Estimates are that over 100 million people (broadcast television and streaming combined) tuned into the Presidential Debate on September 26, 2016 – the largest viewership ever of a debate, and one of the largest television audiences ever. In the week following the debate between candidates Hillary Clinton and Donald Trump, several parts of the debate […]
Cari Zall
Cari Zall has been a Social Sciences educator for over 12 years, in both brick & mortar and online environments. She currently works as the Curriculum and Instructional Support Manager for an online high school dropout recovery program, and is the Assignment Editor and a writer for The Educator’s Room, an online education magazine. Cari is certified in Gamification and has worked on several projects incorporating Gamification into online and traditional education environments. Her areas of expertise include Gamification and Student Resilience & Motivation; Conflict Resolution & Collaboration, and social justice education. Prior to her teaching career, Cari worked for 15 years in civil litigation and as a human rights activist in Northern Ireland and Washington, DC. She holds a BA in Conflict Analysis & Resolution, an Masters in Teaching, and an MA in Political Science. Cari is a James Madison Fellow, and is the author of the book, How to Finish the Test When Your Pencil Breaks: A Teacher Faces Layoff, Unemployment and a Career Shift. You can finder her on twitter at @teachacari.
15 Years after 9/11: Days of Infamy & Memory as History
This week was the 15th Anniversary of 9/11. It has been filled with people remembering where they were and what they saw on September 11, 2001. This ritual will most likely repeat itself for many more years to come. There is finally a memorial and a place where the event is commemorated in New York City […]
Teaching Civil Discourse in Toxic Political Times
It is impossible to ignore the downward spiral of discourse and debate in American politics over the last year. Teachers pay special attention to public discourse because they know that what happens at the higher elevations of society always trickles down to their students. How adults in leadership speak to and about each other will […]
Teaching in a Time of Coercion
Last week, my fellow TER writer, Jessica Classen, wrote about being kinder to our students in the classroom. It reminded me of some research that came out a few years ago about how the levels of depression and anxiety rise in societies that have higher levels of coercion. I have been thinking a lot about how we […]
Teaching Our Students to Live Well Together in Acrimonious Times
[fusion_builder_container hundred_percent=”yes” overflow=”visible”][fusion_builder_row][fusion_builder_column type=”1_1″ background_position=”left top” background_color=”” border_size=”” border_color=”” border_style=”solid” spacing=”yes” background_image=”” background_repeat=”no-repeat” padding=”” margin_top=”0px” margin_bottom=”0px” class=”” id=”” animation_type=”” animation_speed=”0.3″ animation_direction=”left” hide_on_mobile=”no” center_content=”no” min_height=”none”] As I write this, there has been yet another terrible attack in a European city. Bombs in Brussels, Belgium have killed over 30 people and injured almost 200 (at this writing). […]
Advantages of Asynchronous Learning
The traditional model of classroom learning usually revolves around whole-class pacing. Asynchronous learning means students learn at their own individual pace – often in a learning for mastery model. In traditional classrooms, assignments are all due on the same day for all students, units are planned to last a set amount of days or weeks, […]
Challenge Yourself Professionally; Avoid Teacher Burnout
The profession of teaching can sometimes be trapped by its own lore. When we started as new teachers, we all met the veterans who had been in their classrooms for 20 or 30 years, and they were held up as the examples to which we should aspire. We were all told that the goal was to get your […]
The Toxic Rewards that Perpetuate our Dropout Rates
Last June, radio station WBEZ in Chicago discovered that Chicago Public Schools had been misrepresenting the number of high school dropouts. The investigation conducted by WBEZ discovered that over 2000 students were counted as “transferred” students when they’d actually dropped out. The story might have been local, but the issue is not. [bctt tweet=”Around the […]