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How Social Media Can Change Your Business – Pj Germain

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Going viral is almost everyone’s dream. If your company goes viral you make more sales because more eyeballs are looking at you. Social media has taken branding to a whole new level because it’s easy to reach everyone around the world no matter where you are. Also because of all the content, you can bombard your fans/customers with, such as promotional videos or exclusive discounts and events coming up…..

Read more: http://pureresiduals.com/how-to-free-traffic-social-media/

 

 

 

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See How Many Times Your School District Has Been Investigated for Civil Rights Violations – Beth Skwarecki

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If you believe your school district or college is discriminating against students on the basis of sex, race, or disability, you’re entitled to file a complaint with the US Department of Education’s Office of Civil Rights. Sexual harassment and assault are also grounds for complaints. The office is supposed to investigate fully and, if necessary, recommend corrective action to right any wrongs.

But ProPublica reports that the Department of Education is now dismissing far more cases without taking action under Betsy DeVos than it did under her predecessors. To go along with their report, they have published a tool that lets you look up your school district or college to see how many investigations have been opened in the last few years, and how they were resolved.

The data doesn’t break out individual schools, so New York City’s entire school district shows up as one entry with hundreds of cases. But if you look up a smaller district, or a college, the data becomes more meaningful—two cases at in one Pennsylvania district I checked. Six at the University of Pittsburgh, but 15 at that same university’s medical school, which is listed separately.

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For the full details on what the cases are about, you’ll have to check local news or other sources; ProPublica only provides dates and some very basic information on the type of complaint and the nature of the resolution. But it’s worth checking to see what’s happening at your district that you might not have known about.

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What Do 90-Somethings Regret Most – Lydia Sohn

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My preconceptions about older people first began to crumble when one of my congregants, a woman in her 80s, came into my office seeking pastoral care. She had been widowed for several years but the reason for her distress was not the loss of her husband. It was her falling in love with a married man. As she shared her story with me over a cup of tea and Kleenex, I tried to keep a professional and compassionate countenance, though, internally, I was bewildered by the realization that even into their 80s, people still fall for one another in that teenage, butterflies-in-the-stomach kind of way.

One of the strange and wonderful features of my job as a minister is that I get to be a confidant and advisor to people at all stages of life. I’ve worked with people who are double and even triple my age. Experience like this is rare; our economic structure and workforce are stratified, and most people are employed within their own demographics. But because I’m a minister in a mainline denomination with an aging base, the people I primarily interact with are over the age of 60. I came into my job assuming that I, a Korean-American woman in my mid-30s, would not be able to connect with these people — they’re from a completely different racial and cultural background than me. It did not take long for me to discover how very wrong I was.

We all have joys, hopes, fears, and longings that never go away no matter how old we get. Until recently, I mistakenly associated deep yearnings and ambitions with the energy and idealism of youth. My subconscious and unexamined assumption was that the elderly transcend these desires because they become more stoic and sage-like over time. Or the opposite: They become disillusioned by life and gradually shed their vibrancy and vitality.

When I initially realized that my assumptions might be wrong, I set out to research the internal lives of older people. Who really were they, and what had they learned in life? Using my congregation as a resource, I interviewed several members in their 90s with a pen, notebook, a listening ear and a promise to keep everyone anonymous. I did not hold back, asking them burning questions about their fears, hopes, sex lives or lack thereof. Fortunately, I had willing participants. Many of them were flattered by my interest, as America tends to forget people as they age.


I began each conversation by asking if they had any regrets. By this point, they’d lived long enough to look at life from multiple angles so I knew their responses would be meaningful. Most of their regrets revolved around their families. They wished relationships, either with their children or between their children, turned out differently. These relational fractures, I could see on their faces, still caused them much pain and sorrow. One of my interviewees has two children who haven’t seen or spoken to each another for over two decades. She lamented that this, among all the mistakes and regrets she could bring to mind, was the single thing keeping her up at night.

I then moved on to the happiest moments of their lives. Every single one of these 90-something-year-olds, all of whom are widowed, recalled a time when their spouses were still alive and their children were younger and living at home. As a busy young mom and working professional who frequently fantasizes about the faraway, imagined pleasures of retirement, I quickly responded, “But weren’t those the most stressful times of your lives?” Yes of course, they all agreed. But there was no doubt that those days were also the happiest.

