Text Size: A- A+

Apart from looking after Chinmaya, Sheela was now spendingmost of her time travelling around India and abroad. Bhagwan [Osho], who had outgrown his space only a few short years after moving to Poona, had instructed Laxmi early on to search for a new pieceof land where his ever-growing commune could swell and stretch ceaselessly.

For the last two years, Laxmi had been searching in Gujarat, its surrounding areas and other parts of India and Sheela had accompanied her on several occasions for official meetings, land hunting, etc. Obtaining land permits in India to expand Bhagwans work now seemed like an insurmountable task since the Guru had offended many politicians with his polemical words, and a brooding negative sentiment regarding Bhagwan and his work now permeated through the bureaucratic arenas of thecountry.

Sheela had once accompanied Laxmi on a trip to Delhi, to pay a brief visit to the then prime minister, Indira Gandhi. Even though Indira Gandhi had never visited the Ashram in Poona, she was highly intrigued by the New Age Gurus philosophy and had invariably accepted his books with a nod of gratitude. By the tail end of the 1970s, Bhagwans notoriety had assumed gigantic proportions nationwide, and Indira Gandhi, who was a highly circumspect politician, was too intimidated to actively promote or encourage the growth of his work in his home country.

One hot summer day, Laxmi and Sheela stood upright in a semi-circle in the Prime Ministers drawing room, patiently waiting for her arrival. Although distinct from afar, the two orange-robed women were amongst a dozen other visitors who had come with their individual requests. Indira Gandhi strode into the room and then slowly shuffled past the guests, addressing each visitor individually before moving on to the next one. As she approached the two sannyasin women and stood in front of them, Laxmi craned her neck, briefly narrated her land-woes in the Prime Ministers ear and then handed her a letter that lucidly stated all their requests. After the Prime Minister had nodded, Sheela proffered her a few of Bhagwans latest books, to which the Prime Minister genially smiled and bowed, expressing her gratitude.

Also read: I was part of Oshos spiritual whorehouse cult & flushed his mala in disgust: Mahesh Bhatt

Apart from meeting the Prime Minister, Sheela had also been entertaining numerous dignitaries and state officials in the luxurious restaurants and swanky bars of various five-star hotels of India. The famous Taj Mahal Palace Hotel in Bombay was one of Sheelas regular haunts, where she would dine with several bigwigs and schmooze with the top guns in order to secure lucrative deals for the expansion of the Ashram. Unfortunately though, the hotel would soon close its doors on all orange-robed sannyasin women, after a number of them were repeatedly caught in a prostitution racket, bringing defamation into the fancy foyer of this prestigious five-star hotel. But the top-cat Sheela was exempted of course.

Bhagwans promulgation of a promiscuous lifestyle and his relentless provocative speeches had turned him into a dartboard for the prudes. Many conventional bitter-enders were itching to teach the god-man a lesson. The meek ones would do it subtly by cutting the Guru with razor-blades under the guise of touching his feet, while the fuming swashbucklers would be equipped with daggers to throw at the Guru at any given time.

It had happened once in Bombay, in Bhagwans Woodland apartment days during his evening discourse, when an infuriated man in an inebriated state had attempted to enter Bhagwans flat with a knife in his hand. And the second time was at the Ashram.

On the slothful morning of 22 May 1980, Bhagwan, who was majestically seated on the podium, flanked by kneeling bodyguards, was delivering his discourse in the Buddha Hall. The crowd sat still, silent and stupefied. Sheela had as usual, positioned herself uncompromisingly, in the direct vision of her Bhagwan in the front row, and was sitting in silent ruptures as she ogled at her beloved unblinkingly.

Fifteen minutes into Bhagwans lecture, a young Indian man stood up, about twenty yards from Bhagwan. All the startled heads turned in the direction of the man as he ferociously yelled from afar, You are ridiculing our religion and then stormed towards the Guru with bloodshot eyes and a savagely contorted face. A few bodyguards pounced upon the man and grabbed him in a vice-like grip. Another accomplice leapt up from behind, to the rescue of his ally; and amidst all the scuffle and tussle, an arm flailed above the grappling bodies and a sharp knife flew towards Bhagwan, but fortunately missed its target. Bhagwan had continued lecturing calmly until the people in the hall had erupted in an uproar, whimpering and screaming frantically.

