Back-to-school season arrives every year with a mixed bag of emotions for most educators, including anticipation and excitement, but also anxiety. The opportunity to catch up with friendly colleagues and the reward of helping students connect with material also comes with concern about how best to present and communicate that material in a way that resonates with a new classroom.
An annual challenge for K-12 educators is creating a syllabus that engages students and will be used throughout the year to mutual benefit rather than tucked in a folder and forgotten about. Today’s digital transformation can be a means for educators to create a more dynamic and engaging syllabus that meets students’ and parents’ needs.
While it can be overwhelming to think about learning any new education technology, the good news about a digital syllabi is that anyone who’s sent a digital calendar invite has already done most of the technical-learning legwork. The more prescient task will be learning the best practices that engage students and enable deeper learning throughout the year.
Step one: Ditch the PDFs and print-outs
Creating a syllabus that works begins with educators stepping into the shoes of their students. K-12 classrooms are full of students who are oriented around the digital world. Where textbooks and binders were once the tools of the trade for students, laptops and iPads have largely taken over. This creates an opportunity for teachers to create more dynamic syllabi via digital calendars, rather than printed off or static PDFs with lists of dates, deadlines, and relevant details that will surely change as the year progresses. In fact, many learning management systems (LMS) already have useful calendar features for this reason. Again, teachers need only know the best way to use them. The digital format offers flexibility and connectivity that old-school syllabi simply can’t hold a candle to.
Tips for creating an effective digital syllabus
Classroom settings and imperatives can vary wildly, and so can the preferences of individual educators. Optimization in this case is in the eye of the beholder, but consider a few ideas that may wind up on your personal best practices list for building out your digital syllabus every year around this time:
Make accessing the most up-to-date version of the syllabus as frictionless as possible for students and parents. Don’t attach your syllabus as a static PDF buried in an LMS. Instead, opt-in to the calendar most LMS platforms offer for the mutual benefit of educators, students, and parents. To maximize engagement and efficiency, teachers can create a subscription calendar in addition or as an alternative to the LMS calendar. Subscription calendars create a live link between the course syllabus and students’ and/or parents’ own digital calendar ecosystem, such as Google Calendar or Outlook. Instead of logging into the LMS to check upcoming dates, assignments, or project deadlines, the information becomes more accessible as it integrates into their monthly, weekly, and daily schedules, mitigating the chance of a missed assignment or even parent-teacher conference. Students and parents only have to opt-in to these calendars once at the beginning of the academic year, but any of the inevitable changes and updates to the syllabus throughout the year are reflected immediately in their personal calendar, making it simpler and easier for educators to ensure no important date is ever missed. While few LMS offer this option within the platform, subscription calendar links are like any hyperlink–easy to share in emails, LMS message notifications, and more.
Leverage the calendar description feature. Virtually every digital calendar provides an option to include a description. This is where educators should include assignment details, such as which textbook pages to read, links to videos or course material, grading rubrics, or more.
Color-code calendar invitations for visual information processors. Support different types of information processors in the classroom by taking the time to color-code the syllabus. For example, purple for project deadlines, red for big exams, yellow for homework assignment due dates. Consistency and routine are key, especially for younger students and busy parents. Color-coding, or even the consistent naming and formatting of events and deadlines, can make a large impact on students meeting deadlines.
Encourage further classroom engagement by integrating digital syllabus “Easter eggs.” Analog syllabi often contain Easter eggs that reward students who read it all the way through. Digital syllabi can include similar engaging surprises, but they’re easy to add throughout the year. Hide extra-credit opportunities in the description of an assignment deadline or add an invitation for last-minute office hours ahead of a big quiz or exam. It could be as simple as a prompt for students to draw their favorite animal at the bottom of an assignment for an extra credit point. If students are aware that these opportunities could creep up in the calendar, it keeps them engaged and perhaps strengthens the habit of checking their classroom syllabus.
While the start of the new school year is the perfect time to introduce a digital syllabus into the classroom, it’s important for educators to keep their own bandwidth and comfortability in mind. Commit to one semester with a digital syllabus and spend time learning the basic features and note how the classroom responds. From there, layer in more advanced features or functionality that helps students without being cumbersome to manage. Over time, educators will learn what works best for them, their students and parents, and the digital syllabus will be a classroom tool that simplifies classroom management and drives more engagement year-round.
Joep Leussink, AddEvent
Joep Leussink is the Head of Growth at AddEvent, a San Francisco-based platform that provides event and calendar marketing solutions. With a proven track record in driving growth for B2B SaaS companies from Series B to post-IPO, Joep leverages his expertise in demand generation and growth marketing to make AddEvent known and accessible to everyone.
