This week’s vlog is a reflection on everything I’ve learned this semester about critical issues in education. For this final post, I decided to focus on home and school connections because I truly believe this will be the most important part of my future as a kindergarten teacher. In this video, I share why this topic stood out to me the most and how I plan to build strong partnerships with families in my own classroom.

https://drive.google.com/file/d/1e0lBPNTTPXkNCq0jdZ4oiLhs6NtcaiJR/view?usp=sharing

Part One:

This week’s readings and video really made me think about how important it is to build strong relationships with families. In the Edutopia article, something that really stood out to me was the reminder that “your language is powerful.” It talked about how we should never assume what a family looks like, who lives at home, or what kind of support a child has. That hit me because sometimes we forget that every family is different, and the way we talk to parents really matters. The NEA article gave helpful tips too, especially for working with ELL families. It said if you don’t know what your translation options are, you should “contact ELL educators or administrators”, but also remember they might be busy with lots of other things. That made me realize that communication needs to be thoughtful and planned ahead, especially when there’s a language barrier. The video gave such real advice, especially for new teachers who feel nervous about talking to parents. I loved the idea of sending out a simple parent survey at the start of the year to ask how and when they’d like to be contacted. That sounds like an easy way to avoid a lot of stress later (Vestal’s Classroom, 2:29).

I got to attend the Hicksville Board of Education meeting on March 19th, and it connected perfectly to what we’ve been learning. The meeting started with a celebration for students who won state-level awards in art, music, and sports. It was so nice to see families and teachers coming together to cheer on their kids. That moment felt like what school should be, supportive and joyful. After that, the board talked about their technology policies. They’re trying to find the right balance between using iPads for learning and not letting them become distractions. They even shared data about how many devices had to be repaired last year and talked about how to keep them protected. It showed me that they really care about giving kids the tools they need while still keeping learning on track. They also talked about curriculum changes and making sure materials stay up to date with state standards. I liked that they’re encouraging projects that connect different subjects so kids can see how things they learn in class apply to real life. One big focus of the meeting was student wellness. They’re making sure that social-emotional learning (SEL) is part of the school day and giving teachers the training they need to support students’ mental health. They even plan to hire more mental health professionals, which I think is so important. One speaker from Kerboom Kids talked about bringing dance and movement into schools to help with student confidence and focus. The board seemed really open to it, which was cool to see. What I loved most was how friendly and welcoming everyone was, they were serious about the topics, but also cracked jokes and made the meeting enjoyable. It was great that they allowed people to join on Zoom and even read out online comments. That shows they care about making sure all families can be involved, even if they can’t physically attend. Honestly, it made me excited to be a future educator.

Part Two:

When I have my own kindergarten classroom, I want families to feel comfortable and connected from the very beginning. At the start of the school year, I’ll send home a short survey asking caregivers how they prefer to be contacted, whether that’s by phone, email, app, or something else, and what times work best. I’ll also ask if they’re interested in joining class events or helping out. This was one of the best tips from the video, and I think it’s such a great way to learn more about each family right away (Vestal’s Classroom, 2:29). Every family is different, so getting to know their needs early will help build trust. Throughout the year, I’ll use ClassDojo to send messages and share updates. I am familiar with this app because we used it in the pre school I worked at. The video mentioned how some parents only started responding once the app made it easier for them to communicate (Vestal’s Classroom, 10:00), and that really stuck with me. I’ll also send monthly newsletters using Wakelet, something I actually used in school, with pictures, reminders, and highlights of what we’re learning (Vestal’s Classroom, 7:57). To support learning at home, I could make short videos explaining things we’re working on in class so families feel confident helping their kids with homework (Vestal’s Classroom, 6:26). If I have families who speak other languages, I’ll make sure to get things translated and reach out to our ELL team for support, keeping in mind what the NEA said about not overloading those educators. I also plan to keep student portfolios to send home halfway through the year and at the end, so families can see their child’s progress and feel proud (Vestal’s Classroom, 13:44). My goal is to create a classroom where families feel welcome, informed, and involved every step of the way.

References:

Aguilar, E. (2011, September 23). 20 Tips for Developing Positive Relationships with Parents. Edutopia. https://www.edutopia.org/blog/20-tips-developing-positive-relationships-parents-elena-aguilarLinks to an external site.

