Alyssa B

As we went into the bullying module this week, the documentary “Bully” and the  articles provided valuable insights into the issue of bullying and its impact on kids. Reflecting on these resources, I’m going to address the questions posed, while also including my broader understanding of the module’s content.

One striking moment from “Bully” was the portrayal of Alex, a young boy who faced relentless bullying on his school bus. The raw emotion I watched in his story filled me with sadness. Witnessing Alex’s pain and isolation highlighted the important need for intervention and support systems within our schools. His story serves as a powerful reminder of the real life consequences of unchecked bullying behavior.

Additionally, the article “Social-Emotional Learning Helps Prevent Bullying” emphasized the importance of equipping students with the necessary skills to navigate social dynamics and conflicts effectively. This resonated with me because it underscores the proactive approach needed to address bullying. By using emotional intelligence and empathy through social-emotional learning programs, we can empower students to encourage healthier relationships and step in when witnessing bullying behavior.

Furthermore, “10 Ways to be an Upstander” provided practical strategies for bystanders to actively step in and support victims of bullying. One particular suggestion that stood out to me was the importance of offering support privately. This emphasizes the need for sensitivity and confidentiality when reaching out to victims, as public confrontation may increase their distress.

Moving forward, these films and articles will add to my work with students by shaping my approach to prevention and intervention strategies. Specifically, I plan to integrate social-emotional learning methods into my lesson plans, prioritizing empathy, conflict resolution, and bystander intervention skills. I aim to create safe and inclusive space where students feel empowered to speak up and seek support when faced with bullying situations.

As an additional source, I found an insightful article from Education Week titled “The Lasting Impact of Bullying on Mental Health.” The article explores the long-term consequences of bullying on students mental well being. This source further reinforces the importance of addressing bullying comprehensively and highlights the urgency of our work in promoting positive school climates.

In conclusion, the bullying module has deepened my understanding of the challenges surrounding bullying and the critical role educators play in fostering safe and supportive environments for all students. By integrating the lessons learned from “Bully” and the accompanying articles, I am committed to advocating for proactive measures that prioritize the well being and dignity of everyone of my students.

References:

Eyman, W. & Cohen, J. (2009). 10 ways to be an upstander.  BullyBust: Creating a Community of Upstanders(TM), the nationwide bully prevention/pro-upstander campaign from the National School Climate Center (NSCC). www.BullyBust.org. LinkLinks to an external site.

Framing bullying for educators (n.d.). The Bully Project. LinkLinks to an external site.

Hirsch, L. (Director) (2012). Bully.  Cinereach.

Ragozzino, K. & O’Brien, M.U. (2009). Social and Emotional Learning and Bullying Prevention. Prepared for the National Center for Mental Health Promotion and Youth Violence Prevention by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and the Social and Emotional Learning Research Group at the University of Illinois at Chicago. LinkLinks to an external site.

Stopbullying.gov Ed Board. (2020, March 26). Social emotional learning helps prevent bullying. Stop Bullying.Gov.https://www.stopbullying.gov/blog/2020/03/25/social-emotional-learning-helps-prevent-bullyingLinks to an external site.

The mental health impact of bullying on kids and teens. The Mental Health Impact of Bullying on Kids and Teens | McLean Hospital. (2024, March 6). https://www.mcleanhospital.org/essential/bullying-kids-teens

In module three of our learning journey, we went into the challenging and vital topic of gender diversity. This module was not just about understanding, but also about empathy, respect, and creating inclusive spaces for everyone. As we explored this critical issue, I couldn’t help but think back to our previous module on anti-racism.

Just as we discussed systems of abuse and advocating for equity in the anti-racism module, understanding gender diversity requires a similar approach. It’s about recognizing and challenging the structures and biases that exclude individuals based on their gender identity. Just as we strive for racial justice, we must also strive for gender justice.

The Trevor Project’s 2023 National Survey on LGBTQ Mental Health shed light on the challenges faced by gender-diverse individuals. The statistics were eye-opening, highlighting higher rates of depression, anxiety, and suicide attempts among LGBTQ youth compared to their heterosexual and cisgender peers. This underscores the urgent need for support and understanding.

