L'educateur Moderne--Forget Educational Reform! Bring on the Educational Revolution!

Vol. 1/Issue 1

Fall 2019

L’educateur Moderne Forget Educational Reform! Bring on the Educational Revolution!

In this issue: Using animal-assisted intervention programs in schools to support students with emotional disabilities.

How Educators Can Work with Parents on Teaching their Children to be More Resilient Creative Writing Through Creative Play: Connecting the Arts to Core Content Areas Explore fiber in art education curriculum.

Supporting Beginning Teachers and Beyond

And much more...

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Dear Reader I am so excited to present the first edition of L’educateur Moderne for your reading pleasure as well as for your enlightenment to the true issues experienced inside and outside of today’s public school classrooms. This magazine is unique because the only writers and contributors of this publication are educators who understand the state of today’s public schools, the students who fill them, and how today’s challenges are going to impact our future in the global market. Teachers who have spent time with students of all levels from all walks of life, teachers who have taught core content, electives, general education, special education, elementary, secondary, and post-secondary have come together to provide you insight to their experiences and to provide advice to improve our academic programs, create greater personal efficacy for the teachers and staff who are charged with the responsibility of educating our future leaders, and to create life-long learners out of our most resistant students. Most importantly, we have come together as a voice of reason and truth in a time when reason and truth have been replaced with rhetoric and semantics.

Again, I hope you enjoy this magazine and take away your own education on the realities of today’s modern educator. Vive la révolution educative!

Most Sincerely,

Robyn Delahunt, Ed.D. Founder and Editor in Chief of L’educateur Moderne

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Published by Papillion Press, LLC 825 Watters Creek, Suite 250 Allen, Tx. 75013

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Supporting Beginning Teachers and Beyond, Sherry Burton-Gleason…………………………...5 What I Learned on my First Day of Retirement, Penny Aguirre……………………………….....7 Explore Fiber in Art Education, Christine Krueger-Miller………………………………………..11 The Unabridged “R’s” of Education, Donald Merkel…………………………………………….16 Building a Collaborative Academic Support Teams for Inclusive Programs, Robyn Delahunt…...21 Meet Hershel, Therapy Dog Extraordinaire…………...………………………………………..24

Behind these Walls…Happiness is Unleashed: Year 1, Marcie Adame-Mock……..……………...25 The Problem with Gen Xer’s Version of Pendulum Parenting, Robyn Delahunt………...………29 Ways Educators Can Work with Parents on Teaching Resilience and Independence to Children, Angela Havard-Deacon…………………...…………………………………....34 Creative Writing Through Creative Play: Connecting the Arts to Core Content Areas, Andrea Johnson……………...……………………………………………………….36 Technology in the Classroom, Chris Vochaska……………………………………………….….39 Technology in the Special Education Classroom, Sarah Carter……………………………….….40

Let’s Talk with Amy Johnson…………………………………………………………………....43

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Supporting Beginning Teachers and Beyond

By Sherry Burton-Gleason,M.Ed. In 1981 after substitute teaching for a few weeks, which was about the only way to get a job in my highly acclaimed district, I landed a position teaching English at a high school not far from my house. I was thrilled to begin my career, doing what I’d wanted to do since elementary school. I was ready to jump right in, confident that I was qualified and prepared to be like the great role-model teachers I’d been lucky enough to experience during my own schooling.

Little did I understand though just how challenging it would be...what I thought I knew about teaching went right out the window. I discovered I positively knew nothing. Oh, I knew content well enough...what I didn’t know was what all went into the process of being a teacher...all the demands and requirements.

Fortunately, I was placed into a strong department with a supportive team, and as I eventually “became” a teacher, I realized that I never would have succeeded without that support. I KNOW that I never would have survived those first years. I KNOW that I never would have survived the 30 years I taught in this district without the continuing support and leadership of my teammates.

A few years ago, as team leader, I was given the opportunity to help a struggling new teacher. Teachers on her previous team had basically abandoned her as she found herself grappling with timemanagement, discipline, and lessonplanning issues. We rode together to convocation at the beginning of the school year, and on the bus I simply asked her how I could help her. She began to cry and told me that I was the only person who had asked her that. Her previous team had ignored and dismissed her needs. My simple question, indeed, represented a huge change for her, and we worked together, along with the rest of our team, to help her become the phenomenal teacher that she was capable of being.

After retiring and reflecting, I thought back on my own new-teacher experiences and the support and encouragement I received back in 1981. I realized that over my career, I had transferred that support in various ways to my teammates who needed help and to the numerous student teachers under my guidance.

Several strategies stood out that seemed to make a distinct difference in working with new teachers and in supporting fellow teammates.

Strategy 1. Time to ask questions/ reflect/brainstorm 

sit down with a new teacher and make time to listen



validate the person



brainstorm solutions to problems



set goals

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provide strategies for dealing with students, parents, and administrators

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ask how you can help

Strategy 2. Team planning 

plan together regularly, allowing the new teacher the opportunity to contribute ideas and to see how important teamwork is

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delegate jobs but not dump extra duties on the beginner

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provide a curriculum overview so that the teacher can “see” where he/she is headed

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use available curriculum and follow it

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show how a teacher’s individuality and personality positively impact a classroom

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be positive

Strategy 3. Modeling/observing lessons 

model professionalism



allow the new teacher to sit in on different classes, to observe lessons, and to take notes



brainstorm effective classroom strategies

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Supporting Beginning Teachers and Beyond (Cont.)

Strategy 4. Sharing content notes/ lessons

Strategy 6. Having fun together 

find time to laugh together



eat as a team regularly

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celebrate holidays (birthdays, etc.)

share supplemental information



have “milk and cookies” nights out

brainstorm ideas

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participate in team-strengthening activities

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get to know each teammate personally

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create plans and calendars together

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provide teacher-notes, notes taken in textbooks, videos

 

Strategy 5. Reducing responsibilities/ being a safety-net 

allow the new teacher time to acclimate without extra duties



make copies for the team



be positive instead of negative

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offer to help out

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be someone to lean on

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support each other

Sadly, fewer and fewer people are going into the teaching profession, and too many capable teachers are leaving the classroom early in their careers or later due to burnout. If we are going to stop this pattern, we teachers must do better jobs of supporting each other.

We need to lead new teachers into being great teachers, and we need to strengthen each other when and how we can.

Meet Sherry Gleason Sherry is a retired English teacher who dedicated thirty years of her life to education. She earned a B.A. in English from U.T. Arlington and a Master’s degree in Educational Supervision from Texas Woman’s University. Before embarking on her teaching career, she worked at U.T. Southwestern Medical School as an editor for Williams Obstetrics textbook. Afterwards, she worked for a cardiologist/ internist and later for a dental group specializing in reconstructive dental surgery. During her long teaching career, she taught English grades 9-12, Creative Writing, Pre-IB English, Humanities, e-school, and SAT/ACT test prep. In addition, she served in numerous leadership positions, including instructional specialist, team leader, department chair, teacher mentor, and curriculum writer.

Currently, she substitutes in Plano ISD, where she continues to teach and inspire.

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What I Learned on My First Day of Retirement

By Penny Aguirre, M.Ed. At six years old in a partially constructed Jim Walters house in a rural community in Mississippi, I realized that I wanted to be a teacher when I grew up. Realized is not completely accurate; I knew, I had a knowing, I felt a calling. That’s not surprising, considering the significant impact of my upbringing in church in the heart of the bible belt. I saw teaching as a gift from God that would enable me to be fruitful on the earth. Of course, having gained some humility with the passing decades, I can see how misguided that might sound, arrogant even.

But I never wavered in my vision. I practiced teaching my three younger siblings, whom I was tasked to watch much of the time. I read everything I could get my hands on, including the full set of World Book Encyclopedias that my mother somehow, despite our poverty and a father who loathed working, managed to purchase for us. I am still amazed at that feat, especially when we frequently did not have money for food, clothes, or health care.

I graduated number one in my class, valedictorian. I attended college at a university that had been founded originally as a teacher’s college, University of Southern Mississippi. I graduated with high honors, having been on the Dean’s List for my first two years and the President’s List for the last two. I pursued a double major in English and Biology, earning a Bachelor of Arts instead of a Bachelor of Science because the B.A. was more challenging for me. It required a foreign language, which I had never had the opportunity to learn. Anyone who has ever tried to learn a different language as an adult can understand my pain.

Still, I persisted because I believed that it would make me a better teacher. I could not, I reasoned, ask my students to challenge themselves academically if I was unwilling to do so myself. Upon graduation, I moved to Texas and began my teaching career in Dallas ISD.

Even before I moved to Texas, though, I devoted myself to my students. The teachers who supervised me during my practice teaching--I had one for English and one for biology since I certified to teach both subjects--allowed me to jump right in and to assist them with class activities and extracurricular events. I helped plan the senior picnic and the prom. I organized field days for collecting biological specimens. I conferred with students on research papers before school and after. I immersed myself fully in the school, the community, and most of all, in the lives of my students. This pattern continued throughout my tenure in Dallas ISD, where I taught at multiple inner city schools for ten years. During that time, I was never more sure of my mission on the planet. I met students who, to my shock and sadness, were even more destitute than I had been growing up. At least I had a mother who labored ceaselessly to provide for me and my sisters; many of my students in Dallas had no parents or had parents who were incarcerated or otherwise absent. This fact did not deter me; it only strengthened my resolve to give myself completely to them. I worked 60+ hours most weeks, including weekends, during which I sponsored debate, journalism, academic competitions, and anything else my students

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needed. I left only when I became pregnant with my second child and felt it necessary to remove my unborn child from a community that had become increasingly chaotic and dangerous.

