Part One

While reflecting on this weeks module, I noticed both videos highlight the importance of fostering strong home/school connections, particularly focusing on the role of effective communication and partnerships between parents and teachers. The “5-Minute Film Festival: Parent-Teacher Partnerships” emphasizes how critical it is for teachers to build relationships with families, ensuring that communication flows both ways. This partnership isn’t just about academic support but also about understanding the child as a whole, which can significantly enhance their learning experience. On the other hand, the video “9 Ways to Communicate with Parents for Teachers” offers practical strategies, such as regular updates, personalized communication, and the use of technology to bridge gaps between home and school. It stresses that when parents feel engaged, they are more likely to support their child’s education, leading to a more positive and productive learning environment. The connection between these videos and home/school relations makes it clear that strong communication is the foundation of any successful partnership. The videos show that by actively reaching out and keeping parents informed, whether through emails, phone calls, or in-person meetings, teachers can foster an environment of trust and collaboration. This not only helps parents feel involved in their child’s learning journey but also provides teachers with valuable insights into the child’s home life, which can be crucial in addressing specific educational or behavioral needs. By integrating these strategies into daily practices, schools can build a supportive community that works together to ensure the best outcomes for students. Attending the Board of Education meeting was an eye-opening experience that allowed me to see the broader framework within which schools operate. During the meeting, there were several mentions of parent engagement initiatives and how crucial it is to foster communication between schools and families. These discussions closely mirrored the strategies we explored in the videos about parent-teacher partnerships. For instance, one of the board members highlighted a new initiative to increase the frequency and variety of communications between schools and parents, including the use of online platforms for real-time updates on student progress. This reflects the approach in the “9 Ways to Communicate with Parents for Teachers” video, which advocates for diverse methods of communication to ensure parents are consistently informed and feel connected to their child’s education. Overall, the board meeting provided a practical lens through which I could view the theoretical content we’ve been discussing in our course. Seeing how these concepts were being actively addressed at the district level was both encouraging and inspiring.

Part Two

As a future 7th-grade Algebra teacher, my communication plan with families will focus on keeping them informed and engaged in their child’s academic progress while making the content accessible and manageable. I will send weekly email updates summarizing what was covered in class, upcoming assignments, and key assessments. These updates will also include tips and resources to help families support their child’s learning, particularly in areas where students may need additional practice. To provide more real-time access to grades and assignments, I will use the school’s online portal to share grade updates and upcoming deadlines, allowing parents to track their child’s performance. In addition, I will schedule parent-teacher conferences twice a year to have in-depth discussions about student progress and areas for improvement, ensuring families feel heard and involved. For urgent concerns, whether academic or behavioral, I will reach out to parents directly through phone calls or texts using a system like Remind, ensuring immediate communication. Finally, at the start of the year, I will distribute a brief survey to gather information about any concerns or preferences parents may have regarding communication, helping me tailor my approach to best meet their needs. This multi-faceted communication plan will foster a collaborative relationship between home and school, supporting students’ success in Algebra.

References

Borovoy, A.E. (2012, November 2). 5-Minute Film Festival: Parent-Teacher Partnerships. Edutopia. https://www.edutopia.org/blog/film-festival-parent-teacher-partnerships

Vestal’s 21st Centory Classroom (2021, August 22).  9 Ways to Communicate with Parents for Teachers // INCREASE parent communication! YouTube. https://youtu.be/8aHJkRXgbcE

The integration of social media and cell phones into educational settings has sparked significant debate, with concerns about their impact on students’ mental health and behavior. The documentary “Plugged In: The True Toxicity of Social Media” delves into these issues, highlighting the psychological effects of social media usage. For instance, it discusses how social media platforms exploit users’ reward systems and can weaponize envy, leading to increased anxiety and depression among adolescents. In the context of schools, unrestricted access to social media and cell phones may contribute to distractions, cyberbullying, and diminished academic performance. The documentary emphasizes the need for awareness and education about the potential harms of social media, suggesting that schools should implement policies that regulate technology use while promoting digital literacy. However, it’s also important to recognize the benefits of technology in education, such as facilitating communication, collaboration, and access to information. Therefore, a balanced approach that mitigates risks while harnessing the advantages of technology is essential. This includes setting appropriate boundaries for social media use, educating students about responsible online behavior, and encouraging face-to-face interactions to support their social and emotional development.

