GR-teach.blog

  “In Louisville, Kentucky a data Maps gives a clearer picture of what conditions correlate to illness and death across the city. Death rates from lung cancer has better outcome in the East. The lighter shades mean lower rates of death and illness and the darker shades and being higher rates. The highest rates of death from diseases of the heart are in the West End. The data is an indicator of population health excess death. The notion of excess death says that you should be able to predict in any one-time frame how many people in a population will die and the number that die is higher than that. That differential is excess death. Premature death should not have happened it is not as if we will not die. We all will die but the question is at what age, with what degree of suffering, with what degree of preventable illness. These are death rates from all types of cancer, and you see the same pattern in some areas. People die three to five or even ten years sooner than in others. Cancer a

  Jeff Duncan explained the idea of HOPE. According to him, in the past thirty years, there has been an assault on hope. The forms of assaults in hope, according to Duncan, are disinvestment in school and overinvestment in a prison industrial complex, Duncan explained. As a result, there is an erotion of true hope that leads to false hope (a reactionary distortion of the radical premise of hope). There are three types of false hope he added. They are hokey hope, mythical hope, and hope deferred. As educators, we need to rebuild critical hope by teaching in ways that connect young people to radical action to relieve the suffering of the underserved communities. Duncan added that the enemies of hope are Hokey Hope, Mythical Hope, and Hope Deferred. HOKEY HOPE, as an example, is manifested in urban schools for the most part. He exemplified Angela Valenzuela's study as manifested in Sequin High School, a predominantly Latino school in Texas. Valenzuela stated that relationship betwee

  My name is Gemma. I hold a Rhode Island Early Childhood teacher certification and a master's in early childhood education from Rhode Island College. I am currently studying the Rhode Island College's TESL (Teaching English as a Second Language) program. M.Ed. in TESOL would enhance my skills and knowledge to best support the emergent bilingual learners. My position at the Henry Barnard School for sixteen years allowed me to deliver lessons such as creative curriculum and Reggio Emelia inspired-approach curriculum. I am a Reggio Emelia-inspired early childhood educator. I provide young students with exciting materials that encourage explorations and curiosity in the different learning centers. In the classroom and the playground, I listened to and observed the children's topics of interest. Then I create a lesson plan that reflects on what they understand and builds on that knowledge by further investigation, reading related literature, inviting expert speakers, and go