While our teachers are away, some write wonderful letters back to us. They deserve to be shared. I hope you enjoy these excerpts and will be inspired to consider a teaching exchange at some point in your own career.
One need only see the hope in the eyes of one child going through the rehabilitation process... to see that there is no needjor the kind of despair that leads to giving up. We can always find a way to help.
On October 24, 2001, MNet released a second phase of findings from Young Canadians in a Wired World: The Students' View, which examined the extent to which Canadian youth are putting themselves at risk as they explore the Internet, often with little or no supervision.
As our inquiry continued, we learned more about landmines and the people affected by them. The students committed themselves to becoming proactive by sharing their new knowledge with others in the community. Jyoti continued to be involved in our inquiry, providing resources such as videos, CDs, games, and fabric to make banners.
I wanted to assess my students’ abilities to write simple French words that we had been using in class every day for two weeks. I gave them a list of the words that would be on the quiz so that they would have an idea of what would be expected of them.
This first celebratory event was initiated by the International Registry of World Citizens to celebrate the United Nations International Day of Peace.
Thousands of elementary students and their teachers will be at Toronto's SkyDome on November 29 to attend Education Day - Aboriginal Teaching Circle.
This article was adapted with permission from "An Aboriginal Educator's Perspective on Action Research as a Strategy for Facilitating Change in Aboriginal Education," by Memee Lavell, published in the Ontario Action Researcher, Volume 3, Issue 3, 2000. The full text of the article, including bibliography and references, can be found at www.nipissingu.ca/oar.
Anybody who works in an inner-city school has likely heard students mock one another by referring to others as “Ghetto.” They use this as a derogatory term that implies poor quality or of limited means. I wanted to challenge my combined grade 7 and 8 students’ perception of this word and push them to think deeply about the power of language.