Who has time for preventive doctor and dental visits when she is working seven days a week every week of the year? So, in a decisive moment, a moment of clarity as I now recall, I retired.

I then secured a teaching job in an affluent suburb, and I continued the pattern of giving myself wholly to my students, to organizations, to the school community, and to my colleagues. I daily gave thanks to the good Lord for allowing me to be so incredibly blessed to teach and to mentor students. All the while, I was parenting my own two children and juggling the demands of being married, being an involved parent, and being a dedicated teacher. Those years were extremely challenging. I have vivid memories of being bone tired at 9:00 P.M. after I had fed, bathed, and read to my children. After tucking them in, though, I had papers to grade and lessons to plan. A teacher’s work is truly never done. I continued this pace for the next 23 years, even adding teaching at a local community college on nights and weekends and summers. It was a grueling pace, and I loved it. I was immersed in the good work of building other humans. I still had the sense that I was doing the work I came to the planet to do.

What I learned on the first day of retirement was this: I needed to give myself permission to disconnect. I desperately needed to disconnect. Do not misunderstand me when I say this. I love my students, all of them, the high achievers and the ones I dragged through sheer force of will to the graduation stage. I love fellow teachers and consider them angels on this earth. I love teaching; it is who I am, not what I do. But having a few solitary hours alone allowed me to experience something I have not experienced much in the last three decades: my own thoughts and feelings. I had no idea what those were because I was in survival mode so much of my teaching career. I don’t say that to blame anyone; I say it because it reflects how I felt while I was engaged so deeply for so long. Others will have different feelings, to be sure, but these were mine.

Until I didn’t. There came a point at which I became sad that I didn’t have time or energy to work out or to read for pleasure or to devote adequate time to the graduate classes I was taking. I literally had two speeds: off and on. It’s not that I hadn’t realized that before; it’s that I began to feel the fatigue of being constantly needed and connected. So much work to be done and so many students and teachers who needed and deserved my time and energy and support, not to mention supporting financially and emotionally my own children who are now in college, began to weigh on me, and I began to feel exhausted all the time. And then physically sick.

Today, I slept later than I have in years. I woke up and drank coffee while I sat in my backyard. Then, I went to eat a bagel, one of my favorite things to do! Afterwards, I worked out and completed some assignments for the graduate classes I am currently taking. I still have a list of things to do, and I am slowly but surely whittling it down.

As I write this, I am alone with a scented candle beside me as I listen to calming music. And I have this knowing: I have had the honor and the privilege of connecting to so many wonderful students and teachers, and I will forever be grateful for what they taught me, but for now, it’s okay for me to disconnect. That’s what I learned on my first day of retirement.

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Meet the Author‌Penny Aguirre, M.Ed. Penny Aguirre is a newly retired public school teacher.

During her 33 year career, she taught in United Independent School District in Laredo, Dallas Independent School District, Plano Independent School District, and Collin College. She also taught e-school for Plano ISD for fourteen years. In addition, she has written curriculum for Dallas ISD, Plano ISD, and Collin College. She has delivered staff development sessions and holds a Masters of Education in Curriculum and Instruction. She taught English for 28 years, biology for 5 years, and developmental education courses for eleven years. She has taught English grades 9-12 of all levels, including Advanced Placement English Language and Composition and English Literature and Composition, and American Studies. She earned a graduate certificate in Rhetoric from Indiana University East in May, 2019, and is currently completing a second Masters degree in English from Indiana University. She now teaches part -time at Collin College and offers private tutoring in English and SAT/ACT test prep. She is the proud mother of two children, a boy and a girl. In her spare time (what’s that?!), she likes to read science fiction, exercise, and practice mindfulness.

The Mariposa Project began as a simple proposal to expand our educator outreach program and has evolved into an organization that compassionately meets the needs of individuals and their families who are struggling to find appropriate resources that will provide meaningful support. We initially started out serving the special needs community, but recently, we have evolved into a program that is dedicated to helping families of individuals with mental illness and teens and young adults struggling with substance abuse find relevant programming that will meet their specialized needs. https://www.facebook.com/pg/volarmariposaazul/about/?ref=page_internal

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A Personal Passion My life long fiber exploration started in grade school when I learned how to knit from my mother. I also learned how to use fiber in crochet, needlepoint, sewing, embroidery, basketry, wet felting, needle felting, and weaving. When I became an art educator, it was a natural extension to bring fibers into my art education curriculum. I love supporting other educators that are interested in bringing fibers into their art classroom as well.

Fibers as a Fine Art Material Fibers, or fiber like materials such as plants, have been in use since prehistoric man. Fibers are at the core of human existence. Imagine living one day without ANY fibers in your life!

Throughout the ages, fibers have been used to create our clothing, ceremonial adornment, dwellings, furnishings, as well as artistic expressions in tapestries, rugs, and sculptural forms.

Contemporary artists are tapping into this material for new artistic expressions. Fiber can be utilized in both 2D and 3D expressions, expanding the range of possibilities for its manipulation. It is an exciting, flexible, colorful, and tactile material that begs to be explored!

2013 Texas Essential Knowledge and Skills Include Fibers for Fine Arts In 2013, The Texas Education Agency updated the Fine Arts education standards to include fiber art as a student expectation for creative expression: (C) produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such as ceramics, fiber art, constructions, mixed media, installation art, digital art and media, and photographic imagery using a variety of materials.

I was thrilled to have one of my favorite art materials included, but more importantly, I knew it was insightful to include a material that is relevant to 21st artistic expressions. Fibers are not only a fine art material, they are also an important material in STEAM education. There are many technological advances in science and medicine using fibers.

Whether a student is destined to pursue an artistic career, having an introduction to fibers in a classroom can create a memory that can ignite a divergent solution for other real world applications. These formative experiences can reside in a dormant state until they are recognized as a solution to a complex problem.

(Photo above: Fiber sculpture by author, resin painting by R. Keith Miller)

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Materials and mentoring One challenge all educators face is a limited budget for materials outside the usual scope. I faced that problem as well. When I discovered the word obtainium, I realized I was tapping into a gold mine and relied on it heavily for my fibers program. obtainium, materials used to create art work such as assemblage, mixed media or sculpture that aren’t bought new, but obtained in other ways, such as secondhand, dumpster diving, chance findings or donations.

A great way to find obtainium fiber materials is to contact local fiber organizations in your area. These organizations are chock full of members who have been collecting fibers and fiber tools for decades, and are often thrilled to pass on some of their stash to a program that will keep their passion alive.

These fiber organizations are also an excellent resource for mentors of different fiber techniques and processes. There are members that have many years of experience and often have to time to advise an art educator about fibers in order to streamline their learning process and make the integration of fibers into their program smoother. They can also give advice about the quantity of materials that may be needed for a project, and share cautions about possible pitfalls the teacher needs to be on the lookout for.

Fibers enrich an art program The most exciting aspect of including fibers in art education curriculum is seeing the students respond to the materials and techniques. They LOVE fibers! The repetition of many fiber processes can create a meditative experience that calms and centers them. I have had teachers tell me that they break out the fibers before or after standardized testing to reduce stress. Here are some teacher reflections about including fiber in their curriculum:

“After teaching 20 years, I have discovered these types of lessons reach all of my ELL and special learning students as well as my gifted learners (Carter, 2016).”

“As a teacher, fibers are fun and exciting!

The best part though is how excited they are and the sense of wonder and amazement in their eyes. They light up and they still see the world as magical (Mathys, 2016)!”

“This 5th grade collaborative project fostered unity in the class and became a permanent installation in the library. The title, ‘Our Starry Night’ won because of its color, movement, texture, and link to the art world (Evans, 2016).”

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Explore Fiber – A Valuable Resource My combined experiences of fiber artist and art educator led me to create a website that promotes fiber as a fine art material, www.explorefiber.com. The mission of Explore Fiber: Explore Fiber promotes fibers as a contemporary fine art material in art education.

Explore Fiber is a collaborative initiative and resource by and for a community of educators and artists working with fibers through innovative art expressions.

Working fibers into the curriculum is a great win/win for everyone! Meeka said about the Starry Night installation, “This is so exciting because we get to leave a little piece of us forever at Mitchell (Evans, 2016)!”

And Virginia Mathys students said, “We can use our imagination our loud (Mathys, 2016)!”

At the high school level, Kim Paser’s student reflected, “I like that sewing is a practical life skill that I can use in the future (Paser, 2016).”

And, one of my 10th grade PreAP students responded after a needle felting project: “Working with fiber is important. Fiber is a very important material to include in art programs. It will give students the chance to experiment with something new. Most students are just taught with the traditional materials. An art class should teach their students that art if everywhere and in everything. The students should not be limited to just working with the traditional materials (Miller, 2016).”

Explore Fiber is a collaborative community of many fiber artists’ voices and experiences. The blog on the website includes inspiration that focuses on contemporary fiber expressions and developments in science and technology using fibers and fiber processes. There are resource pages that list organizations, journals and periodicals, websites, classes, and much more. Lessons are included on the website, and we also welcome the submission of additional fiber curriculum to be included from art educators that have great fiber experiences to share.

The monthly newsletter includes a Teacher Highlight section that shares the story of different art educators’ experiences throughout k12 art education. We welcome submissions from any classroom or community educator that would like to be highlighted. Visit the Newsletter page of explorefiber.com and click on the link towards the top of the page to make a submission to be considered.