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The first few weeks of school are more than a fresh start–they’re a powerful opportunity to lay the foundation for the relationships, habits, and learning that will define the rest of the year. During this time, students begin to decide whether they feel safe, valued, and connected in your classroom.
In my work helping hundreds of districts and schools implement character development and future-ready skills programs, I’ve seen how intentionally fostering belonging from day one sets students–and educators–up for success. Patterns from schools that do this well have emerged, and these practices are worth replicating.
Here are three proven steps to build belonging right from the start.
1. Break the ice with purpose
Icebreakers might sound like old news, but the reality is that they work. Research shows these activities can significantly increase engagement and participation while fostering a greater sense of community. Students often describe improved classroom atmosphere, more willingness to speak up, and deeper peer connections after just a few sessions.
Some educators may worry that playful activities detract from a serious academic tone. In practice, they do the opposite. By helping students break down communication barriers, icebreakers pave the way for risk-taking, collaboration, and honest reflection–skills essential for deep learning.
Quick-think challenges: Build energy and self-awareness by rewarding quick and accurate responses.
Collaborative missions: Engage students working toward a shared goal that demands communication and teamwork.
Listen + act games: Help students develop adaptability through lighthearted games that involve following changing instructions in real time.
These activities are more than “fun warm-ups.” They set a tone that learning here will be active, cooperative, and inclusive.
2. Strengthen executive functioning for individual and collective success
When we talk about belonging, executive functioning skills–like planning, prioritizing, and self-monitoring–may not be the first thing we think of. Yet they’re deeply connected. Students who can organize their work, set goals, and regulate their emotions are better prepared to contribute positively to the class community.
Research backs this up. In a study of sixth graders, explicit instruction in executive functioning improved academics, social competence, and self-regulation. For educators, building these skills benefits both the individual and the group.
Here are a few ways to embed executive functioning into the early weeks:
Task prioritization exercise: Help students identify and rank their tasks, building awareness of time and focus.
Strengths + goals mapping: Guide students to recognize their strengths and set values-aligned goals, fostering agency.
Mindful check-ins: Support holistic well-being by teaching students to name their emotions and practice stress-relief strategies.
One especially powerful approach is co-creating class norms. When students help define what a supportive, productive classroom looks like, they feel ownership over the space. They’re more invested in maintaining it, more likely to hold each other accountable, and better able to self-regulate toward the group’s shared vision.
3. Go beyond the first week to build deeper connections
Icebreakers are a great start, but true belonging comes from sustained, meaningful connection. It’s tempting to think that once names are learned and routines are set, the work is done–but the deeper benefits come from keeping this focus alive alongside academics.
The payoff is significant. School connectedness has been shown to reduce violence, protect against risky behaviors, and support long-term health and success. In other words, connection is not a “nice to have”–it’s a protective factor with lasting impact.
Here are some deeper connection strategies:
Shared values agreement: Similar to creating class norms, identify the behaviors that promote safety, kindness, and understanding.
Story swap: Have students share an experience or interest with a partner, then introduce each other to the class.
Promote empathy in action: Teach students to articulate needs, seek clarification, and advocate for themselves and others.
These activities help students see one another as whole people, capable of compassion and understanding across differences. That human connection creates an environment where everyone can learn more effectively.
Take it campus-wide
These strategies aren’t limited to students. Adults on campus benefit from them, too. Professional development can start with icebreakers adapted for adults. Department or PLC meetings can incorporate goal-setting and reflective check-ins. Activities that build empathy and connection among staff help create a healthy, supportive adult culture that models the belonging we want students to experience.
When teachers feel connected and supported, they are more able to foster the same in their classrooms. That ripple effect–staff to students, students to peers–creates a stronger, more resilient school community.
Belonging isn’t a single event; it’s a practice. Start the year with purpose, keep connection alive alongside academic goals, and watch how it transforms your classroom and your campus culture. In doing so, you’ll give students more than a positive school year. You’ll give them tools and relationships they can carry for life.
Brandy Arnold, Wayfinder
Brandy Arnold is Chief Customer Officer at Wayfinder, where she supports schools nationwide in implementing character development and future-ready skills programs that help students thrive and lead purposeful lives.
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Classroom management is paramount to effective teaching. It sets the stage for a productive learning environment where students can thrive academically, socially, and emotionally. The psychology behind classroom management is rich and varied, and draws from multiple theoretical frameworks that offer insights into how to shape student behavior and create a positive classroom culture.
Two prominent psychological perspectives that significantly influence classroom management are behaviorist and humanistic theories. While these approaches differ in their methodologies and underlying philosophies, they can be harmoniously integrated to create a balanced and comprehensive classroom management strategy.