Complementing these concerns, the article “Schools Say No to Cellphones in Class. But Is It a Smart Move?” examines various school policies on cell phone usage. For example, some middle schools require students to keep phones in lockers throughout the day, while high schools may allow limited use based on teacher discretion. This variability reflects the ongoing debate about balancing the benefits and drawbacks of cell phone access in educational settings. The article underscores the importance of implementing clear policies that address potential distractions while considering the role of technology in modern education. The article “Cellphone Bans Can Ease Students’ Stress and Anxiety, Educators Say” highlights that beyond minimizing distractions, restricting cell phone use in schools can significantly improve students’ mental health by reducing sources of stress and anxiety. Educators have observed that such bans not only enhance focus but also contribute to a more positive and less stressful school environment. Recent legislative actions reflect this perspective. For instance, in New York, Governor Kathy Hochul has proposed a “bell-to-bell” ban on smartphones in schools to eliminate electronic distractions and alleviate the mental health pressures associated with social media. This initiative aims to create a more focused and supportive educational environment.

While doing outside research, I came across an article titled “The Effects of Social Media on Students’ Behaviors: Facebook as a Case Study” by Tugberk Kaya and Huseyin Bicen, published in Computers in Human Behavior (2016). It’s a study that investigates how high school students engage with Facebook and the subsequent behavioral implications. The research found that students primarily use Facebook for communication, entertainment, and sharing content such as news, pictures, and songs. Additionally, many students prefer solitary profile pictures, suggesting a tendency toward individual representation rather than group affiliation. Another key finding is that students generally understand what constitutes inappropriate behavior on the platform, such as swearing or other forms of misconduct. Moreover, there is an awareness of privacy concerns, as many students avoid making their posts public and refrain from accessing friends’ Facebook accounts, indicating a conscious effort to maintain security and respect online boundaries.

I believe social media in schools should be approached with a balanced perspective. While social media and technology can enhance learning by providing access to information, facilitating collaboration, and supporting digital literacy, its unregulated use can lead to significant challenges, including distractions, cyberbullying, and mental health concerns. Instead of outright banning social media, I support structured policies that regulate its use while promoting responsible digital citizenship. Schools should implement guidelines that limit social media during instructional time but allow it for educational purposes, such as research, discussions, and student engagement in digital projects. Ultimately, the goal should be to equip students with the skills to use social media in a way that enhances their learning experience rather than detracting from it.

References

Klein, A. (2019, September 6). Schools say no to cell phones. But is it a smart move? Education Week.

Langreo, L. — (2023, October 16). Cellphones Bans Can Ease Students’ Stress and Anxiety, say Educators. Education Week https://www.edweek.org/leadership/cellphone-bans-can-ease-students-stress-and-anxiety-educators-say/2023/10

Tugberk, K., & Huseyin , B. (2016). The effects of social media on students’ behaviors. The effects of social media on students’ behaviors; Facebook as a case study. https://talkcurriculum.files.wordpress.com/2014/09/kaya-t-bicen-h-2016-the-effects-of-social-media-on-students_-behaviors.pdf

Willett, R. (Director). (2019). Plugged-In: The Toxicity of Social Media Revealed. [YouTube Video]. Brick in the Wall Media.

Lesson 12 of the Safety First curriculum, titled Zero-Tolerance: Understanding School Drug Policy, is designed to help students critically examine the role and effectiveness of zero-tolerance drug policies in schools. The lesson explores how these policies impact student health, academic success, and overall school climate. Through guided discussions and activities, students define zero-tolerance policies, analyze their potential consequences, and explore alternative approaches that prioritize harm reduction and student well-being. The curriculum encourages students to think beyond punishment based models and consider policies that support education, intervention, and health-centered responses to drug use in schools.