Their responses intrigued me. They contradicted a well-known article on happiness in The Economist, “The U-bend of Life.” The article went viral in 2010 and was a common conversation topic among my family and friends. Its counter-intuitive yet completely reasonable analyses seemed to resonate with my generation.

The theory of the “U-bend” came about as researchers discovered consistent findings from several independent research projects on happiness and well-being around the world. They concluded that happiness, pleasure and enjoyment are most tenuous during the middle ages of life, starting in our 20s with depression peaking at 46 — which the author described as “middle-age-misery.” The happiness of youth however, not only returned but was experienced at higher levels in subjects’ 70s. Researchers hypothesized that middle-age-misery was due to the overwhelming number of familial, professional, and financial demands during these years. Following a happiness dip in middle age, researchers concluded that we become more self-accepting, less ambitious and more mindful of living in the present moment (instead of the future) as we approach our 70s.

My interviewees’ responses contradicted the popular “U-bend” theory. Why? Perhaps happiness is more complex than we thought. Maybe our understanding of what makes us happy changes as we age. When we’re younger, perhaps we think of happiness as a feeling instead of a state of fulfillment, meaning, or abundance — which my interviewees were associating it with. Regardless, their responses came as a sobering reminder to fully appreciate and soak in these chaotic days of diaper changes, messiness, and minimal me-time. They may just end up being my happiest moments.


I was dying to ask if their spouses (of many decades, in most cases) were really the loves of their lives. As it turns out, this was true for some and not for others. In both cases, though, they kept trying to make their marriages work. I got the sense from their responses that after they had children, their marriages became much less important to their happiness than the overall nuclear family dynamic. This focus on the family unit, however, did not mean their sexual and romantic passion vanished. They still longed to be wooed and pursued. They still experienced intense attraction to people who were not their spouses and continue to experience intense attraction for others to this day. Of course, sex becomes more tiresome, as well as masturbation, but their desire for companionship is just as prominent as it was during the height of their youth.

Being old brought a lot of advantages: more time, more perspective, less hustling to be the best and most successful, and an urgency to strengthen the important relationships in her life.

My interviewees’ thoughts on beauty and aging were also varied — their physical appearance only mattered insofar as it mattered to them when they were younger. Those who were valued for their good looks or athleticism experienced much more grief in regards to their current bodies than those who derived confidence from qualities that were much less time-fixed. One interviewee, for example, was well-known in her community for being a writer and columnist in local newspapers. When I asked her if she was saddened by her aging appearance, she responded, “Well, I never thought I was pretty to begin with so, no.” The ones who did experience greater negative emotions about aging, though, shared that the peak of that grief occurred in their 70s and has diminished since then.

The same woman who told me she wasn’t bothered by her aging appearance also shared that she wasn’t afraid of death but of dying. I found this to be a profound distinction. She believed in an afterlife, as one might expect given that she belongs to a church. She felt sure that she would, in one way or another, be well taken care of after her time here came to an end. She is still very physically and mentally healthy, so it was that final leg of her journey that worried her. Would she be restricted to a hospital bed, just a mess of tubes and needles? Would she still recognize family and friends? Would she be in constant pain? Being old didn’t bother her until it affected the quality of her life in an incredibly detrimental way. In fact, being old, she shared, brought a lot of advantages: more time, more perspective, less hustling to be the best and most successful, and an urgency to strengthen the important relationships in her life.


The radical relationship-based orientation of all my subjects caught me by surprise. As someone entering the height of my career, I expend much more energy on work than on relationships. And when I imagine my future, I envision what I will have accomplished rather than the quality of my interactions with those who are most important to me. These 90-something-year-olds emphasize the opposite when they look back on their lives. Their joys and regrets have nothing to do with their careers, but with their parents, children, spouses, and friends. Put simply, when I asked one person, “Do you wish you accomplished more?” He responded, “No, I wished I loved more.”

My conversations challenged me. I certainly won’t be giving up my job to hang out with my family more because I also recognize that satisfying careers and financial stability are great sources of fulfillment — which, in turn, affect family well-being. But these different perspectives helped me focus on what really matters in the face of competing responsibilities and priorities. That sermon really does not have to be the best sermon in the world when my son is starving for my attention. My husband really does not need to get the highest-paying job he can find if that means I can spend more time with him.

Put simply, when I asked one person, “Do you wish you accomplished more?” He responded, “No, I wished I loved more.”