Behaviorist theories in classroom management
Behaviorism is rooted in the works of BF Skinner, Ivan Pavlov, and John Watson. It is a psychological theory that emphasizes observable behaviors and the ways they can be shaped through reinforcement and punishment. In the context of classroom management, behaviorist principles are often applied through techniques like positive reinforcement, negative reinforcement, and punishment to encourage desirable student behaviors and discourage undesirable ones.
Positive reinforcement is one of the most widely used behaviorist techniques in classroom management. It involves providing a reward or positive outcome immediately after a desired behavior is exhibited, thereby increasing the likelihood of that behavior being repeated in the future. For example, a teacher might praise a student for meeting their expectations, or the teacher may use a token system where students earn points or other incentives for adhering to classroom rules. The key to effective positive reinforcement is consistency and immediacy. Rewards should be given as soon as possible after the desired behavior occurs, and the criteria for earning rewards should be clear and consistently applied. This approach not only motivates students to behave appropriately but also helps them develop a positive association with good behavior.
Negative reinforcement involves removing an aversive stimulus to increase the likelihood of a behavior being repeated. In the classroom, this might involve removing a time-consuming or unpleasant task when students exhibit the desired behavior. For example, a teacher might eliminate a night of homework or classwork (and alternatively provide free time) if students consistently complete their assignments on time. The removal of the unpleasant consequence serves as a motivator for students to maintain their good behavior.
While reinforcement focuses on encouraging desirable behaviors, punishment is used to discourage undesirable ones. Punishment can be either positive (adding an aversive consequence) or negative (removing a pleasant stimulus). For instance, a teacher might assign extra homework (positive punishment) or take away a privilege like free time (negative punishment) in response to disruptive behavior. However, the use of punishment in classroom management is often debated. Critics argue that punishment can lead to fear, resentment, and a negative classroom environment. Therefore, when used, it should be carefully considered, applied consistently, and balanced with positive reinforcement to avoid an over-reliance on punitive measures.
Humanistic theories in classroom management
In contrast to behaviorism, humanistic theories (particularly those of Carl Rogers and Abraham Maslow) emphasize the importance of addressing students’ emotional and psychological needs. Humanistic psychology focuses on the whole person by advocating for a classroom environment that fosters self-actualization, personal growth, and intrinsic motivation. In this approach, the teacher’s role is not just to manage behavior but to also create a supportive, empathetic environment where students feel valued, respected, and understood.
A core tenet of humanistic classroom management is the emphasis on building strong, positive relationships between teachers and students. Carl Rogers’ concept of “unconditional positive regard” highlights the importance of accepting and valuing students regardless of their behavior or performance. When students feel that their teacher genuinely cares about them, they are more likely to engage in the learning process and exhibit positive behaviors. In the words of former President Theodore Roosevelt, “People don’t care how much you know until they know how much you care.”
Building relationships requires teachers to be empathetic, approachable, and attentive to their students’ individual needs. Open communication, active listening, and showing an interest in students’ lives outside of academics are ways teachers can foster these connections. When students feel understood and supported, they are more likely to develop intrinsic motivation and take responsibility for their own behavior.
Abraham Maslow’s Hierarchy of Needs provides a framework for understanding the psychological needs that must be met for students to succeed in the classroom. According to Maslow, before students can focus on higher-order tasks like learning and self-actualization, their basic needs for safety, belonging, and esteem must be satisfied. In the classroom, this means creating a safe environment where students feel physically and emotionally secure. It also involves fostering a sense of community and belonging so that every student feels like an integral part of the class. Teachers can achieve this by promoting inclusivity, celebrating diversity, and encouraging collaborative learning activities. Additionally, recognizing and affirming students’ efforts and achievements helps build their self-esteem. This recognition does not have to come in the form of tangible rewards. Often, a simple acknowledgment of a student’s hard work or a note of encouragement can go a long way in boosting their confidence and motivation.
Integrating behaviorist and humanistic approaches
While behaviorist and humanistic theories might seem to differ, they are not mutually exclusive. In fact, integrating elements of both approaches can lead to a more balanced and effective classroom management strategy.
For example, a teacher can use positive reinforcement to shape student behavior (a behaviorist technique) while also focusing on building strong relationships and meeting students’ emotional needs (a humanistic approach). By combining these strategies, teachers can create a structured yet supportive environment where students are motivated both extrinsically and intrinsically.