Check out the website when you have a chance and look for inspiration and resources you can use. I invite you to jump into the wonderful world of fibers if you haven’t already! And if you have, please mentor a teacher that hasn’t and pay fiber fabulousness forward! Happy Fiber Trails!

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Meet the Author and Artist:

Christine Miller

Christine Miller is a life long fiber artist and a retired art educator. She currently conducts a variety of fiber classes and workshops. She participates in k-12 art education classes as a presenter and visiting artist. Christine continues to advocate for fiber as a fine art material through her collaborative website www.explorefiber.com. “Beneath the Surface” is a collaborative installation of her work and her husband’s, Keith Miller (www.keithmillerartist.com), opening November 2019. For more information about this Dallas exhibition, check out her personal art website https:// artistteacherjournal.com/coral-reef-installation/

Resources Carter, B. (Nov. 2016). Personal Communication.

Evans, T. (Nov. 2016). Personal Communication.

Explore Fiber (n.d.). Newsletters. Retrieved from https://www.explorefiber.com/newsletter-2/.

Mathys, V. (Nov. 2016). Personal Communication.

Miller, C. (Nov. 2016). Bring Fibers Into Your Art Curriculum. Retrieved from http:// www.slideshare.net/tagartteacher/bring-fibers-intoyourCurriculum.

Paser, K. (Nov. 2016). Personal Communication.

Texas Education Agency (2013) 19 TAC Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter117/index.html.

Urban Dictionary (Aug. 24, 2010) , Top Definition of Obtainium. Retrieved from https:// www.urbandictionary.com/define.php?term=obtainium.

Wall Street Journal (Aug. 14, 2015), The Art World’s New Material Obsession: Fiber. Retrieved from https://www.wsj.com/articles/the-art-worlds-new-material-obsession-fiber-1439565675.

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The Unabridged “R’s” of Education

By Donald Merkel, M.Ed. Education thrives on continuous change and revolution designed to enhance the learning capacity of its recipients. At least that’s what it should be doing. The thoughtprovoking ideas and strategies utilized in education are adapted to meet the instructional needs of all student learning preferences.

At least that’s what should be happening.

Effective education builds upon a foundation of what works, discounts the approaches that no longer apply, and develops innovative insights structured around 21st century knowledge. At least it should be.

But, too often, wellintentioned schools begin to drift slightly off course of those aspirational goals.

Modern education has found itself at a crossroad.

One path leads to effective teaching and is traveled by those scholarly educators who diligently focus on the academic and social needs of their students.

These modern-day academicians combine the unorthodox methods of John Keating with the rebel approach of Alex Jurel. Not only will the parents request that their child be enrolled in the classes of these inspirational teachers, but the students will often demand enrollment as well.

The other path is covered by such a monolithic pile of academic bureaucracy that some teachers have forgotten the original reason they pursued education. Schools have become the victims of so many restrictions and regulations that it appears a chalk outline has been drawn, and many principals can’t even identify the body. Once-dynamic teachers who previously swung from the outermost branches of the innovation tree are now being restrained by such convoluted policies and procedures that even Hammurabi couldn’t decipher the coding.

So, how can those teachers who choose effectiveness successfully navigate the pitfalls? How can effective teachers avoid the legislative quicksand and follow the path that will lead them towards effective teaching and learning? I believe we need to get old-school and return our focus to The R’s of Education.

When I was a student, teachers focused on a simple teaching concept called The Three R’s: Reading, ‘Riting, and ‘Rithmetic. (Spelling was obviously not a consideration because only one of those words actually starts with the letter R.) If a student could read a passage of text, if they could write in a complete sentence, and if they could solve for the abstract X, then it was determined that student was educated.

Perhaps that’s a little too simplistic of an approach to teaching, but it was well-intentioned, nonetheless.

More recently, profound education scholars have reimagined The Three R’s with a revised goal of engaging students at all academic levels. Rigor, Relevance, and Relationship became the restructured battle cry for schools seeking to bridge the growing achievement gap that exists between college readiness and lowperformance.

These new R’s presented principals with an updated vision for their school and teachers were greeted with a new mission for instruction.

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But as is true with all innovative ideas, problems quickly began to emerge.

Veteran educators found difficulty agreeing upon a definition that accurately explained the concept of Rigor. Researchers clashed when determining if academic Relevance today would still be academic Relevance tomorrow. Building appropriate Relationships with students became a touchy subject based on recurring news reports about questionable adults and their even-more questionable relationships with students.

As a result, these updated R’s were soon relegated to the recycling bin of forgotten ideas.

And anyone who has served in education any length of time can attest the recycling bin is already quite full.

So how can The Three R’s really address the challenges faced by educators?

The answer can be found in the habits of effective teachers. In my years as a school administrator, I had the privilege of working with some exceptionally effective teachers.

I’ve seen what they do, I’ve seen how they do it, I’ve seen the results they’re able to achieve, and I’ve seen how their students respond. Effective teachers recognize that while those three updated R’s may have opened the door to alliterative expansion, they still weren’t enough. Effective teachers understand that there are actually 25 R’s of Education on which they need to focus.

The following is a sample Unabridged R’s of Education” that teachers utilize in their classrooms the learning and development students.

of “The effective to guide of their

Reward, Recognize, Reinforce, Refrigerator During the elementary school years, teachers will reward students with gold stars and check marks and smiley-face stickers when they show effort and achieve.

When those students get home after a hard day at school, creative parents will reinforce that concept of recognition when they mount their child’s work on the refrigerator door so that everyone can share in the accomplishment. The kitchen is considered a common location in every household, and important announcements are always mounted on the frosty refrigerator doors.

As students get older and advance in grade levels, these simple acts of recognition seem to slowly disappear. Reward becomes a less-frequently utilized teaching strategy.

Somewhere along the education path, the participation trophy philosophy takes effect and teachers are trained to curtail the amount of reward unless every student is rewarded equally. No one gets a cookie unless everyone gets a cookie. As a result, this depletion of expectation has caused students to garner fewer rewards and forms of recognition for their effort. Reward might show favoritism to the hard-working students at the social status expense of those students who are less motivated.

Parents are being warned against overly praising the efforts of one child in the household for fear of negatively impacting the feelings of the other children. Unfortunately, in each of these all-or-nothing systems of recognition, no one is ever honestly recognized for their energy and effort, and as an unexpected consequence, student effort, hard work and involvement have suffered a demonstrative decline.

Effective teachers, though, understand the intrinsic value of recognizing student effort.

Effective teachers establish systems of reward and recognition and reinforcement in their classroom routine because they understand the positive emotional impact recognition can have on a student. They understand that the behavior that gets rewarded and recognized is often the behavior that gets repeated. And most importantly, effective teachers understand that if they take the time to reinforce positive student behavior with positive recognition, it often reduces the occurrence of negative behavior later. And that’s a recognition philosophy that deserves to be posted on everyone’s refrigerator.

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Review the Reports & Reflect on the Results

Education is often a numbers game. We count everything in education. We count attendance figures and tardies. We count unit exams and benchmark tests. We count subgroups and special populations and check marks ... with fidelity. We count everything for the expressed purpose of gathering data.

But in the process of all this counting, we unintentionally anesthetize teachers from the original purposes of education: to impart knowledge, to train students how to think for themselves today, and to prepare them for the challenges of tomorrow.

Most teachers view their educator role from a mentoring perspective as they guide their young learners along the path of educational enlightenment.

But instead of providing actual guidance to their students, teachers are often stuck in the loop of indentured servitude as they monotonously tap out the latest numerical tally, Without intention, school houses have devolved into data mining warehouses and teachers are being taught proper excavation techniques. Teachers find themselves so turned around in the data collection hoedown they have forgotten about the basic two-step process of teaching and learning.

Thankfully, though, effective teachers aren’t distracted by numbers. They understand the importance of data and how it can be used. They will take the time to discriminately sort through the valuable data and discount the less important statistics. They will carefully review each report to determine an appropriate plan for student intervention.

More importantly, those same teachers will reflect on the results and will take a personal accounting of their instructional approach.

They recognize that if learning didn’t happen, it's often because the teaching was not successful. If a large group of students all got the same wrong answer, then there’s a good chance the instruction was off target.

Respond to Ruckus, never React on Reflex Effective teachers are also effective planners. They understand the last-minute, helter-skelter environment of a school, and they respond to it. Effective teachers have a plan in place for anything that might interfere with the routine of their classroom. If a fire drill interrupts the class, teachers have a prepared response and they have practiced it with their students. If there's an unexpected assembly, teachers have a planned response for how to handle it. If a student violates a rule (as they are prone to do), the teacher is ready with an appropriate response. Effective teachers are prepared for every situation.

It's the same approach used by police officers and fire fighters. You will never hear of a situation in which a "robbery was in progress, and police have reacted to the situation.” They don’t do it that way. You will never hear of a "three-alarm fire, and fire fighters have reacted to the blaze.” Instead, police officers and fire fighters will always respond to situations.

That's why they're called First Responders and not First Reactors. They have a plan in place for every eventuality. They practice it continuously until it becomes routine, everyone involved understands their role, and they engage situations with an attitude of preparedness.

This same ready-for-anything approach is used by effective teachers. They have a plan for every situation. They have practiced the plan with their students, every student knows their role, and the class is prepared when situations occur. Problems arise when teachers react to situations on reflex. The alarm sounds, and the teacher reacts with confusion. The student breaks a rule and the teacher reacts out of frustration. By reacting instead of responding, teachers can potentially escalate an already negative situation.

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Instead, effective teachers have planned a response for everything. They are prepared for any ruckus that might interrupt their teaching and the students’ learning.