Despite these strengths, the lesson does have some limitations. One potential issue is that it may lean toward a critical stance on zero-tolerance policies without sufficiently presenting arguments in their favor. While it is important to highlight the unintended consequences of these policies, such as increased student suspensions, racial disparities in disciplinary actions, and negative academic outcomes; it is equally important to discuss their intended goals, such as deterring drug use and maintaining a safe school environment. Without this balance, students may not get a fully rounded view of the topic. Additionally, the lesson does not account for the variability in how zero-tolerance policies are implemented across different schools and districts. Some schools enforce these policies strictly, while others have adapted them to incorporate restorative justice or alternative disciplinary measures. This variability means that students may not find the discussion directly relevant to their own school’s policies. Another challenge is the reliance on digital tools such as Canva and Kahoot!, which, while engaging, may not be accessible in all classroom settings. Schools with limited technology resources or students without personal access to devices might struggle to fully participate in the lesson’s interactive components. This reliance on technology could unintentionally exclude students who do not have consistent access to the necessary tools.

To enhance the lesson, one key improvement would be the inclusion of real-world case studies and policy comparisons from different school districts. By examining multiple examples, such as schools that enforce strict zero-tolerance policies versus those that use restorative justice or harm reduction approaches; students could engage in a more meaningful discussion about the impact of different disciplinary strategies. This addition would allow students to evaluate evidence based outcomes, compare policies in action, and consider what might work best in their own school communities. Encouraging students to research and present findings on how different schools handle drug-related incidents could also promote a more student driven, inquiry based learning experience.

Overall, Lesson 12 provides an important opportunity for students to critically examine the role of drug policies in schools, but it could benefit from a more balanced discussion of different policy perspectives and a broader range of real-world examples. By incorporating more case studies and ensuring accessibility for all students, the lesson could become even more impactful in fostering informed, thoughtful discussions about school drug policies.

Below is a link to the presentation/booklet for the lesson

https://www.canva.com/design/DAFqgM3qf5Q/jd7kSjdqVdisUgpNPdttaA/view

Reference

Halpern-Felsher REACH Lab. (n.d.). Safety first – lesson 12. https://med.stanford.edu/halpern-felsher-reach-lab/preventions-interventions/Safety-First/safety-first-lesson-12.html

Hi everyone!

Welcome to my blog for this week. Our topic for this post is social emotional mindfulness which is extremely important for navigating when teaching. Below is the link to my vlog, I hope you all enjoy watching it and can’t wait to hear your feedback!

https://molloy.instructuremedia.com/embed/872c35c1-04af-478f-9d57-c2c0a6f2da5d

References

Christine Wamsler, & Wamsler, C. (2017, July 10). How mindfulness can help the shift towards a more sustainable society. PreventionWeb. https://www.preventionweb.net/drr-community-voices/how-mindfulness-can-help-shift-towards-more-sustainable-society 

Long, R. (director/ producer). (2012) Room To Breathe [film]. ZAP Zoetrope Aubry Productions.

NYS SEL benchmarks – p12.nysed.gov. (n.d.-b). https://www.p12.nysed.gov/sss/documents/SELBenchmarks2022.pdf 

 Schwartz, K. (2019). Nine ways to ensure your mindfulness teaching is trauma informed. KQED Mindshift. https://www.kqed.org/mindshift/53228/nine-ways-to-ensure-your-mindfulness-teaching-practice-is-trauma-informed 

 Social Emotional Learning – p12.nysed.gov. (n.d.).  www.p12.nysed.gov/sss/documents/SELEssentialforLearningandLife.pdf