In practice, this might look like a teacher who uses a token system (PBIS) to reward good behavior but also takes the time to understand why a student might be acting out. Instead of relying solely on punishment for misbehavior, the teacher might have a conversation with the student to explore underlying issues and work together to find a solution. This approach not only addresses the immediate behavior, but it also supports the student’s long-term emotional and psychological development.
Conclusion
The psychology of classroom management is complex. It involves a range of strategies and approaches that draw from different psychological theories. Behaviorist theories provide practical tools for shaping and reinforcing student behavior through external rewards and consequences. Humanistic theories emphasize the importance of addressing students’ emotional and psychological needs to foster intrinsic motivation and personal growth.
By integrating both behaviorist and humanistic approaches, teachers can create a classroom environment that is both well-managed and emotionally supportive. This balanced approach not only promotes positive behavior, but also helps students develop the skills and confidence they need to succeed academically and in life.
Ultimately, effective classroom management is not just about controlling behavior. Instead, it is about creating a learning environment where every student feels valued, respected, and motivated to achieve their full potential.
NetSupport – a classroom management solution used throughout the globe – has published the results of a survey asking educators who either manage or use technology about the use and benefits of education technology in their schools. Educators were asked about the challenges they encounter and whether more funding or training or another support would improve the effectiveness of education technology.
Given the growth in number of edtech tools used per school district reported by LearnPlatform – tripling between 2017 and 2023 – NetSupport wanted to gather insight from classroom teachers, IT staff, and administrators about how well-equipped educators feel about using and managing technology.
Among the findings:
93 percent of educators felt that education technology makes teaching and learning better.
When asked who was more responsible for ensuring education technology was used effectively, 34 percent of respondents said that teachers were key in making sure that education technology was used effectively. Twenty-seven percent of respondents reported that IT staff were responsible for making sure that education technology was used effectively and an equal percent of respondents said it was the responsibility of school leaders.
When asked what would be most helpful in maximising the use of technology 32 percent reported that they wanted more time to learn and improve how to best use classroom tech and 22 percent said they needed more time for training. These two responses combined – 54 percent – are nearly double the 28 percent who reported they wanted more funding to purchase technology.
10 percent of respondents stated that they wanted fewer technology tools and a simplified approach to using classroom technology.
Al Kingsley, CEO of NetSupport, said, “These results support our experience in working with teachers and education leaders. Across the globe and in the United States, educators say that devices and learning technology offer significant benefits, but we cannot overlook the pressing need to give teachers proper training and time to manage the technology they are currently using.”
“Furthermore, purchasing technology needs to be made on clearly stated goals,” added Kingsley. “The fact that respondents to this survey suggested that teachers, IT staff, and school leadership shared roughly the same amount of responsibility indicates to me that perhaps there is some confusion about who is responsible for such decisions. There is less confusion about responsibilities when the decision to purchase is based on clearly stated objectives.”
AI continues to shape our daily lives and education is no exception. While AI offers promising enhancements to education, ethical and safety implications give many parents pause. With 93% of parents of school children ages 5 and up concerned about AI being used in the classroom or at school, Norton, a consumer Cyber Safety brand of Gen™ (NASDAQ: GEN), today released deeper insights into what parents think about their children using AI and shared best practices to safely navigate the back-to-school season.
Norton surveyed parents and found that 50% are concerned that AI-generated content may be biased or incorrect, and they fear an over-reliance on technology.
“Keeping our children safe starts with open, ongoing conversations. The Smart Talk, created in collaboration with National PTA, helps families talk about digital safety and promote personal responsibility with technology. With open discussions, we can embrace innovation while guiding children to use technology safely and responsibly,” said Kim Allman, Head of Corporate Responsibility and Public Policy at Gen.
Parents’ Perspective on the Dangers and Benefits of AI in Education
A recent Norton survey found parents of school children ages 5 and up have mixed opinions on their children using AI. Among the top concerns:
51% worry about their children coming across inappropriate content.
50% are concerned that AI-generated content may be biased or incorrect, and they fear an over-reliance on technology.
46% are apprehensive about their children sharing personal data online.
Despite these concerns, many parents remain optimistic about AI’s role in their children’s lives, touting the various ways that it can be used to a child’s advantage in the classroom. Norton found:
Nearly half (49%) of parents noted they would approve of their child using AI to complete schoolwork, out of the 35% of parents who support their oldest child using AI in the classroom.
69% believe it should be utilized for research in classrooms or at school.
48% trust lesson plans and curriculum created with AI tools.
On the other hand, only one-fourth (25%) of parents with children ages 5 and up are very confident teachers will be able to identify assignments or essays produced by AI.
