us, our mother was proactive, able to do her research, get us out of schools with willfully ignorant teachers, and get us all the help we needed.
In Jane E. Brody’s “Helping Children Gain Control Over an Anxiety Disorder” (New York Times), she references Dr. Golda S. Ginsburg, a Johns Hopkins University expert in childhood anxiety, saying, “childhood anxiety disorders typically result from an interaction between biology and environment. For some … there is [also] a strong hereditary component” (qtd. in Brody). What’s more, parenting styles and behavior can also have an impact, perhaps especially in cases of “parents who are overprotective or overly controlling, who constantly identify dangers in the child’s world” (Ginsburg in Brody).
Similarly, psychotherapist Tamar E. Chansky suggests that, for parents trying to help their children deal with anxiety issues, the goal should not be “to put down children’s fears but to help them see that their fears are unwarranted and that they can overcome them” (qtd. in Brody). Brody outlines some of Chanksy’s “‘master plan’” for helping kids deal with anxiety:
The key takeaway? Don’t blame your child or yourself for their anxiety and/or depression. These are boogeymen that feed on things like blame, stress, and insecurities. Be sure to talk with your children openly, your doctor, as well as your partner and friends—you can’t help your children handle their anxieties, depression, and so forth if you aren’t getting the help you need to handle it all as well.
Further Readings:
- Holly Robinson, Parents Magazine, “Worried Sick: Dealing with Anxiety in Children”
- Jane E. Brody, New York Times, “When Anxiety Interrupts a Child’s Life”
The Changing Face of Higher Ed
Recently, The Atlantic published Derek Newton’s “Higher Education Is Not a Mixtape,” in which he argues that – contrary to many popular arguments and articles – higher education is not going the way of the music industry (i.e. people won’t begin shopping for individual professors instead of for universities the way they now shop for individual songs instead of for entire albums). Along the way, Newton makes some compelling points:
Though many universities have not done a great job of keeping up with technological advancements or at keeping costs down, many of the people making arguments for the tech future of higher ed are also personally and financially invested in the companies and technologies necessary to make this future possible. Moreover, the arguments for increased technology and the “unbundling” of higher ed also seem to be missing a basic truth: Unlike music – which listeners buy because of the artist, not the artist’s record label – students “shop for schools, not professors” knowing that their future career success is often tied, at least initially and in part, to the reputation of their university.
However, a simple (and obvious) response to many of Newton’s arguments is: Yes…for now.
As a more recent graduate of an MA program, I well remember just what “distance learning” and “online learning” courses can look like – and it wasn’t pretty. This gets back to Newton’s concession that many schools and degree programs haven’t done a great job of keeping up with the technological times, so that if they do offer online courses and learning opportunities, many of them aren’t yet all that they could be (which means that many students either elect not to use them or view them as a last resort). But this isn’t something that’s likely to last for much longer, and improved distance learning tech could very well lead to an “unbundling” of universities, to a marketplace for professors and courses over entire schools.
Given the constraints of rising tuition rates coupled with the increased number of non-traditional students (e.g. middle-aged and older adults coming back to school for degrees, training, certifications, and so forth), online learning opportunities and distance courses are likely to only increase in number and quality over the next few years. These increases will undoubtedly change the way people view online opportunities and, in turn, how they shop within the industry of higher education generally.
What’s more, many institutions, like Ft. Worth’s TCU for example, now offer comparatively cheap, non-degree opportunities (both online and in-person) to students (traditional and non-traditional alike) who are interested in auditing particular courses rather than in pursuing a full degree. This trend may be evidence that certain demographics are in fact interested in shopping for higher ed opportunities on a professor or course-basis rather than on a university-basis, similar to the trend of buying a $0.99 song rather than a full album.
