Teachers Are Not Prepared For Students With Special Needs

Students in Montclair State University’s dual-certification program (Jackie Mader / Hechinger Report)

Strong progress has been made to integrate students with disabilities into general-education classrooms. Educator instruction hasn’t kept up. When Mary Fair became a teacher in 2012, her classes often contained a mix of special-education students and general-education students. Placing children with and without disabilities in the same classroom, instead of segregating them, was a growing national trend, spurred by lawsuits by special-education advocates.

But in those early days, Fair had no idea how to handle her students with disabilities, whose educational challenges ranged from learning deficits to behavioral disturbance disorders. Calling out a child with a behavioral disability in front of the class usually backfired and made the situation worse. They saw it as “an attack and a disrespect issue,” Fair said.

Over time, Fair figured out how to navigate these situations and talk students “down from the ledge.” She also learned how to keep students with disabilities on task and break down lessons into smaller, easier bits of information for those who were struggling.

No one taught her these strategies. Although she earned a bachelor’s degree and teaching certificate in math instruction for both elementary and middle school, she never had to take a class about students with disabilities. She was left to figure it out on the job.

Many teacher-education programs offer just one class about students with disabilities to their general-education teachers, “Special Ed 101,” as it’s called at one New Jersey college. It’s not enough to equip teachers for a roomful of children who can range from the gifted to students who read far below grade level due to a learning disability.

A study in 2007 found that general-education teachers in a teacher-preparation program reported taking an average of 1.5 courses focusing on inclusion or special education, compared to about 11 courses for special-education teachers. Educators say little has changed since then.

A 2009 study concluded that no one explicitly shows teachers how to teach to “different needs.” Because of time constraints, the many academic standards that must be taught, and a lack of support, “teachers are not only hesitant to implement individualized instruction, but they do not even know how to do so,” the report stated.

Fair says teacher-preparation programs should be doing more. At the very least, “You should have a special-education class and an English language learner class,” she said. “You’re going to have those students.”

Between 1989 and 2013, the percentage of students with disabilities who were in a general education class for 80 percent or more of the school day increased from about 32 percent to nearly 62 percent. Special-education advocates have been pushing for the change—especially for students who have mild to moderate disabilities like a speech impairment—in some cases by suing school districts.

Some research shows as many as 85 percent of students with disabilities can master general-education content if they receive educational supports. Supports can include access to a special-education teacher, having test questions read aloud, or being allowed to sit in a certain part of the classroom.

Students with disabilities who are placed in general-education classrooms get more instructional time, have fewer absences, and have better post-secondary outcomes. Studies also show there is no negative impact on the academic achievement of non-disabled students in an inclusion classroom; those students benefit socially by forming positive relationships and learning how to be more at ease with a variety of people.

Alla Vayda-Manzo, the principal of Bloomfield Middle School about 30 miles outside of New York City, said she’s seen the benefit of inclusion for students. The school serves about 930 students, nearly 20 percent of whom have a disability, according to state data. When students with disabilities are included in classrooms with their peers, Vayda-Manzo said the high expectations and instructional strategies “lend themselves to those students being more successful than they would be had they been in a separate, self-contained environment.”“It’s not just getting a child included … that is only a small portion of the battle.”

But as more districts move to make classrooms inclusive, they’ve been caught flat footed when it comes to finding teachers prepared to make the shift. Academic outcomes for students with disabilities have remained stagnant for years, even as more students with special needs are integrated into general-education classrooms. Students with disabilities are less likely to graduate and more likely to earn an alternate diploma that is not equivalent to a general diploma in the eyes of many colleges and employers. And year after year, they score far lower than their peers on standardized exams.

Experts say the problem is that it takes much more than just placing students with disabilities next to their general-education peers: Teachers must have the time, support, and training to provide a high-quality education based on a student’s needs.

Mike Flom, a parent and co-founder of the advocacy group New Jersey Parents and Teachers for Appropriate Education, said many factors impact inclusion’s effectiveness. His twin sons, now in seventh grade, were placed in an inclusion classroom beginning in fifth grade. Initially, Flom said his sons had “mixed reviews” on whether inclusion was beneficial.

“I think the teachers were really motivated to be helpful,” Flom said. “I don’t know the extent to which they were permitted to do the things, or had enough training to do the things, that were required to be more effective.”“It’s not just getting a child included … that is only a small portion of the battle,” he added.