Helping Keep Kids Cybersafe
Here are some tips to help keep your children cybersafe at school this year:
Protect Personal Information: Educate your children on how to safeguard their personal information, especially when it comes to interacting with AI platforms or chatbots. Norton 360 with LifeLock offers comprehensive protection including antivirus, malware, ransomware and identity theft protection, in case your child’s personal information falls into the wrong hands.
Verify Website Safety and Use a VPN: It is important for you and your children to check the browser connection and the URLs to ensure a site is secure, even more so when accessing AI tools or platforms. Norton recommends using a Virtual Private Network, like Norton Ultra VPN, to help provide real-time protection against scammers while also offering secure password management and alerts.
Enable Age-Appropriate Settings: Using AI settings designed for different age groups will help ensure your family is set up for success when handling AI tools and platforms. Additionally, parental controls like Norton Parental Control will help you monitor and manage your child’s online activities.
Promote Integrity and Responsibility: Norton advises parents and teachers to talk with children and students about the importance of integrity and mindful behavior as a foundational step of Cyber Safety. For example, The Smart Talk—co-created by National PTA and Norton—is a tool to help individual families have tailored conversations about household tech decisions and how to be responsible digital citizens.
The Society for Science (the Society), a nationally recognized leader in STEM education, announced the selection of 100 extraordinary educators for the Advocate Program for the 2024-2025 school year. Now in its 10th year, this program offers training, stipends, and year-round support to STEM educators and mentors helping students from traditionally underrepresented races/ethnicities and low-income households to enter STEM research fairs and competitions.
The Society is awarding a total of $326,000 in funding. The Advocate Program aims to expand access and opportunity across science and technology for students, acknowledging the critical role educators and mentors play in developing research skills necessary for future scientists and engineers and science-minded citizens. This year, as teachers navigate the evolving landscape of AI and other new technologies in the classroom, their guidance remains essential for students who will become trailblazers in diverse and emerging fields, from addressing global challenges in climate science to pioneering innovations in biotechnology.
Educators not only assist with the logistical challenges of entering STEM research competitions, including selecting competitions to enter, gathering appropriate materials, and meeting deadlines, but also Advocates often guide students in pinpointing and selecting research topics and carrying out projects.
Award recipients this year come from 38 states, the District of Columbia, Puerto Rico, and the Northern Mariana Islands. This is also the first year there are two educators from the U.S. Virgin Islands. Twenty-nine are middle school teachers, 56 are high school teachers, two are affiliated with universities while six work in nonprofit settings. This year’s Advocates are reaching students from a myriad of geographic areas as well, with 91 in public schools, 1 in a private school, and 1 in a tribal school—spanning urban, rural and suburban communities.
This year, 87 Advocates will each receive a $3,000 stipend, while 13 Lead Advocates will each receive $5,000 and oversee a group of educators in the program. Lead Advocates have the same goals and framework for the year as the regular Advocates, with the added responsibility of organizing and hosting cohort calls, where they mentor and discuss challenges and opportunities. The program operates in one-year cycles where Advocates work to increase the number of students they guide through the research and competition processes. All Advocates aim to add a minimum of three–five additional students each cycle, depending on their individual goals and experience level.
“As we celebrate the 10th anniversary of our Advocate Program, it’s inspiring to reflect on how far we’ve come—from just 9 teachers in our inaugural year to 100 passionate educators annually. These educators are empowering students to explore, innovate and enter science competitions. Their commitment is a testament to the transformative power of education, and we are thrilled to see the continued growth and impact of these programs,” said Maya Ajmera, President and CEO of Society for Science and Executive Publisher of Science News.
Over the decade, 398 teachers from 47 states and the District of Columbia have participated in the program. Advocates report that the program has significantly enhanced their knowledge and capacity to support students in research and competition. Additionally, survey data indicates that students who participated in the program experience increased content knowledge, self-confidence, and skill-building related to STEM.
To date, Advocates have supported more than 7,000 students during their participation in the program, of which, 5,200 students have successfully competed in at least one science research competition. During the 2023-2024 cycle, 68% percent of student mentees participated in science competitions at the local and/or national level. Overall, students of Advocates are responsible for over 9,200 unique competition entries, with many students entering more than one competition. Ninety percent of those students are from low-income households and 75% are of a race or ethnicity underrepresented in STEM.
In June, this year’s class of educators gathered at the annual Advocate Training Institute in the nation’s capital where Lead Advocates met with their cohorts for the first time to converse on critical topics ranging from effectively engaging underrepresented populations in STEM research to empowering students to see themselves as scientists. New Advocates also began planning their initiatives for the coming school year under the mentorship and direction of Lead Advocates.
This year’s Advocate Program is made possible by Arconic Foundation, Battelle, the Central Intelligence Agency, Intel Corporation and Regeneron.