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-strategies

Jorgensen, J. (2022, June 14). Using Wakelet in the Classroom – teaching and learning resources. WHY EDIFY. https://www.jeremyajorgensen.com/using-wakelet-in-the-classroom-teaching-and-learning-resources/

Tasha. (2022, September 28). Why class dojo is a must for every teacher. Medium. https://edchatwithtasha.medium.com/why-class-dojo-is-a-must-for-every-teacher-a5f78e9880f6

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

Social media and cell phone use in schools has sparked a lot of debate recently. Some believe that technology is ruining our society, while others see the clear benefits. However, after reading some articles and watching The Social Dilemma, I slightly believe that schools should ban phones.

In the movie The Social Dilemma, there was one scene that really stood out to me. It shows how social media platforms are designed to manipulate our emotions and keep us hooked. “Everything is designed to keep you scrolling” is a line from the film that resonated with me. The experts in the movie explain how this constant engagement with apps like Instagram doesn’t just distract us, but it also “takes a toll on our mental health” (The Social Dilemma). For students, this is even worse. When phones are in class, they are almost always a distraction. Instead of focusing on the teacher, or whispering to their classmates next to them, students are checking their social media or texting friends. This disrupts learning and can make students less engaged.

The NPR article about teens and screens says that increased screen time has been linked to a rise in mental health problems in teens. Studies show that too much time on screens leads to higher levels of anxiety and depression, which can negatively impact students’ ability to focus and interact with others. Not being online can make teens feel like they’re always missing out, which can worsen their mental health issues. On the other hand, not only have students not been okay with this, parent’s haven’t either. You would think parents would be in favor of this, but they have been giving schools a hard time saying, “You can tell us what to do when you pay our phone bill” (EdWeek). Although schools have gone forward with this ban, teachers have reported that when students aren’t on their phones, they are more engaged and show more respect in class. When I was in school, phones were never allowed in class, and most students were scared to even pull theirs out. The fear of getting in trouble meant that we were more focused on learning and respecting our teachers. However, when phones are allowed, there’s a lack of respect and focus. According to EdWeek, “If you’re using the phone for learning, then the whole class has to agree that they are not going to be snapchatting in the middle of a lesson on velocity.” (EdWeek) This is a great point, but phones are allowed in schools, students are more likely to use them to text, snap pictures, or even cheat. This shows that giving students unrestricted access to phones leads to a more chaotic learning environment. The National Education Association article titled “The Impact of Mobile Phones on Student Learning” explains that while phones can be useful for educational purposes, they often lead to distraction and reduced academic performance. The article also points out how students who frequently check their phones are more likely to have lower grades, showing that excessive phone use can harm academic success.

Banning phones in schools is the best choice. From the evidence in The Social Dilemma, the NPR article, EdWeek, and the National Education Association, it’s clear that phones do more harm than good in the classroom. The negative effects on mental health, the distraction from learning, and the lack of respect for teachers are too big to ignore.

References:

Gaines, L.V. (2024, September 10). Indiana’s cellphone ban means less school drama. But students miss their headphones. NPR. https://www.npr.org/2024/09/10/nx-s1-5105976/indiana-school-cellphone-ban-students-teachers utm_source=npr_newsletter&utm_medium=email&utm_content=20240915&utm_te rm=9709702&utm_campaign=ed&utm_id=25646263&orgid=554&utm_att1=.

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

Orlowski, J. (Director). (2020). The Social Dilemma. Netflix.  https://www.netflix.com/watch/81254224.

I think almost everyone now can say they are addicted to their phones. But especially teens, who spend hours every day on their phones, tablets, and computers, whether for school, social media, or entertainment. The lesson I reviewed, Can Too Much Screen Time Harm You?, talks about how too much screen time can affect physical and mental health. It explains how staring at screens for too long can mess with sleep, cause anxiety and stress, and even lead to bad posture and lack of exercise. The lesson also gives tips on how to cut down on screen time, like setting limits, avoiding screens before bed, and finding other activities to do instead. The lesson includes reading comprehension questions that encourage students to think about how screen time affects their health. They are asked to explain why using a phone before bed makes it harder to sleep, how screen time is linked to mental health, and how it impacts brain development. In addition to these questions, there is a critical-thinking writing activity where students reflect on the effects of excessive screen time on school performance or discuss why it’s important to balance screen use with other activities. Students also complete a Screen Time and Sleep Survey, tracking their daily screen time, mood, and hours of sleep for a week. After collecting their data, they analyze it by looking for patterns and answering reflection questions about how screen time may be affecting their sleep and emotional well-being.

