BC EDUCATION
Saved by @CodyyyGardner

While it left very little time for personal processing, I'm proud that our leadership team worked for hours last night to prepare guidance for staff today. These are a few of the points. (LPS educators, your building teams have shared/will be sharing more specifics!)

 Name what happened. The events of January 6, 2021 were violent and unlawful. This is not an opportunity for exploring "both sides."
Follow your students' lead. They will tell you how much or how little they want to process. Always make allowance for individuals who differ from their peers; make space for those who aren't ready to talk or those who want to continue talking.
Acknowledge this was a traumatic event. We all react differently to trauma. Individuals process in different ways, and there is no one correct way to respond; therefore, it is important to acknowledge individual reactions and feelings.
Be aware of your own reactions to events. Children of all ages take their cues from the adults around them. Staff members should seek support for themselves to process events if needed.
Make time and space to process events. It is appropriate and necessary to create time and space during class to process troubling events.
Acknowledge you may not be ready to discuss the events yourself. As a staff member. if you don’t feel ready to address these events, you should still address it in some way. Silence is not an act of neutrality; it can negate the validity of children’s feelings.
It’s okay to say, “I don’t know.” We may not all feel sure of how best to respond when students express worry or have difficult questions. Just know that sometimes what your students need the most is knowing that you are listening and that you care.
Clearly distinguish between peaceful protest and violence. There should be no celebration in what happened on January 6, 2021. While we encourage respecting differing views, we also must remember that free speech is not absolute.
Think heart, not head. Well-intended civic discourse can cause events to be re-lived, resulting in further trauma for some. For some, it is not possible to avoid challenging emotions like fear and grief in discussing these events.
Suggest limiting news consumption. We live in a 24/7 news cycle, especially when major events occur. Encourage students to moderate their media watching and encourage critical thinking when reading, watching or listening to news.
Help students identify coping strategies. Give students concrete ideas for working through their thoughts and emotions and time to do them.

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I often say to grad students: a reasonable thing to aim for in grad school is ~2-3 essentially complete and posted papers, alongside your JMP. This often looks like your JMP, plus your 2nd-yr paper, a paper from RA'ing for a faculty, or from working with classmates

Of course, some people get top jobs with only one very, very good paper. This is very risky though - you don't know ex-ante whether your paper will be very good! Most schools care about productivity, so having a couple of completed papers helps

Even if the papers are not change-the-world papers. Also, it exercises your paper-writing muscle. Not everyone comes into grad school ready to write ECMA's!

One "mistake" I sometimes see is some students don't take the 2nd year paper seriously enough. That's basically your only big milestone other than your JMP, so if all the time you put into the 2nd year paper doesn't produce a draft, that's a pretty big time sink

Another mistake, ironically, is taking field class paper requirements too seriously. If you take 3 field classes a quarter, 3 quarters, that's 12 papers! There's no way you can write a different one for each class
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On teaching without grades.
A long-ish (20-tweet) 🧵. Here goes.

So, you know how you write lots of comments on an essay/exam, and the student looks at the grade and never reads the comments? That's because when grades enter the picture, the learning stops. /1

Instead of focusing on learning, there is a lot of negotiation: can we find one or two points on the midterm as the student is just on the verge of A-?

Everyone is just on the verge of the next grade.

And all the evals are not about the class but about the grading. Really? /2


Is the grade at all informative? If you are just below the A- or just above that, is that giving the student any information about how to improve their knowledge or skills? No. t is just a useless, demoralizing & stressful smoke screen /3


Students' abilities, challenges, and learning are multidimensional. Providing feedback on these many dimensions is much more useful for promoting growth and learning than are quantized unidimensional grades. /3.5

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If I finish all of the physics a lesson or two before the end of term, I like to use those spare lessons to do something fun. For the last 12 years I have done a boys vs girls engineering challenge and the girls nearly always win. Here is why...

So, my experience of this is normally allowing 5 or so classes do this activity in any given year, always with the same set up and always with me observing just how it goes. In total I must now have observed the experiment about 60 times.

To be clear I am all for students choosing their own teams and such and I am aware of the false dichotomy of the situation. But generally due to sports, boarding houses etc my crew are quite used to boys as one gang and girls as another.

The activity is bridge building. Two tables are set apart and each team must bridge the gap using only paper, string and 4 clamp stands. The bridge must have a roadway and each will be tested to destruction at the end with weights.


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Tes
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Given @GavinWilliamson failure to apologise this week for 'last-minute' decisions on schools policy during the pandemic, we thought it might be useful to put to together one handy thread of every U-turn from the @educationgovuk since April last

Free school meals will come up a lot in this thread, but here is the first governmental U-turn before the Easter Holidays. (2/43) #FSM

.@educationgovuk then decided not to fund #FSM in the following half-term break, they changed their minds after a public outcry.

Taking a break from #FSM, we head straight into the #Alevels2020 exams debacle, with Scotland’s grade U-turn putting pressure on the @educationgovuk (4/43)

Ministers in Westminster were determined not to U-turn
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Last month I presented seven sentences in seven different languages, all written in a form of the Chinese-character script. The challenge was to identify the languages and, if possible, provide a


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1) 他的剑从船上掉到河里去
2) 於世𡗉番𧡊哭唭𢆥尼歲㐌外四𨑮
3) 入良沙寢矣見昆腳烏伊四是良羅
4) 佢而家喺邊喥呀
5) 夜久毛多都伊豆毛夜幣賀岐都麻碁微爾夜幣賀岐都久流曾能夜幣賀岐袁
6) 其劍自舟中墜於水
7) 今天愛晚特語兔吃二魚佛午飯

Six of those seven sentences are historically attested. One is not: I invented #7. I’m going to dive into an exploration of that seventh sentence in today’s thread.

Sentence #7 is an English-language sentence written sinographically — that is, using graphs that originate in the Chinese script. I didn’t do this for fun (even though it is fun), or as a proposal for a new way to write


I did it as a thought experiment. Why? Because thinking about how the modern Chinese script might be adapted to write modern English can give us valuable insights into historical instances of script borrowing, like those that took place centuries ago in Japan, Korea, and Vietnam.
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महाभारत की कहानी कौन नहीं जानता।लेकिन क्या आपको पता है कि महाभारत के ज्यादातर पात्र किसी न किसी श्राप में फंसे थे।अगर ये श्राप न होते तो कदाचित महाभारत की कहानी कुछ और होती।हिन्दु पौराणिक ग्रंथों में विभिन्न श्रापों का वर्णन मिलता है व हर श्राप के पीछे कोई कहानी अवश्य होती है।


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एकबार महाराज पाण्डु शिकार खेलने वन गए।झाडियों के पीछे कुछ हिल रहा था। मृग है सोचकर राजा ने बाण चलाया जो जाकर ऋषि किन्दम और उनकी पत्नी को लगा।वे दोनो रति-क्रीड़ा में लिप्त थे।

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