The following are 2024-2025 Lead Advocates, who will oversee groups of Advocates.
2024 – 2025 Lead Advocates:
Stephen Beall, City High School (Tucson, AZ) Christina Campos, West Oso Junior High (Corpus Christi, TX) Rochelle Darville, West St. John High School (Edgard, LA) Chance Duncan, Russellville High School (Russellville, AR) Susie Fisher, Tongue River Middle School (Ranchester, WY) Dede Henderson, South Hamilton Middle and High School (Jewell, IA) Kaleena Jedinak, Tybee Island Maritime Academy (Tybee Island, GA) Ben Martin, McCluer High School (Florissant, MO) Maria Martinez, Harmony School of Excellence Laredo (Laredo, TX) Joy Mordica, Equity Research Group Inc (Brookhaven, GA) Eual Phillips, Spring-Ford Area High School (Royersford, PA) Jennifer Stover, Lufkin High School (Lufkin, TX) Paul Timm, Lyons-Decatur Public Schools, (Lyons, NE)
2024 – 2025 Advocates:
Rachel Acuna, Alta Vista Early College High School (Anthony, NM) Jakara Bachua, STEM NOLA (New Orleans, LA) Carmen Bird, Alfredo Andrews Elementary School (Kingshill, VI) Ronald Brillantes, Porcupine School (Porcupine, SD) Aja Brown, The Metropolitan Soundview High School (Bronx, NY) Karen Bruening, Pensacola High School (Pensacola, FL) Glen Bybee, Los Angeles Academy Middle School (Los Angeles, CA) Christina Campos, Antonio E. Garcia Center (Corpus Christi, TX) Janirette Chaves Rodriguez, River Springs Middle (Orange City, FL) Tanya Chiarella, Billerica Public School (Billerica, MA) Jacob Contreras, Tornillo High School (Tornillo, TX) Patrice Cooley, Indiana Math and Science Academy North (Indianapolis, IN) Ann Cowan, Hiram High School (Hiram, GA) Keishla Crespo, Escuela con Causa Rosalina C. Martinez (Guaynabo, PR) Jane Cunningham, Cass Technical High School (Detroit, MI) Susan Curtis Flores, Truman Middle (Fontana, CA) Lakshmi Darbha, Aavanee.org (Clarksburg, MD) Geizi Dejka, San Juan College High School (Farmington, NM) Harry Dittrich, Pathway School of Discovery (Dayton, OH) Marifi Doculan, Marianas High School (Saipan, MP) Susan Dougherty, Stamford High School (Greenwich, CT) Roger Dowdney, Thomson-McDuffie Middle School (Thomson, GA) Colleen Duda, Bronx Center for Science and Mathematics (Bronx, NY) Velicia Everett, Sampson Middle School (Clinton, NC) Terica Gagophien, Vicksburg High School (Vicksburg, MS) Shauna Garbe, Barratt Elementary School (American Fork, UT) Genevieve Garcia, Kotlik School (Kotlik, AK) Jennifer Gentry, Ph.D., Critical Reasoning Science Partners (Nashville, TN) Sondra Harris, Indiana Math and Science Academy West (Indianapolis, IN) Sam Hartpence, Pathfinder High School (Lander, WY) Jennifer Hatch, Medomak Valley High School (Waldoboro, ME) Brigette Hernandez, Woonsocket High School (Woonsocket, RI) Rebecca Hiatt, Baylor College of Medicine Biotech Academy at Rusk (Houston, TX) Matt Hinchley, Liberty Bell Junior-Senior High School (Winthrop, WA) Tracyee Hogans Foster, Dogwood Middle School (Richmond, VA) Stacie Hopple, New Lexington Middle School (New Lexington, OH) Sunitha Howard, Lincoln High School (Yonkers, NY) Rania Ibrahim, Dana Middle School (Arcadia, CA) Oktay Ince, Horizon Science Academy Columbus High School (Columbus, OH) Jasmine Jones, Skyline High School (Dallas, TX) Carol Jones, Pine Ridge Middle School (West Columbia, SC) Pamela Joslyn, Susan Clark Junior High (Muscatine, IA) Abraham Kamara, Memorial Middle School (Owasso, OK) Michele Karnbach, Woodbridge High School (Woodbridge, VA) Sarah Kim, Magnolia Science Academy 6 (Los Angeles, CA) Olivia Kuper, North Greene High School (Greeneville, TN) Valerie Ledford, Columbia High School (Lake City, FL) Brianne Loya, Bioscience High School (Phoenix, AZ) Jeniffer Madrid, Rice Intermediate School (San Carlos, AZ) Abigail Marshall, Browning High School (Browning, MT) Demvia Maslian, New Mexico Military Institute (Roswell, NM) Justice Mason, Little Rock Southwest High School (Little Rock, AR) Kristi Mathiesen, Monte Vista Middle School (Monte Vista, CO) Sumitra Miriyala, AT Still University (Kirksville, MO) Shawn Mithell, DuVal High School (Lanham, MD) Pamela Nagafugi, University of Colorado (Denver, CO) Sam Northey, SPPS Online High School (St. Paul, MN) Stephen Nye, Julia Landon College Preparatory and Leadership Development Academy (Jacksonville, FL) Wayne Oelfke, Ft. White High School (High Springs, FL) Sharon Okoye, Albemarle Road Middle School (Charlotte, NC) Tara Olenja, Hughes Academy of Science & Technology (Greenville, SC) Alfred Olivas, INSIGHTS Science Discovery (El Paso, TX) Sellah Owiti, Colleton County High School (Waterboro, SC) Suneetha Panda, Northeast High School (Macon, GA) Brenda Perez-Goodrum, New Liberty Innovation High School Salem (Salem, MA) Garrick Purdie, Duplin Early College High School (Kenansville, NC) Liliana Ramos, Ronald Reagan / Doral Senior High School (Doral, FL) Jacquelyn Rondhuis, Parkrose High School (Portland, OR) Laura Rosado, Colegio San Ignacio de Loyola (San Juan, PR) Christine Sanfratello, Lindenhurst Senior High School (Lindenhurst, NY) Zulaika Shamshieva, Tallahassee School of Math and Science (Tallahassee, FL) Latasha Sheffield, Athol High School (Athol, MA) Katie Southard, Salem High School (Salem, AR) Quinton Spikener, XyayX the Movement (Brooklyn, NY) Jason Cyril Tajores, Ivanna Eudora Kean High School (St. Thomas, VI) Mashika Tempero Culliver, RB Hudson STEM Academy (Selma, AL) Kaneka Threatt, Lowndes County Career Tech Center (Hayneville, AL) Julie Throne, Cedar Shoals High School (Athens, GA) Romalyn Ubaldo, Santa Rosa High School (Santa Rosa, NM) Carol Unterreiner, Milwee Middle School (Longwood, FL) Lizbeth Valera, San Luis Middle School (San Luis, AZ) Jeanettra Watkins, Homewood Flossmoor High School (Flossmoor, IL) Aisha Weaver, Johnnie Colemon Academy (Chicago, IL) Candice White, Turning Point Secondary School (Arlington, TX) Yolanda Whitted, Girls Global Academy (Washington, DC) Jill Wood, Independence High School (Coal City, WV) Heather Wygant, Santa Cruz County Office of Education (Santa Cruz, CA)
Kevin is a forward-thinking media executive with more than 25 years of experience building brands and audiences online, in print, and face to face. He is an acclaimed writer, editor, and commentator covering the intersection of society and technology, especially education technology. You can reach Kevin at KevinHogan@eschoolnews.com
A Practical Handbook for Educators by Professor Emir Cruz Fernández on Empowering Classroom Experience
NEW YORK, July 24, 2023 (Newswire.com)
– We are thrilled to announce the release of Marvel Education: A Classroom Management Guide for New Educators and Anyone Serious About Teaching in Urban High Schools by Dr. Emir Cruz Fernández. This highly acclaimed book (launched on July 3) offers practical strategies and insights to empower educators to revolutionize their teaching approaches and create engaging learning environments.
In addition to the book release, we are excited to announce the availability of the audiobook edition of Marvel Education on Amazon Audible and iTunes. This highly anticipated audiobook provides educators with convenient access to the transformative content of Marvel Education.
Drawing upon Professor Emir Cruz Fernández’s 20 years of teaching experience and extensive research, Marvel Education is a comprehensive manual for educators in urban high schools. The book goes beyond traditional teaching methods, offering innovative techniques that foster student engagement, encourage critical thinking, and promote meaningful connections between students and the subject matter.
Through the pages of Marvel Education, educators will discover the power of authentic connections with students, effective classroom management strategies, and the art of creating awe-inspiring learning moments. Dr. Fernández’s approach, known as “Marvel Education,” incorporates theatrical improvisation, storytelling, Socratic dialogues, introspection, and awe-inspiring moments and experiences that lead students to marvel at something, encourage them to think outside the box, and explore and recognize their potential. This unorthodox method helps teachers manage classroom disruptions and transforms students into curious and responsible individuals.