Effective teachers are the First Responders for education emergencies.

Reasonably Rank the Referral Requests Despite the best efforts of effective teachers, even the most conscientious students can occasionally walk the trapeze wire of inappropriateness.

It’s inevitable.

Making mistakes should be considered the primary function of students so that through choice and consequence they can grow to become rational, thoughtful adults. And when students make a poor choice, even effective teachers understand that office referrals are a byproduct.

It’s important to recognize, though, that effective and ineffective teachers have different rankings when they write office referrals. Effective teachers will often regard referrals as a tangible reminder about the classroom and campus rules. And in those cases, the referrals might never even make it to the principal’s office. The effective teacher keeps the referral and issues any required discipline themselves.

Other referrals are written only after the effective teacher has exhausted all reasonable classroom consequences, and they now seek administrative intervention. Even then, only the facts of the infraction are written. The teacher’s personal opinion is never included. Effective teachers use office referrals so rarely that when one is written, the principal realizes immediately that it must be important. The students must be congregated in the back of the room standing in a floor-drawn pentagram performing a ritual that involves a live goat, a chocolate bar and a Justin Bieber CD. Anything other than that and the effective teacher would have handled the referral themselves.

Ineffective teachers rank office referrals slightly differently.

For them, referrals are often written out of exhaustion, desperation and revenge. Some of these teachers will even prepare referrals in advance because they know it’s “going to be a bad day.” Their office referrals are a ticket out the door for a disobedient student and a cautionary threat “to not mess with me today!” to the rest of the class. The referred student becomes someone else's problem, and the referral becomes a Lord of the Flies, Piggy, head on a stick warning about what can happen in the absences of blind assimilation. And when writing a referral, ineffective teachers will expel every miniscule and inconsequential detail about the event, including the number of times the student has committed this particular infraction (even though no other referrals were ever written).

The teacher writes their version of the student’s belligerent attitude and their personal opinion about the parental manner in which the student was raised. And it's not a coincidence that when the ineffective teacher is having a bad day, their number of office referrals always increases.

Effective teachers use referrals as a tool for guidance. They rank their referrals based on what is best for students. Ineffective teachers rank referrals based on their level of aggravation. And if a principal has any confusion about a referral that was written by an ineffective teacher, don’t worry. That teacher will be in the principal’s office before the end of the period to question exactly how much punishment that student was given.

So how can we jumpstart a necessary revolution in education? We need to refocus our attention on the basics of teaching and learning. We need to recognize the impact that an effective teacher can have on the educational success of a student. We need all of our teachers to focus their efforts on The 25 R’s of Education. At least that’s what I think we should be doing.

This is an excerpt from Don Merkel’s book “ The Unabridged R’s of Education” which will be available for purchase in the Summer of 2020 .

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Meet the Author‌

Don Merkel, M.Ed. As founder and Creative Ideas Director for Texas Education Solutions, Donald Merkel focuses on the reinvention and revitalization of public education.

During 30 years in education, Mr. Merkel has been a classroom teacher, academic adviser, school administrator, and education consultant. He has shared his vision for renewing education with audiences across Texas at conferences, conventions, and convocations. Mr. Merkel earned his Bachelors Degree in Journalism and English from North Texas State University, his Masters Degree in Education from East Texas State University, and his Superintendency from Texas A&M University. Mr. Merkel is the author of Making Exact Change, The Unabridged R's of Education, and The Complete STAPLES of Education series.

Mr. Merkel and his wife, Cindy, (who collaborates on all materials as the manuscript editor) are the tremendously proud parents of twin daughters Abigail and Sophia.

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Building a Collaborative Academic Support Teams for Inclusive Programs

By Robyn Delahunt, Ed.D. Ensuring that students acquire content knowledge is imperative, but it is even more important that they are able to transfer and apply that information learned into a variety of settings and situations. By collaboratively creating an interdisciplinary program that allows for the utilization of multiple content areas guided under the overarching academic umbrella of a common topic, students are given the opportunity to access and generalize new information in multiple modalities. The program that I have developed is based on the inclusive classroom model in a community and assessment–centered environment. It is named the CAST (Collaborative Academic Support Teams) Program, with students who are in the program being referred to as CAST members. The purpose of this paper to explain the CAST program and how it can be used to gather various forms of assessment to determine how students are not only acquiring, but generalizing presented information in class.

examples, and practice their individual presentations that will be used as part of their instructional session. CAST team teachers from each content area will be academic coaches and mentors and will intervene and offer suggestions and guidance as the students work through their projects.

Once the students have used their two weeks to collaborate on the development of their topic driven interdisciplinary program, they participate in the presentation portion of their assignment known as the “CASTing Call�.

The CASTing Call gives the students the opportunity to act as experts in the field of their topic and teach their curriculum to the other CAST groups. These presentations give the students a platform to exhibit their knowledge, the chance to educate their peers, and the opportunity to further reinforce and synthesize their knowledge through the process of transferring that information to others. The manipulatives, visual aids, and curriculum created for the presentations will be used as Collaborative Academic Support Teams part of a group portfolio that will be graded as The Collaborative Academic Support Team a comprehensive summative component of (CAST) program has been developed to their assessment, and once the students are reinforce academic concepts across curriculum finished with their project, they will participate in order for students to cooperatively problem in reflectively grading themselves through the solve and interact in an interdisciplinary setting use of a grading rubric. through the process of demonstrating how one In addition to the portfolio and the common topic can be connected to multiple content areas. Each collaborative team will be rubrics, the team leader, known as the CAST director, will assign grades to each group given a topic and will be directed to write member regarding their contributions towards curriculum and then teach it to the other the overall success of their project. The students for at least three core classes that support the topic. The students will gather in a purpose of the leadership role of CAST large common area in designated groups of six Director is to establish a peer that the other students are accountable to and to cultivate a and each group will be given a card with their sense of responsibility for the student in the topic written on it. They will then have thirty position of group manager as they lead their minutes to brainstorm which content areas team towards successful project implementathey will write connected curriculum and tion. In return, the CAST members will design projects that support the topic. Each evaluate their CAST Director with regards to CAST team will be made of students with diverse interests and strengths in the four core their leadership capabilities to demonstrate that a leader needs to be accountable to their courses of English Language Arts, Social team with reStudies, Math, and Science. Once the topic is gards to comrevealed, the students will consider different passionate thematic routes to take that will best support the specific content area that they are respon- support, orsible to develop for their team while tying their ganizational management, curriculum into a comprehensive unit. The and connectstudents then have two weeks to work in the edness to the CAST think-tank to collaboratively write project. curriculum, create project.

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An Example of Topics and Core Content Curriculum Connectedness The topics given are generalized in order to make finding content connections easier for the student to develop curriculum around. Topics such as germs, war, medicine, and space give students countless options of ways they can connect their topic to each content area while establishing a common thematic unit. For example, the CAST group that is given the topic of war can choose a war in particular, such as World War I, which becomes their thematic unit.

Then each student considers how they can write content driven curriculum that supports the theme of World War I. The students working on social studies can discuss the World History lesson of the Age of Industrialism and how it affected modern battlefield warfare due to the inventions of the airplane, submarines, automatic weaponry, and chemical weapons. The science students can piggyback off of this lesson by creating Chemistry and Biology lesson plans on the effect of chemical poisons such as mustard and chlorine gas on the lung and brain tissue.

Students working on ELA lesson plans could give a book review of Remarque’s All Quiet on the Western Front, which is an account of the war by a WWI German veteran. The math students can work on a statistical analysis of the casualties of WW1 and projections of how that loss would translate to lack of human resources available to fight in WW2.

The Use of Formative and Summative Assessment in the CAST Program The National Research Council (2000) differentiates between the two major uses of assessment of formative and summative evaluation as one being context oriented while the other being a measurement tool. Formative evaluations are sources of feedback to improve the learning or teaching process, while summative assessments measure what the students have learned in a more quantitative manner.

The predominant assessment type in the CAST program is formative because of its use of qualitative analysis, but a summative assessment will be used regarding the content used in each presentation and through a comprehensive exam written by the teachers based on the information given in the student presentations.

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Project Portfolio and Group ReviewThis portfolio will contain all components of the planning process and the final project presentation. The National Research Council (2000) notes that portfolio reviews give students the chance to discuss their achievements and difficulties with their teachers. The reviews will shed light on the success of the overall learning process for both teachers and students.

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Student Self-Analysis RubricStudents will grade themselves and their group through the use of a rubric to determine the level of success of their presentation.

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Teacher Rubric-Content teachers will grade the success of the use of each of the content areas that were employed in the thematic presentation.

Conclusion In conclusion, my vision for this program is to have students actively sharing ideas, being highly engaged with each other and their projects, and excitedly assisting, inspiring, and encouraging each other, while the teachers mentor the students and manage the activities. The learning environment is going to be active and the students are going to have fun as they develop their theme and curriculum for their content area. The CAST program will give greater learning autonomy to students in an inclusive educational setting that focuses on the strengths and interests of each student and allow teachers to assess learning in an environment that inspires learning and higher level thinking.

References

Council, N. R. (2000). How People Learn: Brain, Mind, Experience, and School. Washington D.C.: National Academy Press.

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Choice Boards Can be used for Project Based Learning Strategies Projects that are directed through the use of a Choice Board give students the ability to tap into their personal gifts and interests to perform an academic task without being tied to the traditional pen and paper assignments. By giving them the autonomy to decide how to demonstrate their understanding and application of new information, students confidently guide their own learning through personal expression. This autonomy builds greater creative thinking and problem-solving skills. The following options can be used for individual or team projects. Great for research, study materials, and organizational skill building.