However, the biggest impact they left on me was not reprioritization but being okay with aging. I confess that prior to my conversations, I had an intense fear about growing old. This, I realize, was what motivated me to begin this research in the first place. I assumed the elderly lost their vibrancy and thirst for life. That couldn’t be further from the truth. They still laugh like crazy, fall in love like mad and pursue happiness fiercely.

 

 

 

 

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Knowers & Learners Quick Thoughts On Different World Views – Bruno Bergher

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My work these days involves spending a lot of time with early stage companies, where we’re racing against the clock to turn bold new ideas into usable products, and see if they work.

It’s a land where you’re knee-deep in ambiguity, and surrounded by a sea of unanswered questions. It’s an environment where short-circuiting feedback loops pays off big time, and where fast action is highly valued.

But with so much to do and so little time, teams often get into hard scoping discussions. There’s no way to know for sure in advance what a product needs to offer in order to be validated. I’ve noticed two different types of people emerge from those discussions:

  • The ones who want to be right
  • And the ones who want to learn

The ones who want to be right defend their ideas based on their experience, their seniority, on their unmeasurable powers of divination of customer behavior. They come up with dozens of possible failure cases, just to justify their more complex solution. They get married to their ideas and never let go, irrespective of what’s learned.

They say “trust me, I know what I’m doing”, “no, that won’t work” and “let’s just do it my way this time”. They breed self-doubt and disempowerment.

Then there are the ones who want to learn. They’ve realized that when you’re first building something, chances are you’ll be wrong about at least a couple things — and try to identify them early on. They try to keep projects simple, so they can be tested fast, even if they have obvious holes. They maximize their opportunity for learning, by focusing on the problem at hand, and not on who came up with the solution or how it matches the initial big idea.

They can still have a bold vision, and they still listen to their gut, but they’re open to being wrong and eager to find out what will work for their audience.

They say “this is what worked for me before, would you be up for trying it?” and “which option would let us learn faster?”. They breed progress and are fun to hang around.

These days I just try to surround myself with people who are open to being wrong (even if they’re right most of the time), and above all interested in learning the truth, whatever it may be. I interview candidates looking for that heart-warming balance of experience and humility, and only invest in friendships with people who are willing to review previously held ideas. And I try to constantly revise what are facts and what are simply my own assumptions.

What about you? Would you rather be right, or would you rather learn the truth?

 

 

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Eric Black: When the World Poses Challenging Questions, What Do We Tell the Kids? — BCNN1 WP

What do we tell the kids about sex? The neighbors are gay and invited us over. What do we tell the kids? The pastor’s been accused of sexual misconduct. What do we tell the kids? A child at school says she no longer identifies as a girl. What do we tell the kids? A teenager […]

via Eric Black: When the World Poses Challenging Questions, What Do We Tell the Kids? — BCNN1 WP

 

 

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How to Teach Media Fluency Skills: 6 Cool Concepts to Try – Lee Watanabe

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Teaching Media Fluency skills is crucial to the educational environment as technology continues to reshape how students think and react to digital media and the messages they receive. This is an important aspect of teaching that cannot be ignored. All students should be able to access, analyze, evaluate and create media in a number of forms. This shapes their understanding of how media affects society. They also learn why Media Fluency is essential in the digital age.

Possessing Media Fluency skills fulfill a number of needs:

  • They develop critical thinking capacity
  • Students can better identify target markets
  • They help students recognize bias and misinformation
  • They hone the ability to distribute personalized media messages

These are just a few effective lesson ideas that can be taught focusing on Media Fluency. You can make a definitive impact on shaping the minds of students and broaden their critical thinking skills with such activities. In the process, you’ll also provide an alternative perspective on media and how it is used. Students can look forward to building other important learning skills as an added bonus such as writing, researching, and analytical thinking.

1. Picture Prose

Students view an image of some sort. They then brainstorm about the events and characters that could be a part of the image. Next they write from a character point of view. They share their thoughts, feelings and the events that led up to the picture, or events that will take place after. This also supports narrative writing.

2. Fact or Fiction

Using Snopes.com, students will learn about urban legends and investigate why people believe in them. This happens through a discussion about sources of information. The focus is how to determine whether or not those sources can be identified as credible.

Introduce students to Snopes.com and to urban legends found on the site. Next, let them survey the information and identify additional sources to confirm whether the legend is true or false. Lead a discussion on how media can shape perception, whether true or false.