After Bhagwans bodyguards had carried the men out of the hall, Bhagwan raised his hands and placidly called out, Shanti! Shanti and then resumed his morning discourse.

Also read: India needs to talk about stress because now even gurus are killing themselves

It was later brought to light that the man with the knife, Bitthal Vilas Tupe, belonged to a Hindu fundamentalist group and had allegedly co-conspired this attack along with five of his allies. Though, in the subsequent court case, the attackers were not proven guilty. In the light of this attack, security measures in the Ashram were made more stringent. The number of security guards was doubled and several metal detectors were ordered from the US to be deployed on doors and various entrances. The atmosphere was now tense and not as lax as before.

One of Bhagwans bodyguards who had jumped up to the Gurus rescue during the attack was named Kirti, aka Prince Welf Ernst of Hanover, the cousin of Prince Charles, the Prince of Wales. Kirti had been living in the Ashram for quite some time along with his wife and a young daughter, serenely tending to Bhagwans garden before he was transformed into a samurai. During the same year, Prince Charles had visited India and Kirti had gone to Bombay to briefly visit his cousin, dressed in his flamboyant orange garb.

A month later, Kirti collapsed during a morning karate practice session in the Ashram and became paralyzed. He died of cerebral haemorrhage on 10 January 1981, at the age of thirty-three. Kirtis body was cremated in the traditional Hindu ritual on a funeral pyre while his devastated parents and brother watched over the glowing flames. Their grief had been strangely aggravated by the queerness and unfamiliarity of the foreign custom.

After the death of the prince, his young daughter and wife stayed back in the Ashram. The wife worked as an assistant to Teertha in his encounter groups. The daughter later became the bridesmaid at Princes Charles wedding to Lady Diana, in July 1981. While the daughter was still in England, the BBC broadcast a programme about the Ashram, which showed the Princess of Hanover in an encounter group, wearing inappropriate clothing and vehemently smacking another participant. Because of the shocking behaviour, the Princes parents fought and gained custody of their granddaughter. The Princess stayed put in the Ashram as a disciple of Bhagwan, whereas her alienated daughter moved on to live with her extended family in Europe.

This excerpt from Nothing To Lose: The Authorised Biography of Ma Anand Sheela by Manbeena Sandhu has been published with permission from HarperCollins India.

Subscribe to our channels on YouTube & Telegram

Why news media is in crisis & How you can fix it

You are reading this because you value good, intelligent and objective journalism. We thank you for your time and your trust.

You also know that the news media is facing an unprecedented crisis. It is likely that you are also hearing of the brutal layoffs and pay-cuts hitting the industry. There are many reasons why the medias economics is broken. But a big one is that good people are not yet paying enough for good journalism.

We have a newsroom filled with talented young reporters. We also have the countrys most robust editing and fact-checking team, finest news photographers and video professionals. We are building Indias most ambitious and energetic news platform. And have just turned three.

At ThePrint, we invest in quality journalists. We pay them fairly. As you may have noticed, we do not flinch from spending whatever it takes to make sure our reporters reach where the story is.

This comes with a sizable cost. For us to continue bringing quality journalism, we need readers like you to pay for it.

If you think we deserve your support, do join us in this endeavour to strengthen fair, free, courageous and questioning journalism. Please click on the link below. Your support will define ThePrints future.

Support Our Journalism

Go here to see the original:
When Ma Anand Sheela met Indira Gandhi to talk of land woes and Oshos ashram - ThePrint

2. The wealthy can take on more risk

People who have millions upon millions of dollars to their name are apt to have an easier time dealing with significant losses than the average investor. As such, they can take on more risk in their portfolios -- risk you may not be in a strong enough position to bear. Imagine you were to lose $10,000 on a bum stock. For you, that might be catastrophic. For someone with millions of dollars, it's probably a non-event. As such, if you're an average investor, you're better off buying stocks with a proven performance history, strong earnings, and a clear competitive advantage. Let the wealthy invest in speculative stocks that could deliver strong returns, but could also crash and burn.