Interactive Notebooks

Folder Games Key Ring Flashcards

3D Research Projects

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25

Behind these Walls…Happiness is Unleashed: Year 1

By Marcie Adame-Mock The Garland Public School building sits quietly on a busy corner in the historic downtown area.

The sandy brick exterior shields its blended family from more than the elements. Hurrying past, most would never guess that its aged, but dependable walls embrace the community’s most broken children.

When I was recruited to be part of this imperceptible campus, I was ashamed to admit that I had never heard of it before. Despite having been born and raised in this “small” town and my ten years teaching in the district, I had been oblivious to this exceptional population. Hidden behind the walls of this campus were students living with serious to severe mental health conditions. I wasn’t sure if “I” was the right person for the job. I was a P.E. teacher, not a special education teacher, not a counselor. I had devoted my life to community health and involvement (but physical health, not mental health). I had given so much time and energy towards the health of our community; and, I was terrified that taking this position would prevent me from pursuing my goals.

My first year offered me plenty of opportunities to stretch and grow professionally (and personally). While I was dealing with very challenging mental health behaviors, I was also having to address some “typical” middle school- and high school-age issues, like an aversion to sweat.

Not only did “participating” mean “sweating” but, to them, “participating” meant letting down their guard, unleashing their hidden child, being vulnerable. I was pulling everything out from my “bag of tricks” to motivate my students. As “fate” would have it, a very large, goofy puppy, named “Hershel” galloped into my life.

I had been reading a few puppy training and animal behavior books when I came across a canine television show about paroles.

There was something “familiar” about these men and their demeanor. I watched in awe, struck by the compassion and kindness of these exiles. With an obvious empathy for their canine companions, the men were patient and gentle with their furry charges.

They worked hard to provide food and shelter for them. Most astonishing was the deep emotional bond that developed between these social pariahs and the pit bulls.

I have often asked myself, “What will happen to my students when they ‘age-out’ of our program?” Will they become the homeless, the addicts living on the streets, or doomed to an existence behind the walls of our hospitals and jails? Lost to a life made harder by mental illness and isolation, will my students become the forgotten, the homeless, or, like these men, ‘paroles’?”

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A sudden spark of hope ignited in my chest and an idea was “unleashed.” I visualized a program where students and adoptable dogs could work together to learn basic manners and social skills. Knowing the potential benefits of incorporating positive animal-assisted interventions (AAI), I realized that a quality AAI program lead by professional canine handlers had the strength to heal and impart social knowledge that my students desperately needed to engage in their community and improve their health-related quality of life.

I spent the summer preparing Hershel for his school visit. I researched information about emotional support animals, pet therapy and training programs for service animals. We continued in canine manners classes; and, as a part of his training, Hershel accompanied me to community events and social gatherings. Everywhere we went, people would stop in their tracks, caught off-guard by Hershel’s size and “smile.” We were often asked, “Is he friendly?

Can we pet him? I would respond, “Yes! But he’s still a puppy.” I’d pause to give us and them time to make the necessary adjustments, then continue. “This is Hershel. He’s in training to be an emotional-support dog at a campus where I serve students living with serious to severe mental health conditions.”

It is amazing how quickly people can change their approach to a “large” breed dog when they hear “puppy” “in-training” but more interesting is the response that we get when they hear “emotional-support.”

Almost immediately, adults will demonstrate “restraint” and model calm social manners.

Still, more shocking to others than an 80pound puppy was the presence of our little campus “hidden” in among the familiar buildings of our hometown. Like me, most had no idea that it existed. With each introduction, I was spreading awareness and my life goals began to transform. A vocation materialized; and I would have to take a deep breath before declaring, “It’s our mission to educate and advocate on behalf of mental health and responsible pet ownership through animal-assisted interventions (AAI).”

By the end of the summer, Hershel turned 8 months old; and, with a few manners classes under his collar, he showed promise.

He had a happy, calm disposition. He was curious; and, very social with people, fur friends, and one tortoise. He was comfortable being brushed, touched, and, various forms of being squished. Hershel had potential.

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“I” still had plenty of training ahead for me.

Hershel and I joined Pet Partners and began preparations for team evaluation. Their workshops on “YAYABA” opened my eyes to many factors that I hadn’t considered but were familiar to me as a teacher, aka class management skills. I set the “stage” both physically and emotionally for Hershel’s arrival. I prepared my students and staff with human and canine expectations that were clearly practiced and posted. And, although nervous, I felt that we were ready.

When I introduced Hershel to my students, I expected it to be mollifying and therapeutic for my students. I had never considered the impact that it would have on me or our staff.

Our admins and counselors have added daily stressors; and Hershel was more than “willing” to share his large, furry hugs and kisses with staff, too.

As Hershel’s first year ended, I hoped that the program might inspire some of my students to consider careers with animals. I had no idea how much Hershel’s (and my) training would impact my own career.

Looking beyond these walls, my dreams and my work have changed. I want to help educators, counselors, students and their families in discovering the opportunities of animal-assisted interventions (AAIs). I want to host workshops that advocate and educate responsible pet ownership. I want to educate my community about mental health and the benefits of AAIs. And I want to connect other professionals and the families that we serve through AAIs that can potentially “unleash happiness.”

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Meet the Author…

Marcie Adame-Mock Marcie Adame is celebrating her 15th year in Garland ISD and her 5th year at Pathfinder Achievement Center (PAC) in Garland, Texas, a school dedicated to students who have endured severe trauma. Before being recruited to PAC, Coach Adame taught at Kimberlin Academy for Excellence, an elementary school for gifted and talented students. Upon learning about these two assignments, people would often comment “Wow! These students are totally opposite.”

To this, Coach Adame would shake her head and respond, “Not at all. The kids at both campuses are equally exceptional; but at PAC, my students didn’t have the family resources to nurture those gifts.” Coach Adame’s two canine companions participate in animal-assisted interventions, with individuals of all ages; and, she is currently developing a program that teaches social-emotional learning skills in the community.

“Happy is…” dedicated to rediscovering the value of connecting with the people that we meet each day and promoting community-based emotional and mental support.

Connect with Coach Adame on Facebook: @TheHappyRNeGADE Follow her on Instagram: TheHappyRNeGADE

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30

The Problem Behind the Gen X Version of Pendulum Parenting

By Robyn Delahunt, Ed.D. “When I am a parent, I will never ________... or I will always__________... (fill in with your personal narrative).”

But seriously, how many of us, prior to being a parent, found ourselves imagining how we would do things differently than our parents? My dad traveled and was only home during the weekend, so mom was working, as many women have done and still do, as both a full time “single” parent and full-time career woman. My mom, who was a teacher, spent her days teaching children and came home to complete her day by caring for my two younger sisters and me. Like it or not, intentionally or unintentionally, a person whose days and nights are consumed by youngsters with little to no social interaction with adults, can become quite “cranky.”

Add in the fact that I was abundantly outgoing, energetic, a bit of a drama queen, and struggled with learning disabilities, my introverted, logical mom found herself trying to navigate her relationship with her oldest child. Unfortunately, due to her being exhausted from working with students all day, my antics and over the top personality was neither entertaining nor appreciated. I was regularly sent to my room for minor infractions and in many cases when I was really getting on her nerves, she totally froze me out. As I got older, our differences widened, and our relationship worsened. My mom liked moderation, structure, and limits, and once my need for her attention waned, she found ways to separate me from my new interests as punitive consequences to unappreciated or “unacceptable” behaviors. The corrective approach mom used as I entered my teen years was typically blocking my access to the home phone (you know the one phone attached permanently to the wall in a family room that was shared by 3 or more people) or chances to spend time with friends at their houses.

Once I was older, retribution came in the form of being grounded from going out for social gatherings or access to the car. I was literally grounded all the time. It’s one thing when your friends think you are grounded too often, but it’s a whole new level when your friends’ parents feel the same way. During the times that I was suffering my mom’s frustration-based punishments, I would think “When I am a mom, I am going to embrace my kids’ differences and make them feel loved for being who they are.” Sometimes these ideas would float into my imagination like a beautiful dream and other times they would come to me from a place of jealousy of my own future children’s great fortune of having me as a mom. All I knew was that my children would never question my love for them, they would always feel supported, and I would never punish them for being themselves. (Note the use of absolutes and how ridiculous it is to use them in the context of how someone else will feel for future reference.)

The Pink Ladies of GSS circa 1980.

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(Disclaimer: I feel the need to qualify the

tone of the previous paragraph by noting that my mom was a wonderful, brilliant person who was typically caring and loving. She supported many of my early philanthropic endeavors such as hosting backyard carnivals as a means for raising money for the Muscular Dystrophy Association by helping me build booths and sew puppets for shows. It was during these times where I felt most understood, accepted, and connected to my mom because while we were so very different, our passion was the same—we both felt strongly about our social responsibility to helping those in need, a philosophy she obtained from her own parents. She was a special education teacher; I became a special education teacher and that commonality is what helped us through the awkward periods where we both felt misunderstood by the other and it is what bonded us further and helped us appreciate the others differences as we got older.)

I have heard other friends mention that their parents subscribed to the ever popular “children should be seen and not heard” methodology, while others felt that the old school “spare the rod; spoil the child” method was an adequate parenting policy. When we were upset as children, unless you grew up in a hippie commune with parental units who reveled in the ideals of peace, love, and happiness, you better just get over it and suck it up, Buttercup. Tools of the trade in many households that would assist in the adjustment process when I was a kid included threats, switches, paddling, and grounding.