After reviewing the the documentary and reading the articles, two specific themes really stood out to me. The two common themes between the documentary and the readings are educational barriers and stability, and support systems and advocacy. Both sources highlight the challenges homeless students face in accessing and succeeding in school. The Homestretch showcases real-life stories of students struggling with instability, while the McKinney-Vento Act ensures policies that help remove barriers, such as immediate enrollment and transportation assistance. Both emphasize the importance of school as a place of consistency and opportunity for homeless youth. The documentary and the article stress the need for strong support networks to help homeless students succeed. Roque, one of the film’s protagonists, struggles to keep up with school while moving between shelters and temporary housing. He faces difficulties with consistent transportation, a problem that leads many homeless students to miss classes or change schools frequently (The Homestretch, 2014). Similarly, Kasey, another student in the documentary, faces emotional distress and academic setbacks due to her unstable living situation. These stories highlight how homelessness creates obstacles to educational continuity, leading to lower academic performance and a higher risk of dropping out. The Homestretch illustrates how teachers, mentors, and social workers play crucial roles in students’ lives, while the McKinney-Vento Act mandates liaisons in schools to advocate for homeless students and connect them with resources. Both emphasize the importance of a structured support system in overcoming the challenges of homelessness. The Homestretch provides an intimate look at the struggles of homeless youth in Chicago, showing how frequent moves, lack of resources, and emotional distress make education difficult. The documentary’s protagonists face obstacles such as missing school due to unstable housing, difficulties with transportation, and the stigma of being homeless. Despite their determination, these barriers often put them at risk of falling behind academically or dropping out. The McKinney-Vento Act mandates that schools enroll homeless students immediately, even without typical documentation such as proof of residency or immunization records (NYSED, 2021). Additionally, it requires schools to provide transportation assistance, allowing students to remain in their original schools despite changes in their housing situation. This policy framework is designed to counteract the instability showcased in The Homestretch, reinforcing the importance of continuity in education. In The Homestretch, teachers, mentors, and social workers play a vital role in helping homeless students navigate their challenges. The film highlights how these adults provide not only academic support but also emotional and logistical help, guiding students toward housing, college opportunities, and basic necessities. Without these support systems, many of the students in the film might not have been able to graduate or pursue their goals. The McKinney-Vento Act institutionalizes this type of support by requiring every school district to have a McKinney-Vento liaison, whose role is to identify homeless students, connect them with resources, and ensure they have the same educational opportunities as their peers. These liaisons act as advocates, similar to the mentors in The Homestretch, bridging the gap between students and the services they need to thrive. Both The Homestretch and the McKinney-Vento Act article highlight the same core message which is homelessness significantly impacts a student’s education, but with the right policies and support systems in place, these students can succeed.

A song that I feel connects to the two themes presented above is “The Climb” by Miley Cyrus. “The Climb” is an anthem of perseverance and resilience, making it a powerful connection to the themes of educational barriers and stability and support systems and advocacy. The song’s lyrics, such as “There’s always gonna be another mountain, I’m always gonna wanna make it move”, reflect the struggles and obstacles that homeless students face, as depicted in The Homestretch. Just like the students in the documentary, the song emphasizes determination despite hardships. The song also speaks to the importance of persistence and hope, which aligns with the McKinney-Vento Act’s goal of ensuring that students receive the support they need to succeed.

References

Cyrus, M. (2009). The Climb [Song]. On Hannah Montana: The Movie (Original Motion Picture Soundtrack). Walt Disney Records.

De Mare, A., Kelly, K., & Taber, K. (Producers), & De Mare, A., & Kelly, K. (Directors). (2014). The homestretch [Streaming video]. United States: Bullfrog Films.

iStock. (n.d.). Homeless person illustrations. Retrieved [date], from https://www.istockphoto.com/illustrations/homeless-person

Mc-Kinney Vento Homeless Education. (2021). New York State Education Department. http://www.nysed.gov/essa/mckinney-vento-homeless-education

National Center for Homeless Education. (2022).  Student Homelessness in America School Years 2018-19 to 2020-21.  Student Homelessness in America (ed.gov)

Postpartum depression is a serious mental health condition that affects many new mothers after childbirth, causing feelings of sadness, anxiety, and exhaustion that can interfere with daily life and the ability to care for their baby. Unlike the common “baby blues,” which typically last a few days to weeks, Postpartum Depression is more intense and long-lasting, often requiring professional support and treatment (Guerrero, 2023). With the right help, including therapy, medication, and social support, recovery is possible, allowing mothers to regain their well-being and bond with their child.

https://docs.google.com/presentation/d/1i4ctpdFa7gGzEd-iXUIQDCYlkEdqxW8Pp5Sab5QslXE/edit#slide=id.g2d93f5d3996_0_50

References

Dà, R. (2016). YouTube. https://www.youtube.com/watch?v=3o80dVXzKXE

Guerrero, Y. (2023, March 29). When postpartum depression shows up as intense anger. Hoag. https://www.hoag.org/featured-news/when-postpartum-depression-shows-up-as-intense-anger/

Morris, K. (2021, March 12). From depression to determination · Kayse Morris. Kayse Morris. https://kaysemorris.com/podcast/from-depression-to-determination/

Hi everyone!