3. What’s in a (Digital) Name?

This is about creating a safe persona on the Internet. For this Media Fluency lesson, students discuss online personas and profiles through researching and discussing their names. Have them investigate the role that situation and audience play in using a nickname or full name. Determine what name would be most appropriate for social media and email.

They discuss what name they would choose and why it would best represent them online. More importantly, they discuss how it can be perceived by that platform’s audience.

4. Men, Women, and Media

Haver students explore representations of men and women and discuss their findings. They would construct a collage of images that represent men or women and discuss how each one is depicted in the media. The idea is to deconstruct those messages by identifying the source and how it may have influenced audience perception.

5. Copyright Capers

This Media Fluency lesson explores issues of copyright infringement through the discussion of downloading music from the Internet. Students will call upon prior knowledge and experiences on how they retrieve music online. Next they conduct Internet research to understand the history and legalities of copyright infringement. They would then synthesize the information and evaluate the content and their points of view. They will end up taking a stand on their beliefs of whether downloading is right or wrong.

6. Tech Reviews

Students get to employ analytical thinking in this one by reviewing a technology of their choice and researching reviews of that technology. The students will then use a list of evaluation and review questions to think about why the technology is used and why people choose one over the other. Have them write a personal evaluation of the technology and offer recommendations on the audiences it is best suited for.

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Social Interaction Is Critical for Mental and Physical Health – Jane E. Brody

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Hurray for the HotBlack Coffee cafe in Toronto for declining to offer Wi-Fi to its customers. There are other such cafes, to be sure, including seven of the eight New York City locations of Café Grumpy. But it’s HotBlack’s reason for the electronic blackout that is cause for hosannas. As its president, Jimson Bienenstock, explained, his aim is to get customers to talk with one another instead of being buried in their portable devices.

“It’s about creating a social vibe,” he told a New York Times reporter. “We’re a vehicle for human interaction, otherwise it’s just a commodity.” What a novel idea! Perhaps Mr. Bienenstock instinctively knows what medical science has been increasingly demonstrating for decades: Social interaction is a critically important contributor to good health and longevity.

Personally, I don’t need research-based evidence to appreciate the value of making and maintaining social connections. I experience it daily during my morning walk with up to three women, then before and after my swim in the locker room of the YMCA where the use of electronic devices is not allowed.

The locker room experience has been surprisingly rewarding. I’ve made many new friends with whom I can share both joys and sorrows. The women help me solve problems big and small, providing a sounding board, advice and counsel and often a hearty laugh that brightens my day.

And, as myriad studies have shown, they may also be helping to save my life. As the Harvard Women’s Health Watch reported, “Dozens of studies have shown that people who have satisfying relationships with family, friends and their community are happier, have fewer health problems, and live longer.”

In a study of 7,000 men and women in Alameda County, Calif., begun in 1965, Lisa F. Berkman and S. Leonard Syme found that “people who were disconnected from others were roughly three times more likely to die during the nine-year study than people with strong social ties,” John Robbins recounted in his marvelous book on health and longevity, “Healthy at 100.”

This major difference in survival occurred regardless of people’s age, gender, health practices or physical health status. In fact, the researchers found that “those with close social ties and unhealthful lifestyles (such as smoking, obesity and lack of exercise) actually lived longer than those with poor social ties but more healthful living habits,” Mr. Robbins wrote. However, he quickly added, “Needless to say, people with both healthful lifestyles and close social ties lived the longest of all.”

In another study, published in The New England Journal of Medicine in 1984, researchers at the Health Insurance Plan of Greater New York found that among 2,320 men who had survived a heart attack, those with strong connections with other people had only a quarter the risk of death within the following three years as those who lacked social connectedness.

Researchers at Duke University Medical Center also found that social ties can reduce deaths among people with serious medical conditions. Beverly H. Brummett and colleagues reported in 2001 that among adults with coronary artery disease, the mortality rate was 2.4 times higher among those who were socially isolated.

In a column I wrote in 2013 called “Shaking Off Loneliness,” I cited a review of research published in 1988 indicating that “social isolation is on a par with high blood pressure, obesity, lack of exercise or smoking as a risk factor for illness and early death.”

People who are chronically lacking in social contacts are more likely to experience elevated levels of stress and inflammation. These, in turn, can undermine the well-being of nearly every bodily system, including the brain.