Were you a depressed kid?

Well, get over it!

Want to run away from home?

Let me help you pack your bags.

Upset about something?

That’s life! Get used to it.

Most Baby Boomers were not interested in the use of psychotherapy, common referred to as “psycho-babble,” by that generation to empathetically raise well adjusted children.

They just wanted to raise their children into adults who weren’t screw-ups!

So, 25 years later, here comes the Generation Xers, ready to take on the role of parenting, armed with the confidence and security of knowing how to holistically raise their own children with empathy, compassion, and understanding. Our parents’ severe tactics that squashed the spirit out of childhood were going to be our inspiration of how not to parent.

Is my child depressed?

Let’s talk.

Really depressed?

Let’s go to therapy.

Super depressed?

Let’s talk, go to therapy, and let’s throw a couple of anti-depressants in for good measure.

Want to leave home?

Why would you ever want to leave home?

You can stay with us forever.

Want an award for something?

Well let’s all line up for our participation trophy!

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And when it comes to attitude adjustments, the only attitude that needs adjusting is that of the parent because the child is perfect. Look at Facebook! Generation Xers are constantly displaying images of their perfect families, eating perfect food, in front of a perfect house, in perfect outfits. We are so determined to prove that we are surpassing our own childhood experiences that we feel the need to display our perfect lives to the world to document our success as parents. Well guess what, Buttercup! The world does not care and let’s get real. Perfection is always a myth! (Did you notice a good use of an absolute was used right there?) Generation Xers are responsible for raising two highly entitled generations—the Millennials and Gen Z. Those of us who felt misunderstood by our parents and spent time in our room during groundings, dreaming of a day when children felt in control of their own destiny and loved unconditionally have swung the parental pendulum so far over that our children are now running us.

Not all of us. Some of us have maintained control, but most of us, sadly are reaping what we have sown. I am owning my part in this misstep in parenting. Loving our children so much that our love becomes incapacitating and inhibits the growth needed to confidently problem solve is also referred to as enabling.

Gen Xers are enablers. We want to fix and give and love our children and our lives to the point of perfection, but that is both unrealistic and emotionally exhausting. We are exhausted because we have fostered a culture of excess and entitlement to demonstrate compassion and love. Our parents were exhausted from disciplining and we are now exhausted from placating. We are givers, alright, but so much of the giving comes out of fear. Fear that our child will be depressed if they do not have the desired thing or access to the desired event.

Fear that they will not like us if we refuse them. Fear that they will be like us at that age, itching to leave home the day they turn 18 to get out of the home that is “crushing their souls” through punishments and parameters.

We make life so cozy and comfortable that they will never want to leave. Martin (2016) agrees by stating, “Kids used to flee the nest, but now they’re also coming back home — in droves— to their Gen X parents. Adults in their 20s and 30s are crashing with their parents at record or near-record levels.

Instead of downsizing as they age, some Gen Xers are upsizing to accommodate their extended families.”

If giving was the parenting mission of Generation X, mission accomplished, but we have created an epidemic of entitlement that is spreading like the Bubonic plague of the 1300’s. Our fear-based parenting has enabled two generations to become drug addicted by the age of eight due to our need to overprovide help to our kids. Attention Deficit Disorder didn’t just fall down from the sky in the mid 1990’s. I had (oops…have) ADD. Heck, I had ADHD as a kid, but there was no term or diagnosis for it yet. You know what my parents gave me to control my ADHD. A grounding. You know what I gave my kid? I gave him Adderall.

Hmmmm… And then we wonder why our children are struggling with addiction issues when they become teenagers. We are the first generation of pill pedaling parents.

Hooray for us!

Due to our Pendulum Parenting and Fearbased discipline, our children run us!

Honestly, look at the college scandal going on with wealthy families bribing colleges and testing organizations so that their child can gain acceptance into the most exclusive and elusive universities. Do you think anything like that would have happened when the Baby Boomers were parenting teens? Pulling yourself up by your bootstraps and making your own success was the law of the land when our parents were raising us. Rejection and adversity made us more resilient.

Unfortunately, our belief that rejection and adversity adds to greater depression has led us down a path of cushioning the road to success with anti-depressants, opioids, and benzodiazepine as we attempt to fix and baby our children into adulthood without the aptitude to problem solve life issues with any level of confidence or independence. (Before haters start with the “That’s not me at all” rebuttal, I have not used an absolute once in this paragraph, but sometimes a knee jerk reaction is an unprocessed realization! Just sayin.)

I remember both of my parents grounding me from the phone. Remember that one phone that the entire family shared that I mentioned earlier? Well, they grounded me from watching television as well (those devils). You know those televisions that had at the most nine channels and operated from 5 am to midnight? You remember those TVs that resided in the family room in most houses because they were big, bulky, and weighed 1,000 pounds. Now our children not only have their own phones, they get new ones with every new release. Our children have their own 50” televisions in their

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rooms, with cable, Netflix and Hulu. Our children much of the time have newer and better devices than we do, because that is who we are as Gen Xers. We are givers. We are also suckers.

I am not only speaking from a place of personal experience, but from a place of being a reflective observer. I am speaking from a place of seeing friends and peers struggle with the same issues of parental parameters. But primarily, I am speaking from a place of a parent who has attended group therapy, rehabilitation, and drug counseling meetings. I am speaking as a parent who wanted to give all the unconditional love I could to my kids and ended up hurting them more than helping them in my own attempt to give them that “perfect parent” that I dreamed of as a child.

Enjeti (2017) echoes this sentiment by noting, Years from now, when our kids are older, they'll complain that we (Gen Xers) loved them (Millennials, Gen Z) too hard, too much, that we didn't teach them how to earn a living, how to budget, that we should have let them make more mistakes, embarrass themselves a little more. That they needed more rules, more independence and less friendship, less screen time, less structure, fewer paranoid, fearmongering Internet links.

The moral of the story: Maybe there is a happy medium on this parental pendulum.

Maybe we need to quit posting pretty, perfect pictures on Facebook and start reflecting upon how our parenting style has softened millions of entitled young Americans who will one day be in charge of our future. And maybe, just maybe, we need to consider that a grounding from the phone, car, or television is not nearly as unhealthy or harmful as having a parent who is going to love their child to the point of incompetence because boundaries were vague and fear parenting was utilized.

References

Enjeti, A. (2017, December 7). Generation X's Parenting Problem. Retrieved from Huffpost: https://www.huffpost.com/entry/ generation-x-parenting-problem_b_7258314 Martin, S. (2016, September 13). The Undetected Influence Of Generation X. Retrieved from Forbes: https://www.forbes.com/sites/ nextavenue/2016/09/13/the-undetectedinfluence-of-generation-x/#45a031161efb

Meet the Author….

Robyn Delahunt, Ed.D. Dr. Robyn Delahunt, Ed.D is an educator, writer and artist who has spent the majority of her professional life working with students with special needs in the north Texas area. She received her bachelor's degree from the University of North Texas in General Arts and her master's in Curriculum and Instruction for inclusive classrooms and her doctorate in Instructional Leadership from Concordia University. She recently published her research study on utilizing the Universal Design for Learning model in secondary inclusive classrooms and she currently manages her publishing company, Papillion Press, LLC, which publishes the magazine, L'educateur Moderne, a publication written exclusively by teachers. She also continues to work on her nonprofit, the Mariposa Project, which supports families of individuals with special needs, mental illness, and addiction issues.

Dr. Delahunt is also known as “hon” to her partner, Bob Delahunt, “mom” to her three children, Ian, Macey, and Regan, “nonna” to her grandson Diam, “Robyn Anne” to her parents and grandparents, “Rob” to her sisters, Aimee (Aim) and Shannon (Shan), and “Miz” by the numerous students she has worked with over the past 16 years, but her favorite name has always been “mom”.

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Ways Educators Can Work with Parents on Teaching Resilience and Independence to Children

By Angela Havard Deacon, Ph.D. It is very clear that in today’s society we are seeing young adults that don’t have the resilience needed in order to become independent adults. We are currently seeing the adverse effects of Helicopter Parents with these young adults struggling to find independence both emotionally and financially. With the parenting style become even more accommodating instead of less, we are now seeing parents who have even more intensity for satisfying their child’s every want no matter how large or small the request. The Bulldozer or Lawnmower parents are raising children who will not only struggle during their formative years but will experience even more failure and difficulties as they enter adult years.

As educators, it is our responsibility to assist parents in understanding their role in creating independent young adults who will go on and live productive and happy lives. While it may seem like one more thing that we must do as educators, part of what we are charged with doing is growing productive citizens for our communities. It is often not difficult to identify the children and parents who may be struggling with this type of upbringing and offer them guidance on how to change the trajectory of their child’s future.

There are many things that we may be able to implement in the classroom to foster independence in our students but if we don’t have the parents providing the same direction, it may not make an impact in the lives of their child. Some suggestions for educators are as follows:

Be compassionate and understanding. When we are dealing with parents and their children there will always be emotions involved and this is not a negative attribute. Ultimately, it is critical to understand that parents want to bulldoze anything that gets in their child’s path that the child may not like because they love the child. It is often hard to see our children hurt and in pain so we must first understand their pain and offer compassion. Offering compassion and understanding is the first step to take in helping parents change their destructive parent style around.

