The best thing is the little notification box, which means someone liked, tagged or followed her on Instagram. She has 604 followers. There are only 25 photos on her page because she deletes most of what she posts. The ones that don’t get enough likes, don’t have good enough lighting or don’t show the coolest moments in her life must be deleted.
“I decide the pictures that look good,” she says. “Ones with my friends, ones that are a really nice-looking picture.”
King positioned Penny at her feet, but the dog kept moving, distracted by grebes bobbing on the waves. Smith grew frustrated by the strong contrast between the dim van interior and the bright ocean beyond. King attempted to placate him. “Corey, this is O.K., this is O.K., this is fun,” she said.
After more than half an hour, Smith got a shot he was satisfied with. The next day, as he drove in the rain to Los Padres National Forest, King sat in the back and fixed the overexposed ocean in Photoshop. The post, when it went up, looked cozy and relaxed. King added a long caption, about how living in the van had made her reconsider what “work” actually means. “I no longer define work by money, instead seeing it as our focused action collectively creating our world,” she wrote. “Currently my work is storytelling and aligning with companies supporting our lifestyle and Earth.”
“Such a beautiful lifestyle,” one commenter wrote. “This looks like heaven,” another said.
What are the consequences of children interacting daily with AI voice assistants like Alexa or Google Home?
“There can be a lot of unintended consequences to interactions with these devices that mimic conversation,” said Kate Darling, an MIT professor who studies how humans interact with robots. “We don’t know what all of them are yet.”
I think the fears about transference of how kids talk to robots to humans is overblown here — after all, we all talk to our pets as kids but that doesn’t seem to taint our interactions with other humans. But definitely worth considering how these devices could potentially provide linguistic training and refinement of questioning as an educative tool.
Direct instruction in a “circle time” game could help promote self-control in children.
Researchers noted that “there could be educational implications to their results: ‘the irony may be that in devising strategies for parenting and schooling geared to a world of rapid technological change while neglecting the importance of traditional cultural practices, we may be contributing to a deterioration of young people’s attentive and inhibitive resources, thus promoting impulses toward instant gratification’.”
According to an evolutionary psychologist, high school poses “an unprecedented social challenge to our prehistoric minds.”
Could just as easily switch the word parent to teacher here: “the things that the parent thinks that the child should be concerned with (preparing for a career and developing important life skills) and the things that the child is emotionally driven to actually be concerned with (being popular and having fun) are often at odds.”
A little wildness and diversity can go a long way.
“In an Urban Forestry & Urban Greening study of vacant lots in Cleveland, Ohio, where economic impoverishment and a declining population have left some 27,000 lots to go feral, the ecosystem services provided by inner-city lots far surpassed those of carefully-tended residential and suburban spaces.”
An important reminder from Nikole Hannah-Jones what the word “public” means in the US — including both its dark side and it’s promise.
“as black Americans became part of the public, white Americans began to pull away.”
“schools, as segregated as many are, remain one of the few institutions where Americans of different classes and races mix. The vast multiracial, socioeconomically diverse defense of public schools that DeVos set off may show that we have not yet given up on the ideals of the public — and on ourselves.”
Success Academy’s Moskowitz gets called out by Politico
Suddenly, Moskowitz, one of the most vociferously and politically aggressive of education reformers, claims that “I … need to consider whether it is appropriate for me to use my position as the leader of a collection of public schools paid for with government funds to advocate politically.”
At school, even a small reprimand from a teacher or perceived insult from a fellow student can trigger explosions of rage, expletives, and other inappropriate behavior.
. . . At Lincoln, the teachers and staff follow a few deceptively simple rules: Don’t take anything the student says personally and don’t mirror their behavior with an outburst of your own. The teachers give students time to calm down, often in the principal’s office or a special “quiet room.” Later, they inquire about what might be bothering them and ask if they want to talk about it.
. . . As the Lincoln staff discovered, helping teachers de-escalate their reactions to student misbehavior is critical to building trusting relationships. “Things like language [and] tone of voice can really trigger or re-trigger some kids, especially kids who have known trauma.
A whole-school approach to [Social-Emotional Learning] means that all the adults in the building — not just teachers and principals, but lunchroom monitors, bus drivers, librarians, and specialists — have to be invested and on the same page with SEL. In their own interactions, as well as in their work with students, adults should model the type of behavior they want their students to exhibit . . .
So while regular professional development can teach adults the nuts and bolts of integrating SEL into the school day, one more step is crucial to a successful program: Ensuring that adults develop their own social-emotional capacities. “Our approach has shifted towards supporting the adults’ own social emotional needs, addressing the stressors they may be experiencing as professionals in education.
“The relationships preschoolers form with their teachers can predict their school performance in early-elementary school, concludes a new study.
Through statistical analyses of data on nearly 1,000 preschoolers, researchers from the University of Virginia’s Curry School of Education find that students who experienced conflict with their teachers in preschool were likelier to be referred for special education later on in elementary school—especially for boys whose language skills were low for their age.”