In my opinion, Newton throws his best possible argument for the traditional college experience under the bus by only barely mentioning it in his final paragraph:
As a liberal arts student myself with three degrees, including English and American Studies, I appreciate better than most the difficulties and benefits of pursuing an education that doesn’t directly lead to an obvious, lucrative career path. And there certainly are difficulties – jokes bashing the putative usefulness or wisdom of liberal arts degrees are classic and many professors within these fields do an amazingly poor job of discussing with students just how many career opportunities are (or will be, could be) available to them. Thus, many students either prematurely cross liberal arts programs off their list or graduate from them without a full appreciation of just how flexible and useful they can truly be.
To me, the bashing or general rejection of liberal arts degrees only shows a lack of creativity on part of all involved. A degree in English, after all, doesn’t limit a person to Writer, Teacher, or Unemployed. As Walt Whitman once wrote, “I am Large. I contain Multitudes.” There is more to a student than their degree just as there is more to a degree than its acronym. Education, like life, will – in large part – be what you make of it. Similarly, there are more jobs out there, more possibilities and opportunities than you can ever account for, because they – like the higher ed industry itself – are always changing. And that’s part of what a liberal arts degree is great for: teaching students how to think (for more on this particular point, see David Foster Wallace’s 2005 Kenyon College commencement speech) and how to grow with changing times.
Ultimately, I think the future of higher ed falls somewhere in the middle here, in a combination of distance/online and in-person learning, of professor-shopping and university-shopping. As our student bodies change and grow more diverse, so must our learning opportunities. This isn’t a time to throw away all we’ve built in higher ed, but neither is it a time to try stalling change and growth.
*For those who’re interested, here’s the audio of Wallace’s speech:
Further & Related Readings:
- Marisa & John Bowe (editors), Gig: Americans Talk About Their Jobs (2009) – ***This book is an amazing resource for getting started thinking about all the different kinds of jobs, careers, and work opportunities out there today
- Derek Newton, “Higher Ed is Not a Mixtape,” The Atlantic (January 2015)
- The Project on Student Debt, “Student Debt and the Class of 2012” (December 2013)
- Martin Smith, “What universities have in common with record labels,” Quartz (July 2014)
- Errol Craig Sull, “Student Engagement in the Online Classroom,” The Chronicle of Higher Education (January 2013)
- Kelly Field, “Obama Presses for Free Community College and Tax Reform,” The Chronicle of Higher Education (January 2015)
News Update: Sexism in the Classroom
This past February, Danielle Kurtzleben’s article, “Grade-school teachers can push girls away from math, with huge consequences,” appeared in Vox, speaking to some very important and, tragically, very widespread misconceptions regarding the gender “math gap” in education. According to Kurtzleben:
“A new working paper from the National Bureau of Economic Research suggests that something else might be at work here shaping the supposed ‘choices’ girls and women make. It shows that young girls’ teachers have biases that push girls away from math and science early on, which could be influencing where they go later in life.
Economists Victor Lavy from the University of Warwick in the United Kingdom and Edith Sand from Israel’s Tel Aviv University looked at Tel Aviv sixth graders’ test scores both on standardized tests and internal tests in Hebrew, English, and math.”
In this research, Lavy and Sand tested to see if there was any difference in test scores if the ones responsible for grading the tests knew or did not know the test-takers’ gender. Their results clearly suggest the existence of a “systematic bias against girls in the marking of math exams.” And as Lavy and Sand followed their sixth-graders through the eighth grade and high school, they found that “those early teacher biases led to significant improvements on the later math exams for boys and negative and significant effects in math for girls.”
Of course, as Kurtzleben also points out, “this is a working paper, meaning its results are preliminary, and it studied students in a different culture and school system, so we can’t assume US students would see the exact same magnitudes of effects” (emphasis added). However, what’s most important about this research now, as Kurtzleben explains, is that it shows how powerfully “socialization takes hold early on” as well as showcases
“the power of biases — discourage a child from pursuing a subject, and she will, years later, later perform worse on that subject (encourage her, meanwhile, and she’ll do better). So when you discourage a whole swath of the population from pursuing high-paying fields, all those people will be much more likely to have lower-paying jobs.”