Investing in real estate or art can be a great way to grow wealth. And the ultra-rich may have the means to tie up $1 million in an income property or $500,000 in a painting, both of which aren't as easy to sell as a stock or index fund. You, on the other hand, like the typical average investor, may not have the ability to tie up even a much smaller amount of money in an investment you can't unload quickly, which is why you probably can't afford to broaden your horizons the way the wealthy do.

View post:
4 Reasons You Can't Afford to Invest Like the Wealthy - Mooresville Tribune

"In these days of COVID, the creative team and I are breaking new ground to deliver a high-quality theater experience using streaming technology, director Matthew Mazuroski said.

YOUNGSTOWN University Theatre at Youngstown State University will open its fall season with an online performance of The Glass Menagerie at 7:30 p.m. Sept. 25.

Additional performances of the Tennessee Williams play, directed by Matthew Mazuroski, are at 2 and 7:30 p.m. Sept. 26, Sept. 27, Oct. 3 and Oct. 4; and at 7:30 p.m. Oct. 2.

The production will be available here, where tickets also can be purchased. Ticket prices are $10 for general admission single viewer; $25 for general admission group viewing/watch party; and free for YSU students and YSU faculty and staff with inclusion of Banner ID.

The Glass Menagerie is the story of a family desperate to break free of the burdens of their past and their present. The semi-autobiographical account of Williams early days in 1930s St. Louis is a heartbreaking yet often funny "memory play" told from the perspective of Tom Wingfield. Tom's mother, Amanda has been abandoned by her husband and now lives only for her children; his unmarried sister, Laura, who is a fragile and painfully shy, retreats into a world of glass animals; and Tom is torn between his poetic inclinations and the responsibility of supporting his mother and sister. Each escapes into their own personal "glass menagerie" as a means of eluding the pain of their own and each other's existence.

"In these days of COVID, the creative team and I are breaking new ground to deliver a high-quality theater experience using streaming technology, Mazuroski said in a news release. By adapting this traditional theater experience into a more filmic experience, we are recording the work of the actors, designers and crew that allows us to continue our educational mission in a robust and rewarding way one I strongly believe that our audiences will thoroughly enjoy."

The cast includes Nate Montgomery, Elise Vargo and Mitchell Sharp. Guest artist Molly Galano, a veteran regional community theater actor, will perform the role of Amanda Wingfield.

For more information, call the Office of Community Engagement and Events at 330-727-7514.

Read the original post:
University Theatre to open season with virtual performance of Glass Menagerie - Mahoning Matters

Image source: Getty Images.

Municipal bonds have historically low default rates, which means that if you choose to invest in them, you're likely to get all of your interest payments on schedule, especially if you choose bonds with a high credit rating. But here's where municipal bonds have a major advantage over corporate bonds: You'll get a huge tax break for putting them in your portfolio.

The interest you earn from corporate bonds is subject to taxes -- there's no getting around it. On the other hand, municipal bond interest is always exempt from taxes at the federal level. Furthermore, if you buy municipal bonds that are issued by the state you reside in, you'll avoid state and local taxes on that interest as well. That's a good thing if taxes are a concern for you, whether because you're already in a high bracket or you're worried about paying them during retirement.

Now one thing to keep in mind is that while municipal bond interest may be tax-free, capital gains on the sale of those bonds -- which will apply if you buy municipal bonds and then sell them at a price that's higher than what you paid for them -- will still be subject to taxes, the same way you'd pay taxes for selling a stock at a price that's higher than what it cost you to buy. But that interest income won't generate a federal tax bill, which makes it a nice source of incoming cash for you. You'll have the option to reinvest that interest as you see fit, or collect it and use it to supplement your income (retirement or otherwise).