Below is a link to my vlog for this week, thank you for watching!

https://molloy.instructuremedia.com/embed/767cbc9e-b527-4d87-a629-d1b8ab39c99a

References

Dupej, H. & Embry, M. (2020). Dark cloud: The high cost of cyberbullying. TELUS Wise.

Tips for Teachers: Warning Signs a Child is Being Cyberbullied or is Cyberbullying. (2021, May 21). stopbullying.gov. https://www.stopbullying.gov/cyberbullying/tips-for-teachers

Vogels, E. A. (2022, December 15). Teens and cyberbullying 2022. Pew Research Center. https://www.pewresearch.org/internet/2022/12/15/teens-and-cyberbullying-2022/

Wilkey Oh, E. (2019, March 25). Teachers’ Essential Guide to Cyberbullying Prevention. Common Sense Education. https://www.commonsense.org/education/articles/teachers-essential-guide-to-cyberbullying-prevention

As an aspiring educator, I intend to engage with middle school learners, typically between the ages of 11 and 14. This age bracket is in a notably delicate phase of growth, during which students are dealing with academic hurdles and the emotional upheaval of their teenage years. Problems related to school violence may impact me in various ways as I work to establish a safe, supportive, and productive learning atmosphere. Initially, school violence can influence students’ emotional and psychological health, subsequently impacting their academic performance and overall involvement in school. When students are coping with the trauma of violence, which could be bullying, physical altercations, or the mere threat of violence, they might find it more challenging to concentrate on their studies and participate in significant learning. As an educator, I may encounter emotional needs, provide assistance, and help cultivate a classroom environment where students feel secure and valued. The film, Bowling for Columbine, was incredibly eye-opening to watch. The film explores the causes and consequences of gun violence in the United States, focusing particularly on the Columbine High School shooting in 1999. The title of the film comes from the fact that the two students who committed the massacre had gone bowling earlier that morning, before carrying out the attack. The director of the film, Michael Moore, challenges the idea that gun violence is inevitable in American society, questioning the root causes of this violence and the fear-driven culture that many believe feeds it. Moore also compares the gun violence in the U.S. with other countries, highlighting how nations with stricter gun control laws tend to have lower rates of violent crime and mass shootings. I think the most interesting part of the film was the interview with Marilyn Manson, who they believed influenced the students to go through with the shooting. Manson called himself “the poster boy of fear” and understood why they would pick him because putting his face out there makes him believe that he is what everyone is afraid of (Moore, 2002, 45:50). The film really highlights the effects of gun violence through the interviews conducted in Colorado and how it has been a key contribution to public discourse around gun control, violence, and American culture, raising important questions about the relationship between fear, media influence, and the proliferation of firearms in the U.S. In the article titled, School Shootings This Year: How Many and Where?, it illustrates the amount of school shootings that has occurred over the course of 6 years. What’s so devastating about reading the statistics is each year the amount of gun violence events in schools keeps increasing. The article is last updated for the amount of shootings in the year of 2023 where 39 school shootings took place (EducationWeek, 2024).  The sad part is we are only a month into 2025, and 1 school shooting has already happened. I enjoyed reading the article titled, Preventing Youth Violence, because it is informative for future teachers like me. I think the problem with gun violence stems from the attackers family life at home and how the parents don’t really know what’s going on with their children. Everyone has a different lifestyle at home and I personally feel that plays a major factor in a kids mindset, mentally and physically. The article states that parents and families can, “Reach out to local programs to learn effective parenting practices,” when it comes to being in tune with their children’s health (CDC, 2024). I would recommend this article to parents and anyone in communities who want to learn more on this topic and what they can do to prevent attacks from happening. In the song and video, “Kids with Guns,” I was more captured by the images illustrated rather than the lyrics. The video depicted all different guns that kids unfortunately use when planning out a school shooting. It also listed the size of the gun, which made it more realistic (Gorillaz). In the end, I feel the film, both articles, and the song all connect back to my response as a future educator dealing with school violence in my classroom. Unfortunately, it is a very real topic that all future teachers should be educated on for the safety of ourselves, but more importantly for the safety of our students who come to class to learn.