These days, Mary Fair navigates her classrooms with ease. She has learned through experience how to teach students with a variety of disabilities and works with a veteran special-education teacher to modify lesson plans and tests.

On a recent morning in a seventh-grade math-inclusion classroom at Bloomfield Middle School, Fair and her co-teacher, the special-education teacher Christina Rodriguez, started a lesson on the order of operations.

Fair stepped up to the front of the classroom as Rodriguez circulated to make sure students were on task.“We’re starting order of operations,” Fair said. “It’s something you did in sixth grade, but today we are doing it differently.”“Ms. Fair, I want to see if they remember,” Rodriguez said to Fair, who smiled and nodded.“Put your hand up if you remember what the order of operations is,” Rodriguez said.More than half of the students raised their hands

“Who remembers ‘PEMDAS’?” Rodriguez asked, referring to the mnemonic device used to remember order of operations (Parentheses, Exponents, Multiplication and Division, Addition and Subtraction). More students eagerly shot their hands in the air.

Fair cut in and explained that although they learned PEMDAS in sixth grade, they were going to learn a new rule about the order of operations today. “Take your yellow paper and fold it horizontally,” Fair said, referring to a yellow sheet of paper that sat on each student’s desk.“Like this,” Rodriguez said, holding up a piece of paper and demonstrating how to fold it horizontally.“Like a hamburger,” Fair added.

To an outsider, it’s impossible to tell who is the general-education teacher and who is the special-education teacher. Both Fair and Rodriguez have desks at the front of the room. They switch off during lessons, effortlessly picking up where the other has left off. They both give directions and explain content. They are careful not to fall into what educators say is a common trap: seeing general-education students as the responsibility of one teacher, and special-education students as the responsibility of the other.

That’s how a good inclusion class should be, Rodriguez said, but it takes practice and time. Like Fair, Rodriguez didn’t receive any training in special education before she entered the classroom. She became a teacher through an alternate program. When she got a job teaching special education six years ago, she relied on strategies she learned while working as an aide in a class for students with autism. In 2014, she received her master’s degree in teaching students with disabilities from New Jersey City University; she now teaches a class for Montclair State University’s dual-certification teacher-preparation program.

Although most traditional teacher-preparation programs nationwide do include some training on students with disabilities, usually in the form of one course over the entirety of the program, educators say this course is often generic and perfunctory. Aspiring teachers also may be given assignments in other classes that require them to adapt a lesson for a hypothetical special-education student.

Fair said she had some assignments like those, but “we didn’t really know what we were talking about, because we weren’t taught it.” Her colleague, the science teacher Jessica Herrera, said she was only offered one class in special education—called “Special Education 101”—when she went through a traditional teacher-preparation program in New Jersey.

“A lot of my training was for that ‘middle of the road’ kind of kid,” Herrera said. “I was prepared for the regular ed student.” In her 13 years as a teacher, Herrera has taught some inclusion classes; she said she picked up strategies from working with “good special-education teachers.” When she earned her master’s degree from Montclair State, she was finally taught how to teach a “range of learners,” she said.

Fair and her co-teacher Rodriguez say there are certain things they wish were included in all teacher-education programs, like an explanation of the different kinds of disabilities and ways to address the various struggles students may encounter. They also say teacher preparation should include more classroom management and “subtle ways” to keep students focused and on task.

Mimi Corcoran, the president of the National Center for Learning Disabilities (NCLD), said teacher preparation should better address topics in special education. “We do a disservice to the teachers we’re sending [to schools] in the way we’re training, and we’re doing a disservice to kids,” Corcoran said. “We’ve got to step up to the plate and think differently and act differently, and that’s hard because everybody gets comfortable and systems are hard to change.”

Some teacher-preparation programs are trying to better prepare graduates to teach students with disabilities, especially in inclusion classrooms. At Syracuse University, George Theoharis, a professor and the chair of Teaching and Leadership, said the school’s elementary special-education program has been one of the leaders nationwide in training educators for inclusive education.

Every teacher who graduates from Syracuse’s Early Childhood or Elementary Education program is dual-certified in special education and spends time in inclusion classrooms. Theoharis says it’s an approach that more preparation programs should take. “All of our programs need to be inclusive,” Theoharis said, referring to teacher preparation. “Regardless of what job teachers get, people need to be prepared to work with all children and see all children as their responsibility.”