Follow this link:
Here's Why Municipal Bonds Belong in Every Investor's Portfolio - Mooresville Tribune

New York Times columnist Nicholas Kristof and Donald Trump, ironically, are on the same page regarding schooling in buildings. In advocating for in-person instruction, they are both wrong. In-school sessions bring every thoughtful student fear ear that she or he is about to give a deadly virus to grandma that evening at home or later that month. That alone means that until there is a successful vaccine, in-school learning cannot be as effective as online learning.

Mark Stewart Greenstein

In-school sessions are not as good as online sessions. Masked teachers cant be heard as well as unmasked teachers teaching online. Masked teachers lose half of their face to students. And masked students fail to give teachers feedback about how their teaching is going over.

My firm helps middle schoolers and high schoolers. We have individually tutored academics and SAT prep since 2007, and we have conducted online classes for six years. When we teach online we can react to our students expressions. We also have the ability to segment students into groups; one group can move faster and grapple with higher level materials, while the other group can move slower and not feel intimidated.

The inequities of some students not owning laptops or having high-speed internet access can be ended in an instant. The money a district saves by closing (in custodial costs, insurance costs, heating costs, and maintenance costs) can pay for laptops and high-speed internet in every one of its low-income households.

In case there is an inequity in tutors, that gap is lessened because tutors are far more affordable online. My firm has tutors available online at half the rates than it would cost them to travel and work in person. (Kristof cannot responsibly speak about ending education inequities without first demanding vouchers for urban families; the biggest rich-poor education inequity ENDS within months of a state adopting a meaningful voucher program.)

What Kristof doesnt raise is the deadly inequity: Black and Latino families have grandparents at home far more frequently than white families. There will be true counseling needed in abundance when any child, of any race, carries the thought that I just put grandma on a ventilator.

Kristof writes: We need to try harder to get kids back in school. The better mantra is: We need to get school back to kids. A school BUILDING is the least important aspect of a school. And now, these monuments are impeding learning and possibly becoming the cauldron of disease.

Online learning is good and getting better. This is a GOOD opportunity to reduce inequities. Small classes are more easily done online than in person. And neat enrichment classes that are often unavailable, especially in rural areas, can be held economically online because they are not limited by geography. The mineralogist in North Dakota can teach east coast, southern, and western kids from her home computer simultaneously. The rhetoric class that got cancelled years ago can be resurrected using an accomplished law student. The environmental science class can be taught by a collaborationof teachers who might at different times be on display from a perch beside a redwood forest, above an eroded shoreline, or even at a site damaged by a storm.

In sum, this is the time for educators to support micro schools. Whether they are done by established school districts alone, or by firms specializing in online schooling that can work with school districts, or with voucher support for online schools to teach the way they know best, kids will benefit and their families will stay safe.

We are at a beautiful crossroads of school safety and school choice. Amazingly, Trump is on the wrong side of what conservatives have asked for for decades; and the New York Times columnist is on the wrong side of what protective progressives have asked for in COVID-era safety. Both are showing their establishment cards here. NOT so amazingly, parents who dont want to imperil their households are allied with teachers who by and large prefer to teach online. They now have a common enemy intransigent government administrators.

The bureaucrats have chosen to modify their in-building procedures when they should be choosing to end them and put all their efforts into wholesome online education.

Mark Stewart Greenstein of Newington is director of Ivy Bound Test Prep, a Micro School for grades K 12.

CTViewpoints welcomes rebuttal or opposing views to this and all its commentaries. Read our guidelines andsubmit your commentary here.

Continued here:
Online education has the advantages of school safety and school choice - The CT Mirror

Director Sharon Fogle was on hand the first day of school as Los Alamos Online Learning Academy students drove by to greet teachers and pick up materials. Photo Courtesy LAPS

LAPS NEWS

While many parents and students have chosen to learn remotely this fall until schools can transition to a hybrid model and potentially, to five days a week in person learning, some families opted for a new school opportunity this year: the Los Alamos Online Learning Academy (LAOLA).