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Absent social interactions, blood flow to vital organs is likely to be reduced and immune function may be undermined. Even how genes are expressed can be adversely affected, impairing the body’s ability to turn off inflammation. Chronic inflammation has been linked to heart disease, arthritis, Type 2 diabetes and even suicide attempts.

In a 2010 report in The Journal of Health and Social Behavior, Debra Umberson and Jennifer Karas Montez, sociology researchers at the University of Texas at Austin, cited “consistent and compelling evidence linking a low quantity or quality of social ties with a host of conditions,” including the development and worsening of cardiovascular disease, repeat heart attacks, autoimmune disorders, high blood pressure, cancer and slowed wound healing.

The Texas researchers pointed out that social interactions can enhance good health through a positive influence on people’s living habits. For example, if none of your friends smoke, you’ll be less likely to smoke. According to the researchers, the practice of health behaviors like getting regular exercise, consuming a balanced diet and avoiding smoking, excessive weight gain and abuse of alcohol and drugs “explains about 40 percent of premature mortality as well as substantial morbidity and disability in the United States.”

Lack of social interactions also damages mental health. The emotional support provided by social connections helps to reduce the damaging effects of stress and can foster “a sense of meaning and purpose in life,” the Texas researchers wrote.

Emma Seppala of the Stanford Center for Compassion and Altruism Research and Education, and author of the 2016 book “The Happiness Track,” wrote, “People who feel more connected to others have lower levels of anxiety and depression. Moreover, studies show they also have higher self-esteem, greater empathy for others, are more trusting and cooperative and, as a consequence, others are more open to trusting and cooperating with them.

“In other words,” Dr. Seppala explained, “social connectedness generates a positive feedback loop of social, emotional and physical well-being.”

She suggested that a societal decline in social connectedness may help to explain recent increases in reports of loneliness, isolation and alienation, and may be why loneliness has become a leading reason people seek psychological counseling. By 2004, she wrote, sociological research revealed that more than 25 percent of Americans had no one to confide in. They lacked a close friend with whom they felt comfortable sharing a personal problem.

For those seeking a health-promoting lifestyle, it’s not enough to focus on eating your veggies and getting regular exercise. Dr. Seppala advises: “Don’t forget to connect.”

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How To Teach Your Kids To Care About Other People – Caroline Bologna

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As deep-seated divisions, vitriol and disturbing news fill headlines, many people are wondering what happened to the qualities of empathy and kindness in our society.

In the same vein, many parents are wondering how to raise kids who will be a force for love and goodness in the face of bitterness and hate.

HuffPost spoke to psychologists, parents and other experts about how to instill empathy in children.

Talk About Feelings

“The gateway to empathy is emotional literacy,” said Michele Borba, an educational psychologist and the author of numerous parenting books, including UnSelfie: Why Empathetic Kids Succeed in Our All-About-Me World.

A simple way to foster emotional literacy is by promoting face-to-face communication in the age of texting and smartphones. “Digital-driven kids aren’t necessarily learning emotions when they pick emojis,” Borba said. “Make it a rule in your house to always look at the color of the talker’s eyes because it will help your child tune in to the other person.”

Another key aspect is teaching kids to identify their own emotions early on. “Use emotional language with kids. Say things like, ‘I see you’re really frustrated,’ or, ‘I see you’re really mad,’” Laura Dell, an assistant professor at the University of Cincinnati’s School of Education, told HuffPost.

“Before children can identify and empathize with other people’s feelings, they need to understand how to process their own feelings,” she continued. “Once they can identify their own emotion, they’re better able to develop those self-regulation skills to control their own emotions ― and then take the next step to understand the emotions of others.”

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Ravi Rao, a pediatric neurosurgeon turned children’s show host, believes parents should teach feelings as much as they teach things like colors and numbers.

“You’ll see parents walking through the park and taking every opportunity to ask, ‘What color is that man’s jacket?’ ‘What color is the bus?’ ‘How many trees are there?’” he explained. “You can also practice emotion by saying things like, ‘Do you see the woman over there? Does she look happy or does she look sad?’”

Rao also recommends playing a “guess what I’m feeling” game at home by making happy or sad faces and asking your children to identify the emotion. “You just get their brains in the habit of noticing the signals on other people’s faces.”

Once kids have a better sense of emotions and how things make them feel, you can ask them about the emotional perspectives of others. “You can ask things like, ‘How do you think it made Tommy feel when you took his toy?’ or, ‘That made Mommy really sad when you hit me,’” said Borba.