At Montclair State, students can receive a dual certification in special education and a subject-level or grade-level range. The school also offers a unique concentration in “inclusive iSTeM,” which specifically prepares science, technology, engineering, and math teachers for inclusion classrooms. Students in the program receive a Master of Arts in Teaching, a certification in math or science, and are endorsed by the state as a teacher of students with disabilities.

Jennifer Goeke, a Montclair State professor and the program coordinator, said the dual-certification program prepares teachers to be hired as either a general- education or special-education teacher. “They know how to perform both roles easily and effectively,” Goeke said.

On a recent afternoon, Goeke was holding class in the Bloomfield Middle School media center. She asked her 17 students to first discuss issues they were having in their “fieldwork classrooms,” where they are currently observing and working with general- and special-education teachers. She listened to a few descriptions of struggles and then reminded her students that part of their job is to be an example for other teachers.

“I’m not trying to minimize or trivialize what you might be learning in your content area,” Goeke said. “It’s very important that you have a strong grounding in the methodology and the philosophy of your discipline … and know how to teach your content.” But, Goeke added, “You have to remember that most people do not have any diverse learners in mind. Their training did not teach them to take those students into account.”

In Montclair’s program, students work with two mentor teachers for a year in an inclusion classroom and in small-group settings. They receive extensive training in how to work with students with disabilities as well as how to effectively teach content, like math and science, or grade levels, like early education or elementary education.

Bloomfield chose to partner with the iSTeM program in 2012, and has hired two graduates of the program, and offered teaching positions to several more, who eventually chose jobs in other districts. The Bloomfield Principal, Vayda-Manzo, says the graduates of the program are “like unicorns in the field,” as it’s rare to find teachers who are dual-certified in general and special education.

Current teachers at Bloomfield have also benefited from iSTeM, Vayda-Manzo said. The program provides professional development for inclusion teachers at the school who agree to be mentor teachers for iSTeM students, and those teachers also observe each other and work with professors from Montclair State. Vayda-Manzo said the school makes sure co-teachers have the same planning periods so they have time to plan lessons together each day.

Herrera, who mentors iSTeM teachers, said the professional development provided through the program has improved her ability to teach students with disabilities. “I feel like I got a lot of additional strategies through that,” Herrera said.

On-the-job training is essential to ensure teachers have the skills needed to teach all students in their classroom, especially those teachers who may have attended teacher preparation years ago or missed out on training about disabilities, according to Mimi Corcoran of NCLD. “We have to be fair for the educator,” Corcoran said. For “many that are already in field, the concepts of special education and how to include kids has shifted, and [teachers] need the supports.”

Vayda-Manzo said it has been an easy choice to continue the program.“I saw the impact that it made in our inclusion classes,” Vayda-Manzo said. “We saw tremendous gains.”

By Jackie Mader

Source: Teachers Are Not Prepared for Students With Special Needs – The Atlantic

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Here Are 8 YouTube Channels That Are Just As Good As College Level Classes

College isn’t for everyone, but education is. With soaring tuition costs, it’s no surprise people are more open than ever to self-teaching methods to learn about what interests them.

YouTube has been a trusted tool for this. YouTube has more than 2.6 billion monthly active users with many turning to the video platform as a resource to gain knowledge on everything from DIY house projects to beauty tutorials. But what some don’t realize is how good some of the content really is on YouTube, like university-level good.

As this Twitter user pointed out, the right combination of YouTube channels might be able to serve as useful supplements to any classes that are already taken, or if you opt out enrolling in college altogether. If you’re not a student, you can gain incredible insight from the comfort of your smartphone, as they can help you to never stop learning.

Crash Course

Practical Engineering

While engineering can easily be thought of as a daunting topic, Practical Engineering, illustrates just how relatable and interesting really is.Practical Engineering utilizes real-scale models and examples to explain engineering concepts. Minimally, the channel will offer a deeper appreciation for engineering and how it makes the world go round. It also teaches basic concepts that can be applied to everyday life.

Cool Worlds

The brain child of David Kipping, a professor in the Department of Astronomy at Columbia University, this channel lets viewers explore astronomy, exoplanets, astro-engineering, the search for extraterrestrial life and futurism.

The Google Business Channel

This channel showcases how small businesses and entrepreneurs use Google resources to take on challenges and grow their businesses online.

Marie Forleo

A staple on YouTube, Forleo has been creating content for entrepreneurs and small business owners for nearly a decade. A funny, kind and relatable presence, she regularly interview business experts and overall success stories about their entrepreneurial journeys and all the steps they took along the way. She discusses everything from finances to burnout tips.

