Emotional intelligence needs to be a central component of bullying-prevention efforts from preschool to high school classrooms. Taking the law-and-order approach, characteristic of many existing programs, does not offer youths or adults the fundamental skills needed to regulate powerful emotions that, when unregulated, can lead to psychologically and physically harmful behaviors. Developing emotional intelligence is typically absent from the roll call of anti-bullying policies: zero tolerance, “hot spots” monitoring, rule creation, and one-shot assemblies. Even well-intentioned bystander interventions can have inadvertent consequences. For example, encouraging children to stand up to bullies can create anxiety and possibly lead them to be at risk for retaliation. We know that current practices are failing our nation’s children.What all children need instead is an education in emotional intelligence.
The most important variable in student academic achievement is student academic work.
What would most help all students (in — fill in your district) to be successful? How many times have you heard this question? My response is — how do you measure success? What is success? And, how do we know we have achieved it?
A new review of the major research that has been conducted on class size by Northwestern University Associate Professor Diane Whitmore Schanzenbach and published by the National Education Policy Center at the University of Colorado Boulder makes clear that class size matters, and it matters a lot.
Can we stop pretending it doesn’t?
When looking for a job, if you walked into an interview and said, “I have 10 years experience and an advanced degree. I have stellar evaluations from my previous employers, and letters of recommendation giving me accommodations. Here’s samples of my work, and here is a list of awards and…