The strategies outlined in Marvel Education have garnered praise from educators who have already implemented them in their classrooms. Readers have highlighted the book’s ability to inspire a love for learning, deepen student engagement, and promote student ownership of the learning process.
As the demand for practical and effective teaching approaches in urban high schools continues to grow, Marvel Education stands out as a valuable resource for educators dedicated to positively impacting their students’ lives.
Marvel Education is now available for purchase on major online platforms. To access the audiobook edition on Amazon Audible and iTunes, visit the platforms. Take advantage of this opportunity to revolutionize your teaching approach and make a lasting impact on your students.
About the Author
Dr. Emir Cruz Fernández is the author of the award-winning book Muslims of Spain, Marvel Education, and the much-anticipated The Stoic Educator. He holds a Ph.D. in Spanish Golden Age Literature from the Graduate Center, CUNY. Dr. Cruz Fernández is a professor, actor, public school teacher, and theater director. He has participated in numerous productions ranging from classical Greek theater to experimental, avant-garde, and modern musical theater. With a deep passion for learning, Emir Cruz Fernández has dedicated his life to the arts and the dissemination of knowledge.
For media inquiries, review copies, or to schedule an interview with Dr. Emir Cruz Fernández, please contact:
The new solution merges mindfulness and classroom management methods to foster better attention for students and teachers.
MENLO PARK, Calif., June 26, 2023 (Newswire.com)
– According to Gloria Mark, Ph.D., attention spans are declining, averaging just 47 seconds on any screen. This is making it harder than ever for educators to develop their students’ interests in learning. Now AI is about to make that even harder by putting the cognitive challenges that used to require sustained attention a click away. Swivl, a future-ready edtech company with a suite of reflective tools, is addressing this challenge with its latest offering, Engageable, a real-time attention management tool with embedded mindfulness.
“AI’s impact on education will be 10x larger and faster than the internet,” said Brian Lamb, CEO and co-founder of Swivl. “We believe that creating an intentional process for how students manage their attention is a necessary part of the education community’s response to AI.”
Engageable helps users take on the attentional resistance of developing new interests in a more mindful and measured way. In the classroom, when a user starts the Pulse timer, they are prompted to take a deep breath and constructively recommit their attention in short intervals, tracking the ensuing time spent by activity. This helps build awareness of attention and how they are developing interests. Then, Engageable provides options to Recharge whenever stress or anxiety gets in the way, or to Record actions and reflections when it makes sense.
“With Engageable, my eighth-grade students are able to take a much-needed break while doing deeper work. In merely two minutes, the Recharge exercises melt away their stress and anxiety, and boost their mood and productivity,” said Andrea Trudeau, Middle School Librarian & Ph.D. Candidate.
“AI has the potential to lift us to new heights if we manage this transition well,” continued Lamb. “We know from our work observing thousands of classrooms that human capacity depends on how you manage attention before natural interest develops instead of just after. It’s teaching the ability to engage, not just be engaged; that makes the difference.”
Signing up for and using Engageable is free with affordable plans for power users and institutions. For more information, visit https://getengageable.com/.
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ABOUT SWIVL
Swivl is a future-ready edtech company with a suite of reflective tools. Started by two technologists, the company built its foundation in education with tools to support the development of classroom management skills. From our work observing thousands of classrooms, we have learned an important lesson: engageability is essential to developing human capacity. Our aim is to help schools and the greater education community make this lesson live on.
The “IPPY” Awards are conducted each year to honor the best independently published books, particularly those described as “progressive, thought-provoking books, the kind that can touch lives, advance careers, and stretch our imaginations.” In 2020, the awards drew nearly 5,000 entries.
“I’m truly honored to receive this recognition,” says co-author Michael D. Toth. “Thank you to our school and district partners who shared their experiences with academic teaming. I hope we can continue reaching the students who need it the most with this empowering new way of teaching and learning.”
The Power of Student Teams presents a daily instructional process that integrates social-emotional learning into rigorous academics. Students work in teams, collaborate, and peer coach using tools and structures that take them beyond traditional group work and give them agency over their own learning.
The book includes scientific research on what makes student teams effective and evidence that academic teaming has increased student achievement, including a groundbreaking 10,000-student research study on a large urban district where achievement gaps closed for African-American students, English Language Learners, and students with special needs.
“When students have an active role in their learning, they develop more intrinsic motivation and learn more deeply. The neuroscience research supports that idea,” says co-author Dr. David Sousa. “With the school year disrupted by the COVID-19 pandemic, students will need the skills to drive their own learning now more than ever. Teaming gives them the chance to build those skills.”
The Power of Student Teams is available for purchase here and can include a live virtual book study.