Roberto Blake

Blake is an expert on teaching his viewers how to make passive income and grow it, much like a college-level business course. “Being a Creative Entrepreneur is different, you have to balance your art and craft with the challenges of running a business.

I help enable people by helping reinforce or introduce technical skills, creative thinking, but also the practical ways to approach business and deal with clients and customers as a creative. The channel covers everything from tech, tools, techniques, and tactics while also offering encouragement and advice.”

Skillshare

This platform offers inexpensive courses for its more than 3 million students, but its YouTube channel is a great resource to snag some completely free insight. It’s ideal for people who are serious about starting a new business and scaling, because it allows connects viewers to mentors.

TED

TEDTalks are world-renowned for curating the best ideas from prolific thinkers, leaders, and entrepreneurs. This channel hones conferences and some classes that help offer viewers a larger world view.

Source: Here Are 8 YouTube Channels That Are Just As Good As College Level Classes – Essence

Critics by creately

Self-learning is an approach to learning where the individual makes the effort to identify their own learning needs, set learning goals, find the necessary resources, and evaluate their own knowledge. As opposed to the traditional learning methods, the outcome of self-learning is not measured by any test results, rather it will contribute to improving your skills or knowledge in a particular area, and apply them practically to solve problems, perform tasks, etc.

With all the resources available today, self-learning is no longer an impossible feat as it might have been a few decades ago. With the abundance of free resources online such as online courses, articles, essays, videos, books, and journals, all you need is a proper plan, time, and energy. If you are exploring the world of self-learning like many other students and professionals confined to their homes due to the pandemic, here’s a good way to start:

A clear goal is essential to stay motivated and on track. You can create objectives supported by an action plan to guide you along. Make sure that the goal you set is realistic, attainable, and measurable. For example, if you are learning a new language, your goal can focus on how you can apply what you have learned – perhaps by writing an essay.

Regardless of the subject you want to learn, you can find at least 100 resources with a single Google search. However, you should

  • Verify your learning resources for credibility. While the internet is flooded with resources, not all of them are accurate in knowledge and reliable. Therefore be skeptical, cross-check references, and make a habit of comparing the information you come across different resources.
  • Choose academic databases like Google Scholar or JSTOR for they offer reliable resources on varied subjects. 
  • Find relevant online courses with which you can further expand your knowledge on the subject and how to apply it in the practical world. Online learning platforms such as Udemy and Coursera have partnered up with leading educational institutions and academics to offer an abundance of courses that you can choose from. 
  • Look for discussion forums run by academics or experts in the field. Their opinions can help you further enrich your knowledge. 

A schedule will help you overcome procrastination and keep track of your learning process. Your schedule can be as simple as a daily to-do list or a weekly or monthly action plan with estimates and deadlines. The best way to retain what you have learned and to test your knowledge is to actually apply it in the real world. 

If you are learning a new language, you can practice talking with someone else who is proficient in it or still learning it like you are. If you are learning graphic designing, you can apply what you have learned to create an infographic or a web page.  You can also create a presentation, a video, a concept map or a mind map explaining the new concepts you’ve learned to further solidify your knowledge.   

In order to share knowledge with another person, we have to make a conscious effort to comprehend the information better. This helps with better internalizing new concepts that you’ve learned. You can connect with like-minded individuals and collaborate with them through online communities, social media platforms, discussion forums, etc. It’ll help you discover more resources, gain new insight into the subject of your interest, and find answers to things you are unsure about.

Anyone can read a book, but when it comes to self-learning, you take a step further and actually internalize what you read. You can take down notes and make connections as you read and learn. The internet is awash with blog articles and books that you can choose from based on your learning requirements. Or you can actually buy books or borrow them from the library, which you can also do online.

Visual note-taking is a method that combines both text and visuals to record information that you come across while learning. The method enhances memory and comprehension by making use of images, illustrations, connectors, and structuring. While studying, listening to a podcast or watching an educational video, you can use this method to quickly take down important information in an effective way. An online visual workspace like Creately can help you easily do this online; you can also start with a premade template to get a headstart.   

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Together While Apart: Classroom Communication

By their very nature, pandemics shake the systems of society, and that is certainly true for the global educational system right now. Institutions have had to adjust their entire structures, and for many educators, that has meant being thrust into remote learning environments, often without time to study or plan for the change. Until now, many educators have rightfully spent the bulk of their energies on meeting students’ most urgent needs, checking on physical and mental well-being first. Now, though, we find ourselves beginning to plan and conduct actual instruction, and the realities of remote learning bring new challenges. However, it may also bring opportunities to innovate, and, in the way of teachers across time, chances to flex our problem-solving muscles.