These families will continue online learning throughout the school year. The new school, headed by Dr. Sharon Fogle, has approximately 350 students enrolled in kindergarten through 8th grade. There are currently two teachers per grade for K 6, one 7th grade teacher and one 8th grade teacher. The school also offers a full range of support services for special education and guidance. For grades 9-12, LAPS has an online option called Topper Virtual Academy headed by Ms. Renee Dunwoody. TVA is designed to provide a solid path to high school graduation.

In a letter to families, Dr. Fogle said, Whether your decision was based on safety, convenience, flexibility or consistency, we want you to know that we are committed to your childs physical, social, emotional and academic well-being.

Dr. Fogle recently shared more details about the new school and the differences between remote learning and the goals of the Online Academy.

What drew you to accepting the position of Director of the Online Learning Academy?

Albert Einstein said, In the middle of difficulty lies opportunity. I believe that statement sets the vision for the Online Learning Academy. As schools began to adjust their programs to deal with the current health crisis, I saw an opportunity to work alongside the district leadership to create a unique educational experience for the students and families in our school community that would offer both quality and consistency. Our goal at the Academy is for our students to learn and thrive. We are committed to accomplishing this goal by remaining focused and keeping it simple.

What isthe difference between the current remote learning and the Online Learning Academy?

Right now, all students in the district are being taught remotely. The biggest difference between the two types of schools will become more apparent when the traditional schools reopen for in-person attendance. The Academy will follow the same instructional model every day throughout the school year. This gives our teachers and studentsthe ability to focus on developing highly effective strategies for teaching and learning in the online environment.

How does the Online Learning Academy work?

Students attending the Academy participate in two types of learning experiences. We referto them as synchronous and asynchronous. Synchronous learning occurs at the same time, but not in the same place. During synchronous instruction, students learn from their teacher or peers in real-time. For the Academy, teachers and students use Google Meets for conducting face-to face learning experiences. Aside from Morning Announcements, this type of instruction is generally delivered in 15-20 minute segments with small groups of students. Synchronous instruction is scheduled in the mornings and averages between 1-2 hours depending on the grade-level.

The other type of instruction, asynchronous, is learning that occurs not only in different locations but also at different times. During asynchronous instruction, students learn by watching pre-recorded video lessons, email/chat exchanges between teachers and students, online discussion boards, completion of independent practice assignments, etc. Academy teachers use SeeSaw (K-1) and Google Classroom (2-8) to organize and manage asynchronous learning. Asynchronous learning is designed to take place in the afternoons or evenings depending on family schedules. Students may spend an additional one to three hours completing independent learning activities each day.

The Academy has three different schedules based on grade-level but they all have the same daily beginning, ending, and break times. To further help families, our schedule is the same every day of the week, Monday through Friday.

What experience do you bring to your new position?

This is my 35th year as a K-12 educator. Throughout my career, I have taught in a variety of grade levels, subjects, and settings. In my most recent role as an instructional coach for Los Alamos Public Schools, I have worked with teachers to focus on improving instruction through the design and implementation of learning targets. Learning targets help teachers break content into small chunks so that they can create activities that engage students in learning targeted skills that are assessed at the end of the lesson. Even though online learning is a new format for many teachers and students, the principles of effective teaching and learning remain the same. I look forward to working with our teachers as we implement these principles into our online classrooms.

How are things going so far?

Every day, I receive messages from our families like this one expressing gratitude thatLAPS is providing this option for their students.

My kids are enrolled in LAOLA. Things are going so much better this year than I could have possibly expected. The teachers are organized, they keep the kids engaged, and the technology is working well, it is great!

We appreciate the support and encouragement that we are receiving from our students and families. It is a privilege to partner with the families in our community as we work and grow together to help our students learn and thrive.

Do you see the Online Learning Academy as part of the future of LAPS or just something for this year as we deal with the pandemic?

In many aspects our story closely resembles the story of our community. The community of Los Alamos was created by individuals who came together to work on a project to address a specific national security crisis. Because of their collective expertise and pioneering spirit, they were successful in eliminating that threat. However, the innovations and discoveries that have continued to take place at Los Alamos National Lab over the past seven decades have long surpassed the goals of that initial mission.