What does this mean for us in the here and now? What does it mean for us as parents, teachers, and/or fellow students? It means constantly interrogating ourselves and our assumptions. It means asking ourselves hard questions before we hand back that test or agree with our daughters that Yeah, math really is boring or Yeah, math is super hard, when we might be telling our sons, Yeah, but you can do it or Yeah, but you want to be a marine biologist one day, don’t you? The insidious evil of sexism is that you can sometimes be adding to the problem and perpetuating old sins without ever realizing it or meaning to.
This is a trend and social failing that should both greatly concern and anger you, for your sake as well as for the rest of the world’s. After all, as Kurtzleben so well explains:
“This isn’t just a problem for women; it’s a problem for society. This study suggests that girls were just as capable as boys at math at the start of the observation period, but they were slowly pushed away from math. To diminish an entire demographic’s talent at once is to squander their potential productivity, and economic growth.”
If we want to one day live in a better, more just, more equitable, and more peaceful world, then there’s really no better or easier place to start than right at home with the editing, improving, and monitoring of our own attitudes, perspectives, and actions. The hard truth is, we will only have justice and equality for all when we begin treating others justly and equitably.
All quotes and facts here were drawn from Danielle Kurtzleben’s Vox article, “Grade-school teachers can push girls away from math, with huge consequences.”
U.S. Report Card: 2013
Our Nation’s Report Card for 2013 has been available online for months now, but many Americans don’t even know it exists. Here are the basics:
If you haven’t already checked out our report card for 2013, go ahead and give it a whirl. This is a terrific tool for learning more about the U.S.’s complicated education system and all the ways it’s bettering and neglecting us. You can check out everything from achievement gaps to report cards specific to certain school subjects to report cards specific to your state (and a ton more!).
For an example, consider their “Results for 2013 NAEP Mathematics and Reading Assessments Are In”:
On top of this assessment, they provide both graphs and written explanation of the data to make the results as clear and understandable as possible.
Example graph (the images are much sharper on the official website):
(2013 NAEP assessments)
This data is useful not only for teachers, policymakers, and administrators, but can be useful for students and parents as well. Try using this as a tool to not only engage with your students/children about their personal education (strengths and weaknesses, concerns and goals, etc.), but about what they (your students/kids) might like to see change or improved in their own schools.
Have you or your kids or your teacher friends/colleagues been complaining about certain parts of their education or school system for a while now? Well, there might be some credence to the complaints—and educating yourself with data from the Nation’s Report Card can be a great way to begin making (or learning how to make) substantive change happen at the local level.
If you want to arm your kids with the best knowledge out there, then you ought to do the same for yourself.
Click here to download a copy of the U.S.’s 2013 Report Card.
NPR’s 2015 Education Predictions
A few of the highlights:
- Blending on-site (classroom) learning with distance (technology-based) learning.
- Greater scrutiny of and concern related to student data.
The renewal of or substantive departure from No Child Left Behind.- More online and game-based teaching practices.
- The introduction of Kindergarten Entry Assessments (KEAs).
“In 2015, education systems will cut through the clutter and invest the needed resources to develop and administer developmentally appropriate KEAs and thus improve instruction for young children.”
— Rhian Evans Allvin, Executive Director, National Association for the Education of Young Children
Further/Related Reading Suggestions
- Arne Duncan, U.S. Secretary of Education, The Washington Post, “Standardized Tests Must Measure Up”
- Maanvi Singh, NPR, “Why Emotional Learning May Be As Important As The ABCs”
- Anya Kamenetz, NPR, “What Schools Could Use Instead Of Standardized Tests”
- Claudio Sanchez, NPR, “Six Education Stories To Watch in 2015”
- Education Week, “The National K-12 Testing Landscape”
- Council of Chief State School Officers, “Chief State School Officers and Urban School Leaders Announce Joint Effort to Improve Student Testing”