One thing I really liked about this lesson is that it focuses on a problem that affects almost every teenager today. It uses real facts and research to show why cutting down on screen time is important, and it gives simple solutions that students can actually use in their daily lives. The language is easy to understand, so it’s not overwhelming or too scientific. But at the same time, I think the lesson could have done a better job of showing both sides of the issue. Technology is something that we are able to use and take advantage of to help us. Screens also help with schoolwork, creativity, and staying connected with friends and family. The lesson mostly focuses on the negatives without really acknowledging the benefits of screen time. It also would have been more engaging if it had interactive parts, like discussions or personal reflections, instead of just reading and answering questions.

If I were to use this lesson in my own classroom, I would have students track their own screen time for a week and write about how it affects them. That way, they could see the impact firsthand instead of just reading about it. After all the students documented their own experiences, I would also have a class discussion where students could share their experiences and talk about the good and bad sides of technology.

PDF to the lesson activity sheet: https://nida.nih.gov/sites/default/files/NIDA_YR18_INS3_ACTION_TE_508.pdf

PDF to the article: https://nida.nih.gov/sites/default/files/NIDA_YR18_INS3_ACTION_StuMag_2pg_508.pdf

Scholastic & National Institute on Drug Abuse. (2020). Can too much screen time harm you? Scholastic. https://nida.nih.gov/research-topics/parents-educators/lesson-plans/can-too-much-screen-time-harm-you

Hi Everyone ,

This weeks blog is about mindfulness. I think this is such an important topic to talk about because of how overlooked it is. I think it’s so important for us all to be in touch with our bodies and our emotions. Reflecting on the film and the articles, I think mindfulness is something that should be taught to students because we will never learn how to deal with our emotions unless it is taught to us. I think for young students this is crucial for their development and helps them not only learn how to handle tough situations, but also helps them focus in and zone out what’s not important.

After watching the film The Homestretch and reading about student homelessness, I was able to get a deeper understanding of the struggles homeless youth face in their daily lives. I am very fortunate to have never had to deal with any experience like this, and after gaining more information about this struggle, I am able to appreciate the things i’ve had growing up and realize how sometimes we take the little things for granted. The film is about three teenagers in Chicago who try to balance school and do well, while being homeless (De Mare et al., 2014). One scene that stuck with me was when Roque, a high school senior, was shown living with his teacher because he has no stable place to stay. Despite his housing situation, he remains focused and determined to finish school with hopes to attend college. This moment shows how important supportive adults can be for homeless students. Not only students, but people of all ages suffer from isolation, due to the situations they face. If a kid is constantly moving areas and schools, they won’t be able to connect with peers or their environment. Teachers can create a sense of security for children dealing with homelessness. According to the National Center for Homeless Education (2022), more than 1.1 million students in the United States experienced homelessness between the 2018-19 and 2020-21 school years. These students often face challenges like switching schools, getting bad grades and falling behind, and feeling disconnected from their peers who can’t relate to them. The McKinney-Vento Act was created to help by allowing homeless students to stay in their original schools, even if they move to different shelters (McKinney Vento Homeless Education, 2021). Although, many students still feel alone and unsupported. A song that I found that connects to this issue of isolation is Boulevard of Broken Dreams by Green Day. The lyrics, “I walk a lonely road,” capture the mental isolation that many homeless kids experience. This shows how homeless students often feel abandoned while trying to navigate their education and personal lives without a stable support system.

References:

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

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)

Green Day. (2004). Boulevard of Broken Dreams [Song]. On American Idiot. Reprise Records. https://www.youtube.com/watch?v=Soa3gO7tL-c

Psychosis is a condition where people have trouble knowing what is real. I learned that psychosis can cause hallucinations, delusions, and confused thinking. It can be treated with medicine, therapy, and support. Teachers can help by creating a calm classroom, giving clear instructions, and working with families and counselors.