Explain the importance of allowing children to deal with difficulties at an early age. In order to build resiliency, it is imperative that we teach children at young ages to begin to deal with problems and to learn how to solve them. It is critical that as adults, whether educators or parents, we allow children the ability to solve their own problems. We can walk them through those problems and offer some options on how to deal with the situation, but ultimately we must allow them to make the decision. If we allow them to solve problems as they grow up, they will increasingly be able to solve more and more difficult problems that will lead into effective problem solving as adults.

Show parents the big picture. It is often difficult for parents of young children to see the big picture and what will

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happen when their child graduates from high school. If the student decides to go to college, there are very firm laws that prevent parents from intervening on the student’s behalf. If the student decides to go into the workforce, parents will not be able to intervene in those situations when something goes wrong. It is critical that we show them what this could result in and that if we don’t allow children to deal with adversity and learn to problem solve at an early age, they will be ill equipped to do so when they become young adults Offer concrete ways to build independence and resiliency. Give parents ideas on how to concretely solve problems and to allow for the child to build resiliency.

If parents know what they need to do to support their child in becoming resilient, they will at least have those ideas when they are faced with situations that they want to jump in and save their children. Some parents may truly believe that intervening on behalf of their children is a demonstration of love and if they don’t know better, they can’t do better.

Overall, the issues that we are facing with young adults not being resilient and independent are a direct result of societal norms and parenting styles. With effort from educators, parents, and community members, we can certainly begin to turn this trend around so that our society becomes an even more amazing and productive place to be.

Meet the Author…

Angela Havard-Deacon, Ph.D.

Angela Havard Deacon has been in the field of Special Education for more than 25 years in a variety of different positions with most of her years as a Behavior Specialist.

She now currently teaches Special Education to future teachers at the University of North Texas and enjoys building strong relationships with her students. She has two daughters who she is immensely proud of as they have both shown to be resilient young adults.

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Creative Writing Through Creative Play: Connecting the Arts to Core Content Areas

By Andrea Johnson Involvement in the arts has proven to grow the social, emotional, academic, and cultural learning of students of all ages, from toddler to retiree. Within both flourishing and floundering fine arts programs, however, one key component of attaining ultimate student success through the arts has been overlooked. The connection of the arts to core academic courses in order to more deeply foster student growth and development in the classroom and beyond, is the key to taking learning to the next level.

Through creative play and problem solving, students and teachers work together to establish a renewed curriculum which will not only be fun and entertaining, but will have students inspired to creatively write and further develop skills.

In our fast-paced, tech-driven world, students experience life in a far different way than learners of the past. In recent years, school districts across the country have focused on fostering growth and development through the technology push, leading districts to move towards a 1:1 student/smart device ratio. This increase of technology in the classroom can enhance the impact of lessons and result in flawless execution of content area curriculum. But what happens when technology is pushed so hard, it is at the detriment of quality, interactive curriculum? What happens when human interaction is lost and these digital natives retreat into the distraction of technology? Ideally, the academic community would recognize these future leaders, foster a more interactive and involved learning environment, and respond with positive, impactful solutions.

Through the integration of arts education in core curriculum areas, the content area gap will lessen and students will be inspired to learn and interact at a higher, more productive level. Arts infused curriculum will enliven and enrich all content areas, while improving learning throughout the entire educational system.

In this new curriculum plan linking creative and fine arts to core content areas, teachers and students are encouraged to work collaboratively to create and customize the learning experience. Curriculum will be interactive, hands-on, and less reliant on technology to teach standards. Positive relationships will be developed and fostered, and students will be able to take a more active role in their own learning environment.

While implementation should be across all content areas, this brief overview will focus specifically on developing creative writing skills through creative play, within the English Language Arts classroom. Prior to lesson planning and academic problem solving, it may be beneficial to address the question, “Why don’t students enjoy writing?” This focus will help determine the what, why, and what now aspects, of the guided writing process. The “why” is likely a combination of insecurity, not feeling that there is a correct answer, and that writing is too subjective (based on teacher preferences). For many young writers, the act of writing seems far too difficult of a task. These reluctant writers may have resisted or refused the writing process so vehemently, that the revising and editing stage are not explored at all.

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So then, what now? The ”what now” can be answered in learning through creative play.

Learning can be fun and creative writing should be a by-product of that fun. Although reducing arts education down to the element of “fun” is a gross oversimplification, the fact remains that educators can reach students and foster meaningful relationships within a more engaging and interactive environment. It appears that somewhere along the rocky road of high stakes testing, the false notion became that if students are engaged in too much “fun” in the classroom, the necessary amount of knowledge required to pass the test, has somehow been promoted.

Whereby in actuality, by increasing the fun factor, lessons can be taught, leaders can be inspired, and tests can still be passed.

A sample English Language Arts lesson includes students playing ice breaker-style games. If these games are played in an abbreviated format, approximately four opportunities to creatively write would be accomplished, within one class period. Picture this, the teacher and/or student leader leads a quick game, followed by a few moments for the class to “stop and jot.” The teacher leader can focus this writing time as needed: write down all the quirky words you hear, try to retell the story, imagine a different narrator to this game and start writing, make a list of new rules to this game, and the list goes on. As student buy-in and interaction excels, so does the writing. Students would be excited to come to class, create a vast body of written work to further develop and find success, and lose that insecurity about writing. This highly interactive way of collaboration fosters student creativity and allow students to be up and moving, interacting and sharing. When teacher leaders make learning fun, students can move into the steps of the writing process with confidence.

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Infusing arts centered learning into all curriculum will improve the quality of education and positively impact every classroom, student, and teacher. Simple changes within curriculum will reform and enliven education and drive the “business” of education to new levels of excellence. However, it is important to note that connecting the arts to core content areas through creative play may look or feel sloppy.

This creative concept will no doubt push many new and seasoned educators out of their comfort zones.

Through creative play, confidence levels will soar in students, they will develop their own voice, while also feeling empowered to take ownership of their learning. Through engaged interaction, learners will flourish and become the next generation of leaders.

Viewing education and each content area through an artistic lens allows students to work collaboratively, to creatively problemsolve, and to develop skills not seen when dependent on technology or on outdated curriculum.

Until educational leaders are willing to get down in the trenches with learners and take risks, exactly as students themselves are asked to do, impact will be marginal at best. When implemented with fidelity, trusting and nurturing relationships are fostered. When teachers are having fun along with students, learning becomes engaging, the curriculum becomes easier to master, and the level of rigor increases.

If you are a believer in the arts, or in student success as a whole, consider becoming an active advocate of quality education through all disciplines. Teachers and administrators working together to create positive change will leave the greatest impact on the growth and development of current and future generations.

Meet the Author…

Andrea Johnson, M.Ed. Mrs. Andrea Johnson holds a Bachelor’s Degree from the University of Northern Iowa, a Master's Degree from the University of North Texas, and Principal Certification from Lamar University. Mrs. Johnson provides personalized one-on-one academic coaching to meet the needs of learners of all ages and abilities, through Level Up Learning Academy (LULA) and meets students virtually all over the country! She’s also had the honor to teach within a variety of content areas including: Theatre, Speech American Sign Language, Special Education Fine Arts, and AVID (Advancement via Individual Determination). Having served over 2,500 students and families, Mrs. Johnson inspires student success and shares her passion by fostering a growth mindset, empowering all students and creating lifelong learners.

When not teaching, coaching, or writing curriculum, Mrs. Johnson loves to spend time with her husband and children: Piper, Quinn, and Noah. She resides in McKinney, Texas and can be reached at: mycoach@leveluplearningacademy.com

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Technology in the Classroom

By Chris Vochaska

Staying ahead of technology in the classroom is a very daunting task in today's curriculum. Heck, just staying current with technology being used in industry is difficult. Technology in the 21st century is changing daily. As an Audio Video Production teacher at the Career and Technology School in Denton, Texas, I see this as a challenge we as teachers face every day.

A general rule in the industry is that any equipment that plugs in for a/c power or runs off battery power (cameras, computers, software) will be out of date in months, weeks or even days. The technology of a camera, no matter if it's a video camera or still camera, is improving and more affordable everyday. The technology and components to operate a camera are decreasing in operation, while the sensor that gathers the image, no matter if it's video or stills, keeps getting better with a higher resolution. The challenge, therefore, is how do you keep technology current in the classroom. Another general rule is if the equipment does not need a/c power or a battery and equipment purchased is of high quality and is well maintained, the equipment should last ten to twenty years. Equipment examples I use in my classroom and are important to production are camera support (tripods), lighting support (light stands), and microphone stands. The good news is you can purchase some items that will not be outdated as quickly as technology which changes constantly. Who would have thought that using today a personal cell phone camera to produce a movie will provide better quality than cameras used ten to fifteen years ago. The challenge is keeping updated with technology in the classroom. Although it's good to have a three to five year plan, in five years this technology will be outdated.

It's critical to subscribe to industry magazines and periodicals that provide content and expert camera and equipment reviews on the most current technology and techniques. These professional organizations provide industry news, reviews and how-to tutorials. Most of the content of these magazines is delivered online which allows students and teachers easy access to

share the information. There are many social media platforms available to follow where one can contribute questions or advice to be posted. Most online content providers can be easily followed on Facebook, Twitter and YouTube. Also, attend industry conferences and conventions. The granddaddy of all conventions in the film/video production industry is the N.A.B., The National Association of Broadcasters, in Las Vegas every April. This convention features a special section for media educators. You can visit www.nabshow.com/education to get more information on registering and the agenda. Locally, one conference to attend is the Texas Production Expo sponsored by the Dallas Producers Association. It is the premier annual trade show of film/video production services and technology in North Texas. Equipment companies display their latest and greatest services, seminars and equipment. This conference is held every May at the Grapevine Convention Center, Grapevine, Texas. The link for more information is https:/// texasproductionroundup.com Staying ahead of the future technology and production trends does take a concerted effort. Be diligent and dedicated in providing your students the best and current trends in order for them to be successful after graduation. Keeping technology current in the classroom is a key component in reaching that goal.