Use Media To Your Advantage

Watching TV or reading books together presents another great opportunity to cultivate empathy, according to Madeleine Sherak, a former educator and the author of Superheroes Cluba children’s book about the value of kindness.

“Discuss instances when characters are being kind and empathetic, and similarly, discuss instances when characters are being hurtful and mean,” she suggested. “Discuss how the characters are probably feeling and possible scenarios of how the situations may have been handled differently so as to ensure that all characters are treated kindly.”

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Borba recommends engaging in emotionally charged films and literature like The Wednesday Surprise, Charlotte’s Web, Harry Potter and To Kill a Mockingbird.

Set An Example

Parents need to walk the walk and model empathy themselves, noted Rao.

“Kids will pick up on more things than just what you say. You can say, ‘Pay attention to other people’s feelings,’ but if the child doesn’t perceive or witness you paying attention to people’s feelings, it doesn’t necessarily work,” he explained.

Rao emphasized the importance of parents using language to convey their own emotional states by saying things like, “Today, I’m really frustrated,” or, “Today, I’m really disappointed.” They can practice empathy when role-playing with dolls or action figures or other games with kids as well.

It’s also necessary for parents to recognize and respect their children’s emotions, according to Dell.

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For kids to show empathy to us and others, we need to show empathy to them,” she explained. “Of course it’s tough as a parent trying to get multiple kids to put on their clothes and shoes and get out the door to go to school in the morning. But sometimes it makes a difference to take that pause and say, ‘I see it’s making you really sad that we can’t finish watching ‘Curious George’ this morning, but if we finished it, we wouldn’t be able to make it to school on time, and it’s really important to get to school on time.’”

“It doesn’t mean you have to give in to their wants all the time, but to recognize you understand how they feel in a situation,” she added.

Acknowledge Children’s Acts Of Kindness

“Parents are always praising children for what grades they got or how they did on a test. You can also boost their empathy by letting them know it matters to develop a caring mindset,” said Borba, noting that when children do things that are kind and caring, parents can stop for a moment to acknowledge that.

“Say, ‘Oh, that was so kind when you stopped to help that little boy. Did you see how happy it made him?’” explained Borba. “So your child realizes that caring matters, because you’re talking about it. They then begin to see themselves as caring people and their behavior will match it.”

Expose Them To Differences

“Parents have to help their children grow up and thrive in a diverse society through education about and exposure to others who are different, whether culturally, ethnically, religiously, in physical appearance and ability or disability,” Sherak said.

There are many ways to expose your children to the diversity of the world ― like reading books, watching certain movies and TV shows, eating at restaurants with different cuisines, visiting museums, volunteering in your community, and attending events hosted by various religious or ethnic groups.

“It is also important to follow up such visits and activities with open discussions and additional questions and concerns, if any,” said Sherak. “It is also valuable to discuss differences in the context of our children’s own environments and experiences in the family, at school, in their neighborhoods, and in the larger community.”

Parents can urge local schools to promote cross-cultural awareness in their curricula as well, said Rao.

“We also just have to eliminate jokes about race and culture from our homes,” he added. “Maybe back in the day making jokes about race like Archie Bunker seemed acceptable and part of what the family did when they got together on holidays. But that actually undermines empathy if the first thought a child learns about a race or group of people is something derogatory learned from humor. It can be very hard to then overcome that with other positive messages.”

Own Up To Your Mistakes

“If you make a mistake and behave rudely toward someone who messes up at a store checkout, for example, I think you should acknowledge that mistake to kids,” said Dell. After the bad moment, parents can say something like, “Wow I bet she had a lot on her hands. There were a lot of people at the store right then. I should’ve been a little kinder.”

Acknowledging and talking about your own lapses in empathy when your kids are there to witness them makes an impression. “Your child is right there watching, seeing everything,” Dell explained. “Own up to moments you could’ve made better choices to be kinder to the people around you.”

Make Kindness A Family Activity

Families can prioritize kindness with small routines like taking time at dinner every night to ask everyone to share two kind things they did, or writing down simple ways to be caring that they can all discuss together, said Borba. Playing board games is another way to learn to get along with everybody.

Borba also recommended volunteering together as a family or finding ways that your children enjoy giving back.