References

Gorillaz. (2010, January 14). Gorillaz – Kids With Guns [Video]. YouTube. https://youtu.be/VCkFSe3voRc

Litvinov, A. (2023, January 12). “help us stop the attacks”: Educators urge action on gun violence. NEA. https://www.nea.org/nea-today/all-news-articles/help-us-stop-attacks-educators-urge-action-gun-violence

Moore, M. (Producer & Director) (2002). Bowling for Columbine [Film]. United States: Dog Eat Dog Productions/ YouTube https://watchdocumentaries.com/bowling-for-columbine/

Preventing youth violence. (2024). Centers for Disease Control and Prevention. https://www.cdc.gov/youth-violence/prevention/index.html

School Shootings This Year?: How Many and Where?. (2024, January 18). Education Week. https://www.edweek.org/leadership/school-shootings-this-year-how-many-and-where/2024/01

The Laramie Project

The Laramie Project is a documentary that illustrates and conveys the murder of 21 year old Matthew Shepard who resided in Laramie, Wyoming. The play depicts the trial of Aaron McKinney and Russell Henderson who were convicted of killing Matthew, simply for being gay. The play explores the impact of the murder on the town of Laramie, Wyoming, and the power of the human spirit to overcome hate and violence. It portrays the community’s response to the murder, including anger, bewilderment, and sorrow, while exploring themes of love, hate, hope, and humanity. Before I watched this documentary, I had no knowledge of this event or who Matthew Shepard even was. it was incredibly eye-opening to me as a woman as the film highlights the effects of ignorance and the community’s difficulty in facing its own biases (Kaufman, 2002). Unfortunately, stories like Matthew’s continue to occur in the world today and that’s where our world needs to grow. I feel like a lot of us aren’t in tune with the suffering that people of the LGBTQ+ community live through daily and that’s where we lack compassion. There is always room for growth, there is plenty of room for change, and it starts with us. 

The Trevor Project 

The one topic I am very knowledgable about when it comes to critical issues in education is the importance of Mental Health. The Trevor Project is a nonprofit organization that provides crisis intervention and suicide prevention service to the young people of the LGBTQ+ community. These difficulties are further intensified by the instances of bullying or the lack of supportive communities. In my opinion, representation is extremely important in this topic and context. Institutions that embrace gender diversity and provide resources for LGBTQ+ students can lead to an improvement in mental health. It was also shocking to visually see the alarming high rate of suicidal thoughts among more than half of transgender and nonbinary youth who have earnestly contemplated taking their lives in the last year. When it comes to support, a policy should be implemented for all, and practices that honor students pronouns and identities should help students feel welcomed rather than isolated from their peers (The Trevor Project, 2023).

From the combination of numerous articles I have read on the module, I have gained a lot of knowledge that I am eager to share with the people around me. It doesn’t matter if this information is new to you or if it is information that you already know, it’s an important educational topic to learn about. Prior to reading these articles, I was unaware of the distinction between cross-dressing and being transgender. Transgender individuals are those who are born as one gender but identify as a different one through their appearance and pronouns. Some transgender individuals may prefer not to be recognized as transgender but rather as then gender they associate with; for instance, male, female, or non-binary.

These videos and articles were highly informative, and it was truly enlightening to gain more knowledge about the LGBTQ+ community. I strongly suggest becoming more knowledgable on this topic, not for your own sake, but for everyone around you to help make our world more compassionate.

References

GLSEN (2020). Pronoun Resource Guide. GLSEN. https://www.glsen.org/activity/pronouns-guide-glsen

Kaufman, M. (Director). (2002). The laramie project [film]. Good Machine, HBO Films.

The Trevor Project. (2023). 2023 National Survey on LGBTQ Mental Health. https://www.thetrevorproject.org/survey-2023/

LGBTQ+ communities and Mental Health. Mental Health America. (n.d.). https://www.mhanational.org/issues/lgbtq-communities-and-mental-health

Hi everyone and welcome to my blog! My name is Jenna Giammarusco, I am 21 years old and I am in the 5 year Adolescent Math Education program with a minor in Special Education. I have experience with kids of all ages, I babysit my cousins who are 6 and 2, and I voluntarily coached soccer at my old high school. A random fact about me is that I love hockey (go islanders!) and I love to read.