The pandemic may have brought us together, but our goal of providing every student with an opportunity to learn and thrive is the foundation of our purpose for the Los Alamos Online Learning Academy. After the current health crisis is over, we believe that the Academy will continue to provide the students and families of LAPS with another choice for receiving a high quality education.

What makes the Los Alamos Online Learning Academy stand out from other online education options?

The things that make Los Alamos Online Learning Academy stand out from other online education options is our teachers and students. The daily learning program for each student attending the Academy is designed and delivered by a highly qualified teacher wholives and works in our community. These teachers have access to the same resources, training, and support that are available to every Los Alamos Public School teacher. Along with the strong relationships that students are able to have with their teachers, the Academy also provides an opportunity for students to connect and form friendships with their peers who live and share many of the same experiences and values found within our community.

The roadrunner was chosen for the Los Alamos Online Learning Academymascot because it is an animal unique to New Mexico just as our school is unique to LAPS. Furthermore, the roadrunner symbolizes intelligence, courage, and the ability to face dangers and difficulties with a positive attitude.

The original artwork for our logo with the phrase defying expectations was created for our school in memory of an individual who exemplified the spirit and passion of the roadrunner and the fulfillment of our school mission.

Our goal remains the same: to ensure that all of our students are learning and have the same opportunity to thrive, Dr. Fogle said.

Supt. Kurt Steinhaus said: I am pleased that we can offer this high-quality option for LAPS students and parents. This is one more example of our goal to provide flexibility for parents and student-centered options for children. Lets all say thank you to Dr. Fogle for leaning in and taking this new and exciting challenge.

For more information, check out the Los Alamos Online Learning Academy website: https://sites.google.com/laschools.net/los-alamos-online-learning-aca/home?authuser=0

Like Loading...

The rest is here:
Los Alamos Online Learning Academy Goal Is To Ensure All Students Are Learning And Have Same Opportunity To Thrive - Los Alamos Reporter

September 21, 2020 08:00 ET | Source: Jitterbit

ALAMEDA, Calif., Sept. 21, 2020 (GLOBE NEWSWIRE) -- Jitterbit, the API transformation company, today revealed the results of The Future State of Higher Education report, which examines how institutions are preparing for the future. Ninety-two percent of respondents said COVID-19 is the greatest challenge higher education institutions have faced, and many are struggling to adapt to this new environment. The report details how education institutions have set up remote-learning technology, what challenges they're encountering in doing so, and what tools they've invested in to help overcome those challenges.

According to the Davidson University research, roughly a third of higher education institutions, including some of the nation's largest public universities, will offer primarily online education this year. Responses from the Jitterbit survey suggest that remote learning is a huge priority, and higher education institutions are looking to provide personalized experiences by connecting multiple systems. There are many different learning styles, from visual to auditory to solitary to social learning, so the key is to provide a blended learning experience using the right technologies that map to different learning styles for optimal learning experiences.

"To help provide the best experience possible for students, institutions are turning to everything from communication tools to learning management solutions and even virtual reality," said Shekar Hariharan, vice president of marketing at Jitterbit. "This report shows the lengths these institutions are going to ensure the highest-quality education for remote learners. It also highlights just how many different systems these schools must now operate. The ability to connect these platforms for a seamless experience for students, educators, and administrators is crucial.

Health, Safety, and Smooth Transitions a Priority The survey indicated that both student safety as well as their ability to learn online are top priorities for higher education institutions. Nearly 70% of respondents said, "providing a safe, healthy, and productive environment for students to learn in" is their top priority for the 2020 academic year. More than one-third (35%) listed needing the ability to seamlessly move from in-person classes to remote learning as a top priority.

Creating a welcoming online environment is not without its challenges. A majority (52%) of respondents said that giving lectures or showing slides is one of the biggest challenges to remote learning and also an activity that needs improvement. The two biggest areas that were identified as areas for improvement include the ability to help at-risk students, and student collaboration.

Faced with uncertainty, higher education institutions are investing in a broad range of tools to transition to remote learning. These technologies offer promise for a more seamless transition, but they also represent complexity. How institutions connect these tools and leverage the data they provide will go a long way toward ensuring a seamless, engaging remote-learning experience for students.