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If your kid is a sports guru, then helping him do arts and crafts with a less privileged kid might not be the best match, but you can find other opportunities for face-to-face giving that match their interests,” she explained. “Help them realize the life of giving is better than the life of getting.”

Families might also consider writing down their own mission statements, suggested Thomas Lickona, a developmental psychologist and author of How to Raise Kind Kids: And Get Respect, Gratitude, and a Happier Family in the Bargain.

“[It’s] a set of ‘we’ statements that express the values and virtues you commit to live by ― for example, ‘We show kindness through kind words and kind actions’; ‘We say we’re sorry when we’ve hurt someone’s feelings’; ‘We forgive and make up when we’ve had a fight,’” he explained.

Lickona also recommended holding everyone accountable to the family values at weekly family meetings centered around questions like, “How did we use kind words this week?” and, “What would help us not say unkind things even if we’re upset with somebody?”

“When kids slip into speaking unkindly ― as nearly all sometimes will ― gently ask for a ‘redo,’” he said. “‘What would be a kinder way to say that to your sister?’ Make it clear that you’re asking for a redo not to embarrass them, but to give them a chance to show that they know better. Then thank them for doing so.”

Another piece of advice from Lickona: Just look around.

“Even in today’s abrasive, angry, and often violent culture, there are acts of kindness all around us. We should point these out to our children,” he said. “We should explain how kind words and kind deeds, however small ― holding the door for someone, or saying ‘thank you’ to a person who does us a service ― make a big impact on the quality of our shared lives.”

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6 Handy Charts for Performing Critical Thinking Assessment – Lee Watanabe-Crockett

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How do we know when our learners are thinking critically? Critical thinking assessment can be tricky to perform as it encompasses such a broad area of skills. However, we can begin to assess critical thinking by breaking it down into more basic components, and then determining criteria you can use with your learners.

The following rubrics cover some crucial aspects of critical thinking. These charts are included along with the amazing critical thinking activities we offer in our popular Critical Thinking Teacher’s Companion. You’ll find specific criteria for each category within the rubrics that will make an initial critical thinking assessment possible.

6 Categories for Critical Thinking Assessment

These rubrics for critical thinking assessment are based on the stages of Bloom’s Taxonomy. They can be used for either teacher or peer assessment. Here are the 6 basic categories we cover:

  • Questioning Abilities—This is all about a learner’s capacity for formulating questions and framing relevant inquiries around a problem or challenge. It also refers to their ability to state questions clearly and concisely so as to be easily understood by anyone else.
  • Use of Information—Information is everywhere today and the amount we have available is growing exponentially. Part of the critical thinking abilities learners need involves finding information that is useful and relevant to their needs in school and in life.
  • Keeping an Open Mind—It takes many cultures, beliefs and stories to make a world. There are also many possible answers to the questions we face every day in life. Critical thinkers remain open at all times to the multiple possibilities within their environments.
  • Drawing Conclusions—When we draw conclusions, we see the true purpose of an information quest come to its fruition. It gives us an opportunity to clarify whether or not our question was answered or our challenge was met. It is also the recognition of new learning.
  • Communication & Collaboration—The classrooms and workforces of today and of the future are places of teamwork and trust. Learning how to build connections and manage a role in a collaborative group is an essential modern learner skill. Such skills are life skills.
  • Self Awareness—By far, one of the most important aspects of being able to think critically is based in self-awareness. It’s knowing potential without any expectation, limits without judging, and ability without arrogance. In short, it is mastery of the self.

A Word of Caution

It’s important to note that critical thinking assessment isn’t exact. As such, there are many other factors to take into account beyond what’s presented below. What we want to provide for you here is a starting point for contemplating how critical thinking assessment can be approached.

These charts will provide a good baseline to work with. Beyond this, feel free to expand on their concepts as you develop different assessment strategies for different learners.

Develop Critical Thinking Skills the Right Way

Honing and assessing critical thinking skills in your learners can be even easier with the right teaching tools. The above charts are essential companions to the learning you can create with Wabisabi, a revolutionary new way to teach

Imagine real-time reporting against standards, rich media-driven learner portfolios, a vibrant collaborative learning experience, top-notch unit plans from teachers around the world, and much more. Schools all over the world are using Wabisabi to transform instruction for their own learners, and you can too.

Prepare to get excited about the learning journey every day. Check out Wabisabi now—it’s teaching simplified, and learning amplified.

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