- Phuong's Reflections
- Teachers as Changing Agents
- Moral Education
- Sand, Brink and Seeds
- Education for Citizenship
- The principles and practice of teaching and class management
- Second Thoughts about Democratic Classrooms
- The Other Side of Inclusion
- Learning or Unlearning Racism
- The Victimization of LGB Youth
- Multicultural
- Education Toward a Culture of Peace
- Becoming a Professional
- Teachers as Changing Agents
- LL's Reflections
- Why Teachers Must Become Change Agents
- Moral Education and the Need for Teacher Preparation
- Sands, bricks, and seeds: School change strategies and readiness for reform
- Educating for Citizenship in Canada
- Class Management from the Side of Teaching
- Democratic Classrooms: Promises and Challenges of Student Voice and Choice
- Learning in an Inclusive Community
- Breaking the Cycle of Racism in the Classroom
- Victimization of LGB
- Equity
- Psychological Needs
- Becoming a Professional
- Why Teachers Must Become Change Agents
- Mike's Thoughts
- Jeremys stuff
The school environment often provides a safety net, which allows children to learn adaptive and constructive coping strategies, as part of educational and psychosocial programs. (Cole, E. & Brown, R. S., 2002 pg. 132)
Every kid needs an environment where they can always feel safe and although they may not open up about their feelings or share something traumatic, being in a school will give them the opportunity to share their feelings or thoughts. Nowadays, schools have trained professionals for instance psychologists who can help with psychosocial issues, it is definitely comforting to know that there is this kind of assistance because children spend a great deal of their day at school. While children at a young age have trouble expressing their feelings and may not share their thoughts or feelings, when they feel and understand that the school environment is safe, they may eventually be comfortable enough to approach those who can help them.
L.L.
Reference: Cole, E., & Brown, R. S. (2002). Psychological needs of post-war children in Kosovo: A Preliminary Analysis. School Psychology International, 23(2), 131-147.
Source of photo: http://www.justicewithpeace.org/node/1200
Last update March 25, 2010.
L.L.
Reference: Cole, E., & Brown, R. S. (2002). Psychological needs of post-war children in Kosovo: A Preliminary Analysis. School Psychology International, 23(2), 131-147.
Source of photo: http://www.justicewithpeace.org/node/1200
Last update March 25, 2010.