Many professional women feel immense pressure to manage their own lives, careers, and family. Research has shown that women today are less happy than they have been over the past 40 years. As daughters, sisters, friends, wives, and mothers, there are many responsibilities to be balanced. Unfortunately, most women fail to keep a good balance for themselves, and keep taking from themselves, without giving anything back.
The phrase “you throw like a girl” has resonated for years among women, encompassing many female career roles, responsibilities, and skills. Dalia Feldheim’s book Dare to Lead like a Girl: How to Survive and Thrive in the Corporate Jungle is a powerful antidote for a workplace culture that views traits such as passion, vulnerability, and empathy as feminine weaknesses. Dalia describes her own personal journey to balance a career of inspiring leadership and emotional bravery without compromising feminine qualities and traits in her life, work, and family. She goes even further to recognize a Harvard study where “feminine traits” such as reflection, management, caring, and relationship building common among women in the workplace were identified as outperforming men.
A mundane conversation becomes a crucial one when emotions quickly elevate, opinions become oppositional, and the outcome becomes high stakes. Although leaders are frequently in positions to engage in controversial conversations, many lack the skills and experience to identify and conduct these conversations when needed.
According to the World Health Organization, the volume of a classroom should be less than 35 decibels for good learning conditions. But today’s classrooms are much noisier. The average classroom today can be as loud as 77 decibels – that’s equivalent to the sound of a vacuum cleaner!
Each month we publish newsletters full of digital learning, funding, professional growth, social media, and STEM resources. Below are items from our blogs and newsletters that educators turned to the most in March.
Even as life returns to normal in a post-pandemic world, students and educators continue to grapple with the challenges of this once-in-a-lifetime situation. The National Center for Education Statistics (NCES) within the US Department of Education’s Institute of Education Sciences (IES) recently found that 70 percent of public schools reported an increase in the number of students seeking mental health services at school since the start of the COVID-19 pandemic, while roughly three-quarters (76 percent) of schools also reported an increase in staff voicing concerns about students exhibiting symptoms such as depression, anxiety, and trauma.
Each month we publish newsletters full of digital learning, funding, professional growth, social media, and STEM resources. Below are items from our blogs and newsletters that educators turned to the most in February.
When students have fun in the classroom, they tend to become more engaged. More engaged students, in turn, tend to have richer learning experiences. Perhaps that’s why, according to Pixton’s Classroom Fun Report, 67 percent of responding teachers said administrators and students’ families agreed about the importance of fun in the classroom.
Each month we publish newsletters full of digital learning, funding, professional growth, social media, and STEM resources. Below are items from our blogs and newsletters that educators turned to the most in January.
The headlines are seemingly the same each day: student mental health is at a crisis point.
Equally alarming is that schools and educators feel woefully unprepared to meet, much less conquer, the challenges that students struggle with. Post-pandemic concerns, anxiety disorders, ADHD, and depression are just a sampling of the pressures students are facing. According to a recent report by the Centers for Disease Control (CDC), more than 37 percent of high school students reported they experienced poor mental health during the COVID-19 pandemic, and 44 percent reported they persistently felt sad or hopeless during the past year.