Moreover, the article “Students Exploring Gender Identity” provided valuable insights into creating safe environments for gender-diverse students. It emphasized the importance of using inclusive language, respecting chosen names and pronouns, and fostering a culture of acceptance and celebration of diversity.

The video we watched further illustrated the experiences of transgender and non-binary individuals, offering personal accounts that humanized the data and theories we discussed. It emphasized the significance of empathy and support in creating safer and more inclusive communities for all.

In addition to these resources, I found an insightful article from Education Week that discussed the importance of implementing gender-inclusive policies and practices in schools. It highlighted the impact of such policies on students’ well-being and academic success, further reinforcing the importance of our learning in this module.

Overall, module three has been enlightening and thought-provoking. It has deepened my understanding of gender diversity and the importance of advocating for inclusivity and equity in all aspects of society. Just as we strive to be anti-racist, let us also commit to being actively inclusive of all gender identities. Together we can create a more just and compassionate world for everyone especially in the classroom for our students.

References:

GLSEN (2020). Pronoun Resource Guide. GLSEN. https://www.glsen.org/activity/pronouns-guide-glsenLinks to an external site.

Kaufman, M. (Director). (2002). The laramie project [film]. Good Machine, HBO Films.

K-12 Education News and information. Education Week. (2024, May 3). https://www.edweek.org/

Students Exploring Gender Identity (2021, October). American Psychological Association. https://www.apa.org/ed/schools/primer/gender-identity

The Trevor Project. (2023). 2023 National Survey on LGBTQ Mental Health. https://www.thetrevorproject.org/survey-2023/Links to an external site.

Borovoy, A.E. (2012, November 2). 5-Minute Film Festival: Parent-Teacher Partnerships. Edutopia. https://www.edutopia.org/blog/film-festival-parent-teacher-partnerships

Breiseth, L. (2021, August). Communicating with ELL Families: 10 Strategies for Schools. National Education Association. https://www.nea.org/professional-excellence/student-engagement/tools-tips/communicating-ell-families-10-strategiesLinks to an external site.

Family Engagement: Resource Roundup (2010, July 14). Edutopia. https://www.edutopia.org/home-school-connections-resourcesLinks to an external site.

Vestal’s 21st Centory Classroom (2021, August 22).  9 Ways to Communicate with Parents for Teachers // INCREASE parent communication!. YouTube. https://youtu.be/8aHJkRXgbcE

 

Hi everyone! In today’s video, I’m reflecting on the critical issues in education that I’ve been learning about this semester. Join me as I share my thoughts on what I believe will be most important for me as a future elementary or secondary teacher, and what I’ve learned from my classmates’ perspectives. Let’s dive in!

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In today’s digital age, the debate surrounding social media and technology use in schools is more relevant than ever. While some argue that excessive screen time and social media usage are harmful to our society, others believe in the many benefits they bring to both individuals and communities. As educators, parents, and students, it’s important to understand both sides of this debate and its effect on our schools.

Recently, I had the opportunity to explore this topic further through a very engaging documentary titled “Social Media: Impact on Our Society”. The documentary shed light on the many ways social media influences our lives, from communication and relationships to mental health and education.

I also read into insightful articles like “Schools Say No to Cellphones in Class” and “Cellphone Bans Can Ease Students’ Stress and Anxiety, Educators Say” from Education Week. These articles provided valuable perspectives from educators and experts on the effects of cellphone use in schools. They highlighted concerns about distraction, cyberbullying, and the impact on students’ well-being, but also acknowledged potential benefits like reducing stress and anxiety levels.

So, where do I stand on this debate in terms of its relationship to schools?

I believe that finding a balance is key. While I recognize the potential risks associated with excessive social media and technology use, I also acknowledge the positive impact they can have when used responsibly and usefully in educational settings.

It’s essential for schools to establish clear guidelines and boundaries regarding cellphone use to minimize distractions and safeguard students’ well-being. However, outright bans may not be the most effective solution. Instead, educators should use technology as a tool for learning, communication, and collaboration in the classroom.

By incorporating technology in education and teaching responsible technology use, schools can empower students to navigate the online world safely and responsibly. Furthermore, utilizing social media platforms for educational purposes can enhance student engagement, creativity, and critical thinking skills.

In conclusion, the debate surrounding social media and technology in schools is complex and ongoing. By drawing insights from documentaries, articles, and additional research, we can make informed decisions that prioritize the well-being and academic success of our students while harnessing the potential of technology for positive educational outcomes.