Our hope is that the Turnitin team can support you in ensuring student needs are met. This post, the first of three in our Together While Apart series, is part of our effort to help, but that’s not all that we’re doing. We have officially launched Turnitin’s Remote Learning Resources page and populated it with all the best materials, including past publications and a stockpile of brand new content specifically designed to meet the challenges of remote learning.

Remote learning is a broad term encompassing many different approaches. Often, these approaches fall into two brackets – synchronous or asynchronous. When classes meet at specific times in much the same way that they would in person, except that some form of technology is connecting everyone, that is known as synchronous learning. Because of the emergency nature of COVID-19, many institutions are finding themselves more likely to pursue asynchronous learning. In asynchronous learning, collective meetings are not always happening in real-time, and students often independently access content, assignments, and assessments virtually (or even through paper formats, in some places) on widely varying schedules.

Of the many shifts in instructional delivery, one of the most dramatic will be the methods by which educators communicate with their students. The challenges there will impact nearly every aspect of asynchronous instruction, so let’s begin there.

Instructor Challenge: How will I help my students combat a feeling of having limited live access to personalized support?

Strategies:

  1. Set up specific shared times for discussions, question and answer, etc. so that students CAN schedule around the time and check-in if they need to. Make sure to set these times up in advance to increase the possibility that students will be able to participate. For students who can’t join in real-time, record those sessions and post them so that students won’t be isolated or miss out on critical conversations. Additionally, this will build in opportunities for peer interaction and support, which can be critical to the learning process and may help feelings of isolation, loneliness, and even depression that can occur when working remotely. This is a common phenomenon for people working remotely and is likely to present a similar problem for some students.
  2. Offer 1:1 time slots on the calendar for students in the event that they need more support. In addition to the shared times for interaction, many students will want or need some individual interaction with instructors. It’s important to give them time and space to ask questions, seek out individualized clarification and support, and to simply connect.

Instructor Challenge: How will I ensure that my students always know WHEN learning activities are occurring and WHERE to find the information they need?

Strategies:

  1. Set up a centralized communication hub with ALL relevant information. Students can link out to the various tools and materials you’ll use, but they will have this as a home base of sorts.
  2. Establish a calendar! Set up a shared calendar where you list all relevant dates and can allow students to use it to schedule their own learning activities and time with you. Pro Tip: Feedback Studio users can use the Class Calendar tool to do this inside the system for ease of access to the information. 
  3. Consistent communication methods – pick the right tool for a task and then stick to it. Try making a list of all the different kinds of communication tasks involved in your instruction, and then match each to a communication TOOL that will best fit the purpose. For example, giving an overview of an assignment is different than providing ongoing feedback throughout an assignment. Which is the best tool for each? You need something that is well suited to longer, more comprehensive sets of information for the overview, but you need something fast and tied to specific student work for the second. Be thoughtful about the tools you select. Once you match each task with a particular tool, make sure you document that and share it with your students. Keep it in a location where students can easily access it over time too.

Once you select a tool, use it consistently! For example, try to avoid announcing some assignments through email and then some on a discussion board and still others on Twitter. Using other communication methods as back-ups are fine, but always utilize the one established upfront so there isn’t any confusion about where to access information.

Instructor Challenge: Since I am not communicating in person with my students, how will I avoid misalignment or misunderstandings about expectations, processes, or products?

Strategies:

  1. Anticipate questions or misunderstandings and address them upfront. It might help to picture a particular student and ask what questions they might have. By answering them in advance, you are more likely to head off any confusion and save both yourself and your students wasted time and effort. Additionally, you will ensure that every student has the right information whether they ask for it or not.
  2. Over-communicate – If you think your students already know your expectations, spell them out anyway. Sometimes, we make assumptions about how students think, but students surprise us. Losing physical proximity can complicate this even more. Outside the physical environment of a classroom, students sometimes fall back into the patterns of their new space. “I’m learning from my kitchen table, where I feel relaxed and easy-going.” Sometimes, those changes infect their thinking about work and expectations in unproductive ways. Therefore, it’s important to take the time to reassert those expectations and processes so that they carry over into students’ work.
  3. Document – To the greatest extent possible, write down and/or record–audio or video, and with captions, if available–all information so that students can access it repeatedly. This might seem incredibly time-consuming, but the upfront investment will save time later as you’ll be able to refer students back to it anytime you need to, and you’ll find that you are able to re-use it. Since students won’t be accessing instructions or content at the same time, recording it in writing or through another medium means that they can read or hear it from anywhere, any time, and as MANY times as they need to. Just think… this might actually mean that you don’t have to answer the same question 10 times! Additionally, it means that students can repeat information without any fear of judgment from their teacher or their peers, and you will have done so in a way that encourages them to seek out critical information they need rather than passively waiting.
  4. Provide feedback about expectations and processes, not only products. Students will make mistakes. In many cases, asynchronous learning is new to them too. Include opportunities to practice new skills within the tools they use and the processes involved, and make sure you give them feedback. Doing so has the added bonus of building their sense of agency and taking ownership of their own learning. Pro Tip: Be honest about your mistakes and what you have learned from this process so that students understand that learning is messy and requires us all to be reflective.

Students and teachers alike are overwhelmed by all that has changed in such a short time. That means that the “soft skills” that go into effective educational practices are perhaps more essential than ever. At its most fundamental level, education is built on relationships and communication.

 

At Least 6 U.S. Teachers Have Died From Covid-19 Since Schools Reopened

At least six educators in five states have died after contracting the coronavirus since schools began reopening in early August. Here’s a list, which Forbes will regularly update, of all the teacher Covid-19 fatalities to date.Demetria “Demi” Bannister, 28, a third-grade teacher in Columbia, South Carolina, died this week from Covid-19 complications after returning to school on August 28 for a week of teacher workdays (she only interacted with students remotely).

AshLee DeMarinis, 34, who taught special education at a middle school in Potosi, Missouri, died Sunday after three weeks on a ventilator; she had expressed fear about in-person teaching amid the pandemic, according to her sister, and contracted Covid-19 after returning to John Evans Middle School to begin preparing for the fall semester (she had not begun teaching students in-person).

Tom Slade, 53, a history teacher at a high school in Vancleave, Mississippi, also died on Sunday due to complications from the virus, which he tested positive for on August 24 after attending a gathering outside of class hours, according to the Biloxi Sun Herald; teachers at Vancleave High School had returned to the classroom August 3, with students following closely after.

An unnamed long-time special education teacher with Des Moines Public Schools died last week from coronavirus complications after an out-of-state trip, the school district announced September 2. 

Teresa Horn, 62, a special education teacher in Tahlequah, Oklahoma, died on August 28 from a heart attack after testing positive for the virus, prompting Tahlequah Public Schools to send their students home for virtual classes (the district has since reported at least eight infections). 

Nacoma James, 42, a football coach in Oxford, Mississippi, died during the first week of August as students and teachers returned to Lafayette Middle School; James, who had been coaching students “all summer,” did not join the first week back at school, instead self-quarantining with Covid-19 symptoms before passing away.  

Americans have been divided on sending students and teachers back to school as the virus continues to spread and the death toll nears 200,000 nationwide. Many school districts have opted for a “hybrid” mix of online and in-person learning, with heightened precautions in the classroom (plexiglass barriers, mandated mask usage, strict capacity limits). Each of New York City’s 1,606 public schools are offering a “blended learning” mix of online and offline teaching, with students returning from September 21. The majority of the nation’s other largest school districts have opted to begin the academic year online only. 

Further Reading

“‘Reckless’ And ‘Reprehensible’ Frat Party Linked To Coronavirus Outbreak At UNH: Here Are The Latest College Coronavirus Updates” (Forbes)

“U.S. Needs 193 Million Tests Per Month In Schools And Nursing Homes To Contain Covid-19, Report Finds” (Forbes)

“New York State Launches Covid-19 Report Card For Schools” (Forbes)

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Jemima McEvoy

Jemima McEvoy

I’m a British-born reporter covering breaking news for Forbes.

How This Millennial Came To Realize The Value Of Old-School Management – Chris Myers

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Youth is a funny thing. No matter how many mentors you have, classes you take, or books you read, you always think you know better. It doesn’t matter if you’re talking about business or simply life in general, the young are genetically programmed to reject the wisdom of their elders. It’s only when you accumulate enough life experience and begin to become an elder yourself that you begin to realize that much……

Read more: https://www.forbes.com/sites/chrismyers/2018/10/17/how-this-millennial-came-to-realize-the-value-of-old-school-management-techniques/#23d85b7627cd

 

 

 

 

 

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