Link to slideshow: https://docs.google.com/presentation/d/1i4ctpdFa7gGzEd-iXUIQDCYlkEdqxW8Pp5Sab5QslXE/edit

References:

Duckworth, K. (2024, November 12). Psychosis. NAMI. https://www.nami.org/about-mental-illness/mental-health-conditions/psychosis/

Dr Taylor . (2012). Psychiatric Interviews for Teaching: Psychosis. YouTube. https://youtu.be/ZB28gfSmz1Y?si=U9zgP70TJXqzNcAR 

Torres, F. (2024). What is schizophrenia?. Psychiatry.org – What is Schizophrenia? https://www.psychiatry.org/patients-families/schizophrenia/what-is-schizophrenia  

U.S. Department of Health and Human Services. (n.d.). Understanding psychosis. National Institute of Mental Health. https://www.nimh.nih.gov/health/publications/understanding-psychosis 

Please enjoy my vlog linked below!

https://drive.google.com/file/d/17hOZPv_ixzAj6f2C0oL0AO5eAtEDgRBz/view?usp=drivesdk

References:

Lowen, C. (Producer), & Hirsch, L. (Director). (2011). Bully [Documentary]. The Weinstein Company.

“Framing Bullying for Educators.”https://d3n8a8pro7vhmx.cloudfront.net/themes/51172dcc1ad07a63d6000002/attachments/original/1361410989/1_FramingBullyingforEducators.pdf?1361410989

“Social Emotional Learning Helps Prevent Bullying.” (2020, March 25). StopBullying.gov.

https://www.stopbullying.gov/blog/2020/03/25/social-emotional-learning-helps-prevent-bullying

• “6 Ways Educators Can Prevent Bullying in Schools.” Lesley University. Retrieved from https://lesley.edu/article/6-ways-educators-can-prevent-bullying-in-schools

School violence is something we unfortunately hear about way too often, and it’s terrifying to think about. After watching Bowling for Columbine and reading research from the CDC and Pew Research Center, I couldn’t stop thinking about how complicated this issue is. Michael Moore’s documentary focuses on the Columbine High School shooting and looks into why tragedies like this keep happening. One of the most shocking parts of the film was how easy it was for teenagers to get guns. In one scene, Moore opens a bank account and receives a free gun for doing so. While holding it, he asks, “Do you think it’s a little dangerous handing out guns in a bank?” (Moore). That moment really stuck with me because it showed just how easy it is to have access to guns in some parts of the U.S. But what didn’t surprise me was how the media exaggerates crime and violence, making people believe the world is scarier than it really is. The news constantly talks about crime, creating fear for parents, students, and teachers. Moore even says, “The more frightened we are, the more we’ll buy” (Moore), explaining how fear fuels consumerism especially when it comes to buying guns and protection. A 2024 Pew Research study found that nearly 1 in 4 teachers experienced a gun-related lockdown last school year (Hurst, 2024). The CDC talks about ways to prevent school violence, like making schools safer and providing better mental health support (CDC). As a future elementary school teacher, I want my classroom to be a place where kids feel safe, not somewhere they have to worry about guns. Kids should be focused on learning and growing, not survival. Two pieces of media that connect to this them are 19 Minutes by Jodi Picoult and the song “Youth of the Nation” by P.O.D. 19 Minutes tells the story of a school shooting and shows how bullying and isolation can lead to disaster. Youth of the Nation describes the lives of kids affected by school violence, making it feel real for people who haven’t experienced anything like this. Both remind us that behind every school shooting, there are children, brothers, sisters, cousins… real people. As a future teacher, I want my students to feel safe and supported. If we focus on building a positive environment for our children, maybe we can actually stop these tragedies before they happen.

References:

Centers for Disease Control and Prevention. (n.d.). Preventing Youth Violence. Retrieved from CDC

Hurst, K. (2024, April 11). Pew Research Center. Retrieved from Pew Research

Picoult, J. (2007). 19 Minutes. Atria Books.

P.O.D. (2001). Youth of the Nation. On Satellite [CD]. Atlantic Records