Meet the Author‌ Chris Vochoska

Chris Vochoska is a high school career and technology Audio Video Production teacher. For the last 14 years, Chris has been training high school Juniors and Seniors to be visual storytellers and future taxpayers. Chris has over 30 years of experience in the Media Technology field and has strong production experience in broadcast news, sports, film, industrial and educational areas. Chris has seen the media revolution allow only professionals to produce visual content (old school) to today with using a personal device anyone can produce media content.

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Technology in the Special Education Classroom

By Sarah Carter, M.Ed. To teach with technology, or not to teach with technology? This is a question that has perplexed many special educators since computers first made their way into the hallways of primary and secondary education. In recent years, there has been an explosion of technology in the classroom from iPads to Chromebooks to Kindles to desktops. This explosion of technology has sparked debate amongst special educators as to whether to use these tools in their classrooms, and more importantly how to use them. I have been on campuses that have shared a plethora of ideas about how and when to implement technology in their special education classroom. On one campus, I was part of a team that had vastly different ideologies about the use of technology in their special education classrooms. Some teachers viewed technology as a menace to their teaching and only used it as a reward for good behavior or finishing work. Other teachers chose to fully integrate a variety of technologies into their classroom, thus opening a new door into the world of special education.

Special education, by definition, is an individualized education plan. How does one manage to fulfill the requirements bestowed upon them, when giving a full-time teaching schedule of special education students with class sizes upwards of 15 students for six or seven periods a day and a caseload of 20 or more students? Special education teachers must grasp the new and innovative technology to provide individualized attention and adhere to all accommodations and modifications necessary to ensure that the individualized education plan is being carried out with fidelity.

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Educational technology companies create software every day that provides a platform for individualized education. Although, not perfect this software is headed in the right direction. Platforms such as DreamBox, IXL, and Khan Academy work to integrate with textbooks and standardized tests, such as NWEA MAP and SAT, to provide individualized learning opportunities for all students. When I taught elementary and had a resource classroom of ten students with levels ranging from kindergarten to 3rd grade, I was able to quickly individualize lessons for the day by adding personalized technology learning plans for each student. They were then able to work independently, while I worked on specific lessons and IEP goals with smaller groups, giving them the opportunity to receive more targeted instruction. There was a dramatic increase in standardized test scores with that group of students as a result of the target instruction via technology.

Software that optimizes learning is not the only way to incorporate technology into the special education classroom. There are an enormous number of supports that technology can provide. Two of the greatest features I have used with technology is the speech to text and text to speech features. These two features have opened new worlds of

opportunity to students who, when given a piece of paper on which to write or a book to read, would not have had access to grade level curriculum. I had a student who had so much anxiety about writing and would hem and haw for days over writing assignments that would compose 500-word essays within an hour because of speech to text software. I have seen other students begin to soar and their test scores begin to rise dramatically when they were given access to apps like Learning Ally, an app that provides audio books to people with documented learning disabilities in the area of reading, allowing them to read and listen to a wide variety of books they would not be able to access without the use of these aids. My own daughter is able to access these books and has grown exponentially in the six months she has been in school with the program and access to dyslexia reading instruction. Online classrooms are of great benefit to students in the special education classroom as well. Often these students are removed from instructional times due to various therapies and me. Students can access material from another location with ease and keep up with their studies when their teachers provide online classrooms. Special education teachers can better address deficits in students by individualizing assignments.

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Online classrooms can also allow special education teachers to post content they might not be able to deliver during regular classroom instruction to further the academic development of their students.

Classrooms are only beginning to touch the tip of the iceberg in regards to technology. Special education teachers need to embrace this change and explore the many ways in which technology can revolutionize their pedagogy. The future is upon us and we must utilize it to optimal capacity to make our students more academically adept.

Meet the Author‌

Sarah Fooks-Carter, M.Ed. Sarah Carter is a Special Education English and Reading teacher. She is in her 13th year of teaching. She is married to a teacher and has three beautiful daughters.

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Sharing conversations, thoughts, and experiences of a teacher and mom navigating the course of parenthood.

“Can a mailbox be a friend?” Jackson asks for the fifth time in one minute.

“I don’t know buddy. Can a mailbox be a friend?” I reply.

“Noooooooooo. Can a cake be a friend?” Jackson tries again.

“Yes.” I reply, thinking about all the times I have eaten my feelings.

“Noooooooooooooooo.” Jackson replies, but the questions keep coming until his dinner is on the table in front of him. This interrogative assault is constant. I have to consciously force myself to stay attentive and interactive, but it is a labor of love to stay constantly engaged. I am tired from working my full-time job as a teacher with 120 students in English classes. I am tired from assuming the extra hours as a coach. I am tired as a wife and tired as a mom of four (8 if you count the dogs). This line of questions can make me feel tired.

Jackson loves Sesame Street. So, if you have ever seen an episode with Mr. Noodles (for the twelfth time), you know what I am talking about. I love that he wants to learn; I love that he is inquisitive and that he loves to correct me. Most parents watch as their children leave this stage behind, but his passion for cartoons remains steadfast despite his thirteenth birthday looming around the corner as we start back to school. This year offers a big change for Jackson (and Momma).

He is starting middle school; he has to take PE and bring extra deodorant. His body is changing. He now wears the same size shirts and shoes as me, but, Jackson also remains the same sweet little boy who needs my help getting dressed and taking a bath, and he wants desperately to watch Sesame Street on PBS in the mornings. These are the anomalies that keep me up at night. This is the paradox of autism. Autism can be magical and wonderful, but it can also be strange and heartbreaking. Fortunately, the heartbreaking part is more mine than his.

Jackson was diagnosed with Autism at age 4. He developed normally for the first 18 months, then almost suddenly his speech slowed while that of other kids his age increased, and his fascination with having two of everything reached an almost obsessive level. He spent the second and third year of his life walking around with two straws, or two books, or two movies. The summer before his fourth birthday, we decided to get him officially tested. Around the time of his diagnosis, Jackson’s younger brother, Cru, was diagnosed with Cystic Fibrosis. Two diagnoses, two sets of bad news within four months. One would think Cru’s Cystic Fibrosis would be more upsetting; however, the streamlined, finite treatment of Cystic Fibrosis made it easier for my scheduleoriented, analytical brain to grasp. Autism, on the other hand, is like floating in the ocean without a life jacket. It can be sunny, relaxing, almost fun, but in a moment, the winds change, rough waves appear, darkness falls, and predators can come from any angle. The unpredictable nature of it is unsettling to someone who seeks to organize the world. It was devastating to learn my sweet, loving boy’s life was headed down a challenging, unpredictable path, and he seemed ill-equipped to handle the pending changes.

Would he be in regular classes at school? Would other children bully him for being different? Would he be able to attend college or live on his own? Would he find love and have children? Every second of his future flashed across my mind, and I spiraled into depression and anxiety. Fortunately, with the help of family, friends, and some meds, I did not build a house there. I read lots of books, joined online support groups, followed other blogs of Autism parents, but, mostly, I embraced the challenge.

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I accepted that my sweet, loving Jackson might have a different path, but that did not change my love, hopes, and dreams for him. Honestly, what choice do I have, and though I may not have chosen this path, it is the path we face.

Meet the Author…Amy Johnson,M.Ed

Four months ago, for Autism Awareness month, I decided to share 30 days of Jackson with the world (aka social media). Some days were happy, some were funny, and some were sad.

My posts reached an amazing, former co-worker who graciously asked me to share my story with you. I am not perfect. I am not an expert. I make mistakes (a ton). I am a real, working mom with four kids, four dogs, and a great husband. Like so many of you, I juggle teaching, coaching volleyball, teenage angst, Autism, Cystic Fibrosis, a blended family, aging parents, and so much more…These ARE MY monkeys, and This IS MY Circus.

Welcome to the show.

Amy is going to be a regular contributor to L’educator Moderne. Please instant message Amy through the Papillion Press Facebook page if you would like to share your personal experiences as a parent with a child with special needs.

https://www.facebook.com/papillionpress/

Amy Johnson lives in McKinney, Texas, with her husband, four kids and four dogs. She can usually be found in a high school classroom or on the volleyball court. When she is not at school or on the court, she is hanging out with her family, reading a new book, or binging on Netflix. Amy Johnson acquired her Bachelor's degree in English Literature and Master’s Degree in Secondary Education in order to share her love of reading with others and help teenagers succeed in high school, post-secondary education, and their careers.

This is her first foray into professional writing on the joys and struggles of raising a child with Autism.

If you are an educator, school counselor, support staff or administrator and are interested in writing an article for future issues of L’educateur Moderne, please contact Robyn Delahunt at drrdelahunt@papillionpress.com.

The following agencies and businesses support our vision of giving teachers 45 a strong and clear voice through the written word and we in turn want to give endorsement to their vision as it relates to educating the public on their areas of expertise.

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We help adults with special needs and IDD find safe, affordable housing in DFW 1 (214) 632-8115 (m-f 9am - 5pm) admin@txcpsh.org

If you are interested in advertising in future issues of L’educateur Moderne and you believe in the value and credibility of the voice of today’s educator, contact Dr. Robyn Delahunt at

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by December 10, 2019 to be added to the Winter 2020 issue.

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