To gather more insights from Jitterbits The Future State of Higher Education report:

About Jitterbit, Inc. Jitterbit, the API transformation company, makes it quicker and easier for businesses to exploit data from any source, empowering them to rapidly innovate and make faster, more effective decisions. The Jitterbit Harmony API integration platform and API360 solutions enable companies to quickly connect SaaS, on-premises, and cloud applications and instantly infuse intelligence into any business process. To learn more, visit http://www.jitterbit.com and follow @Jitterbit on Twitter.

Contact: Jitterbit@bocacommunications.com

Read more from the original source:
Jitterbit's Future State of Higher Education Report Uncovers Challenges of the Move to Remote Learning - GlobeNewswire

Students in the UI College of Education are required to complete a semester of student teaching, which comes with pandemic-specific challenges.

Contributed

University of Iowa student teacher, Emma Lindskog, reads aloud a book to her fourth grade class on Sept. 17.

Morgan Ungs, News Reporter September 21, 2020

Share on Facebook

Share via Email

Print

To become a licensed teacher and graduate from the University of Iowas College of Education, students are required to complete a semester of student teaching. Already a major hurdle for education majors, COVID-19 has set the bar even higher.

As most K-12 schools transition into either hybrid or online education, student teachers are adapting to the style of the school they are stationed at.

UI student Emma Lindskog teaches elementary students and said she was supposed to do some of her student teaching abroad in Ireland, but the trip was canceled. The school where she is instead, Kate Wickham Elementary School in Iowa City, uses a hybrid format in which students are split up into A, B, and C groups.

C students were completely online, and A and B were alternating hybrid days, Lindskog said. Because there is such small number of students, she is only teaching those in the A and C groups.

We do a lot of asynchronous learning because were having to teach it in person and online at the same time, she said. Its really hard to get to know your kids and give them feedback to make sure theyre learning because you really dont get to talk to them as much.

UI student Thomas Hartley, a student teacher at Highland Elementary, is also experiencing teaching from a hybrid format. He said one thing that has been difficult is teaching the same lesson two days in a row and teaching in a hybrid model is double the work as he is planning out the lessons.

When theyre at home on their off-site days, we have to plan at least three subjects full of instructions on math, reading and writing is what our district has decided as a priority. Hartley said.

He said he felt prepared from his education at the UI to adapt to the technology, but it does not necessarily prepare student teachers for teaching online.

How do you get a kid to work with you and pay attention when theyre at home when theres a lot of different stimuli on top of the socio-emotional needs of the kids stuck at home because of the pandemic? he said. School is routine and consistency, and the kids are just not getting the consistency.

RELATED:COVID-19 and distance learning affect student-teaching experience

Lindskog said even among college students, some are receptive to online learning while others struggle, just like the children she teaches. She said some students cant focus online or cant understand the technology.

She added that some of the parents are struggling with online or hybrid models, as well.

I know some parents have struggled with it just because they do have full time jobs, Lindskog said. So that is difficult, but you know theyre kind of having to help their kids walk through things online but I mean who knows if theyre working from home or if theyre working somewhere else, that a kid is kind of left to figure things out, so thats difficult on a parents perspective.

UI student Erin Cork is teaching in Mount Vernon, Iowa. She mentioned the challenges of fulfilling requirements during the pandemic.

Its called TPA [Teacher Performance Assessment], which is basically the requirements to get your teaching license. Instead of having an end of the semester test, [student teachers] submit a portfolio. she said. You have to do instruction planning to come up with four different lessons and you have to write up lesson plans for how you will assess them afterwards. The second task is an actual video clip of you teaching.

Cook added that there has been no change to these requirements despite student teachers that may be required to teach online classes.Even with all the uncertainty, both Hartley and Lindskog said they are grateful for the experience.

Hartley said the pandemic has allowed him to value in-person instruction even more than before COVID-19.

He said that when he teaches in the future, he plans on focusing less on things like lecturing, when he can spend his time socializing with students and allowing them to have fun.