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References

How social media is reshaping today’s education system. Center for Social Impact Communication. (n.d.). https://csic.georgetown.edu/magazine/social-media-reshaping-todays-education-system/

Klein, A. (2019, September 6). Schools say no to cell phones. But is it a smart move? Education Week. LinkLinks to an external site.

Langreo, L. Links to an external site. — (2023, October 16). Cellphones Bans Can Ease Students’ Stress and Anxiety, say Educators. Education Weekhttps://www.edweek.org/leadership/cellphone-bans-can-ease-students-stress-and-anxiety-educators-say/2023/10Links to an external site.

Willett, R. (Director). (2019). Plugged-In: The Toxicity of Social Media Revealed. [YouTube Video]. Brick in the Wall Media.

Stanford Medicine, Safety First Links to an external site.

In this blog post, I want to talk about Lesson 8 from Stanford Medicine’s Safety First program. This lesson is all about alcohol and other depressants, which are substances that slow down our brains and bodies.

The lesson starts by explaining what depressants are and gives examples like alcohol, which many people are familiar with. It then talks about how alcohol affects us, like making us feel relaxed at first but also making it hard to think clearly or move properly. It can even lead to addiction if we’re not careful.

One thing I really liked about this lesson is that it’s easy to understand. The language used is simple, and they give examples that make sense to us. They also give tips on how to stay safe, like saying no to peer pressure or knowing when to ask for help.

However, I think there are ways to make this lesson even better. For one, it could use more pictures or videos to show us visually what they’re talking about. Seeing a diagram of how alcohol affects our brains, for example, would make it easier to remember.

Another thing is that while the lesson talks about the immediate effects of alcohol, like feeling drunk, it doesn’t talk much about what happens if someone keeps drinking a lot over time. It’s important for us to know both the short-term and long-term effects so we can make smart choices.

If I were teaching this lesson in my own classroom, I would add more visuals to make it more interesting. I might also include stories or real-life examples to make it easier for students to relate. And I would definitely talk more about the long-term effects of alcohol and depressants, so students have a complete picture.

To wrap up everything, lesson 8 of the Safety First program is a good start in teaching us and my students about alcohol and depressants. But by adding more visuals and talking about long-term effects, it could become even more helpful in guiding us to make safe and healthy choices.

References:

Halpern-Felsher REACH Lab. (n.d.). Safety First – Lesson 8. https://med.stanford.edu/halpern-felsher-reach-lab/preventions-interventions/Safety-First/safety-first-lesson-8.html

Stanford Medicine, Safety First Links to an external site.

 

Long, R. (director/ producer). (2012) Room To Breathe [film]. ZAP Zoetrope Aubry Productions.

Schwartz, K. (2019). Nine ways to ensure your mindfulness teaching is trauma informed. KQED Mindshift. LinkLinks to an external site.

Social Emotional Learning (2022, November 14). New York State Department of Education. https://www.p12.nysed.gov/sss/selLinks to an external site.

Why is Mindfulness Needed in Education. (n.d.). Mindful Schools. LinkLinks to an external site.

Data Points	Connetquot Central School District
Number of Students	5,288
Financial Transparency	Moderate
Class Size	22 students
4 Year Graduation Rate	88%
Standardized Test Scores (ELA)	78%
Standardized Test Scores (Math)	73%
% Taking Standardized Tests	92%
Accountability Status	Satisfactory
Per Pupil Spending	$11,000
Ethnicity	Mixed
Median Household Income	$65,000 (approximate)
Average Property/School Taxes	$5,500 (approximate)
Average Home Price	$500,000 (approximate)

https://data.nysed.gov/ Links to an external site.

 

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In today’s blog, we’re delving into a topic that affects many students across America: homelessness. It’s a tough situation for anyone, especially kids trying to learn and grow in school. Did you know that many students don’t have a stable place to call home? This can make it really hard for them to focus on their schoolwork. They might not have a quiet place to study or even enough food to eat. It’s a big problem, but there are things we can do to help.

The documentary “Homeless in America” gives us a glimpse into the lives of homeless students. One student shared, “Sometimes I don’t know where I’m gonna sleep at night. It’s hard to focus on school when you’re worried about where you’ll lay your head.” This shows us just how challenging it is for these kids to concentrate on their studies when they don’t have a safe place to sleep.

According to a report from the National Center for Homeless Education, over 1.5 million students in the U.S. experienced homelessness during the 2020-2021 school year. That’s a huge number of kids who need help and support.

One law that’s really important for homeless students is called the McKinney-Vento Homeless Education Assistance Act. It says that schools have to help students who don’t have a stable place to live. They have to make sure these students can still go to school and get the help they need to learn.

“Evicted: Poverty and Profit in the American City” is a book that helps us understand why so many people end up homeless. The author writes, “Eviction isn’t just a condition of poverty; it’s a cause of it.” This means that being forced out of your home, or evicted, often leads to homelessness, and it’s a big problem that needs to be addressed.

The McKinney-Vento Act ensures that homeless students have access to the same educational opportunities as their housed peers, regardless of their living situation. According to the New York State Education Department, this act requires schools to provide support services to help homeless students overcome obstacles to their academic success.

Music can also help us understand. In the song “Same Love” by Macklemore & Ryan Lewis ft. Mary Lambert, the lyrics talk about accepting and supporting each other, no matter who we are. This is really important for homeless students too – they need our support to feel safe and welcome at school.

But it’s not enough to just know about homelessness – we need to take action to help. We can start by speaking up for homeless students and making sure our schools have the resources they need to support them. By showing kindness and understanding, we can make a big difference in the lives of homeless students, helping them feel valued and supported as they work towards their educational goals. Together, we can make a difference and create a school environment where every student feels safe, supported, and ready to learn.

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References:

Cai, J. (2020, July 27). Homeless Students in Public Schools Across America: Down but Not OutLinks to an external site.. National School Boards Association. https://www.nsba.org/Perspectives/2021/homeless-students

De Mare, A., Kelly, K., & Taber, K. (Producers), & De Mare, A., & Kelly, K. (Directors). (2014). The homestretch [Streaming video]. United States: Bullfrog Films.

Desmond, M. (2016). Evicted: Poverty and profit in the American city. Broadway Books.

Macklemore LLC. (2012). Same Love [Recorded by Macklemore & Ryan Lewis ft. Mary Lambert]. On The Heist [CD]. YouTube. https://www.youtube.com/watch?v=hlVBg7_08n0

Mc-Kinney Vento Homeless Education. (2021). New York State Education Department. http://www.nysed.gov/essa/mckinney-vento-homeless-education

National Center for Homeless Education. (2022).  Student Homelessness in America School Years 2018-19 to 2020-21.  Student Homelessness in America (ed.gov)

 

Hello everyone! Today, I’m excited to explore a topic that’s incredibly relevant in education: Seasonal Pattern Depression. As educators, it’s crucial for us to understand how mental health conditions like Seasonal Pattern Depression can impact our students and how we can best support them in the classroom. To dive deeper into this subject, I’ve created a slide that breaks down what Seasonal Pattern Depression is, its symptoms, available treatments, and some practical strategies for assisting students affected by this condition. By looking into this topic and making this slide, I’ve gained valuable insights into the challenges faced by students dealing with Seasonal Pattern Depression. I learned how we, as educators can play a crucial role in creating a supportive and inclusive environment. I’ve made sure to use trusted sources such as the National Alliance on Mental Illness (NAMI) and the American Psychological Association (APA) to ensure the information provided is reliable and beneficial for educators like us. So, let’s dive in and explore how we can make a positive impact on the mental health and well-being of our students!

Seasonal Pattern Depression (Alyssa Brandl)

References

American Psychological Association. (n.d.). American Psychological Association (APA). American Psychological Association. https://www.apa.org/http://American Psychological Association. (n.d.). American Psychological Association (APA). American Psychological Association. https://www.apa.org/

Anxiety and depression association of america, ADAA. Anxiety and Depression Association of America, ADAA. (n.d.). https://adaa.org

Home: Nami: National Alliance on Mental Illness. NAMI. (n.d.). https://nami.org/Home

NHS. (n.d.). NHS choices. https://www.nhs.uk/mental-health/conditions/seasonal-affective-disorder-sad/overview

Transforming children’s lives. Child Mind Institute. (2024, February 8). https://childmind.org