Lindskog said she has concerns about transitioning from a hybrid style of teaching back to in person, but she said it is all part of the education field in general.

I think the field of education in general you have to be very flexible and go with the flow, she said. I mean this is the state of our world right now as people go into education. So, do whatever you can to help the child learn, regardless of what the situation is.

Read the original post:
University of Iowa education majors continue student teaching online - UI The Daily Iowan

FAMUs College of Eduaction. Photo courtesy Shavell Martin

The ongoing coronavirus pandemic continues to affect the education system on every level. Social distancing protocols in Leon County Schools have not only hindered students but they have stymied FAMU students in the College of Education who are eager to do a student-teacher internship.

One of the graduation requirements for the college is a student teaching internship. Senior students are selected for a school to receive realistic, hands-on training alongside a teacher. As of now,Leon County Schools is not allowing visitors on its campuses until next semester.

Senior Taylor Brown is coping with the new way of learning by simply dealing with it and choosing to learn what might be the new way of teaching.

Remote learning has taken away our in-person interaction with students but there is no telling how long this will last. I will be graduating soon and this may be preparing me for the new way of teaching, Brown said.

There are at least three student-teachers who are in the works with completing their internship and abiding by Leon CountysCOVID-19 protocols.

The unknown has caused frustration and concern for education majors. Senior education student Victoria Hernandez believes she will be ready to teach after graduating, but her concerns are for the students engaging in online education.

I fear that a lot of kids will fall behind due to distance learning due to the fact that we are now adapting. Not every child has a good support system at home which will cause them to fall behind, Hernandez said.

FAMUs College of Education recently partnered with Mursion, a virtual reality training simulation software.This software will be used to conduct simulation classrooms for the student to assess teaching skills, behavior, and classroom management skills.

The dean of the College of Education, Allyson Watson, has been assisting and supporting her students since the beginning of remote learning. The college has transitioned to conduct online training for students preparing for certification tests, provided textbooks and laptops, and held workshops.

We have to make sure that theyre going to be willing and have the ability to stand in front of class, a class of students and get them excited about learning. Thats what were looking for in the College of Education ways to be able to say, not only do we want you to be successful in front of the computer screen, but we also want you to be successful in the actual classroom setting, Watson said.

Read the rest here:
Student-teacher internships dry up The Famuan - Famuan

Ed Talk is a biweekly opinion column. The views expressed are solelythe authors.

Since APS announced its decision to begin this school year 100% remotely, many parents and perhaps students maybe even a few teachers have been anticipating a disastrous start, if not a disastrous year.

Were closing out week two of the distance learning year. Despite some significant technological issues and individual challenges adjusting to the new format, it has not been the initial overarching catastrophe many predicted.

For our family, our first days glitches were all rather quickly resolved. Admittedly, our middle schooler is using a personal laptop rather than the school-issued iPad. (Yes, I read your message, Dr. Duran; and I understand that you are encouraging all students to use the APS-issued device. But this time, were going rogue. Even if our middle schooler had never experienced the consistent connectivity issues with the iPad over the past two years, we prefer an actual keyboard and a larger screen for working a full year online. But the fact that its time APS swapped out middle school iPads for laptops is another discussion.)

While APS technology staff continues to manage the logistics of distance learning, the rest of us need to monitor distance learning itself. To that end, APS should immediately establish (yet another) working group or committee to monitor and collect feedback, data, and other information about academic, social, psychological, and technological matters through the duration of this school year.

Teachers, administrators, parents/guardians, students, school psychologists and counselors, and activities directors should all be represented. A simple and easy way for people to comment and share personal experiences as they occur during the year is essential. The information gathered would guide decisions and improvements as the year progresses, as well as fuel planning and applying lessons learned for future instruction when teachers and students ultimately return to the classroom full time.

We should strive to learn about such things as:

Two particularly valuable lessons may be in the areas of how to excite students about learning, whether in-person or virtual, and the role of technology in education.

To prepare for remote teaching, teachers have had to redesign their curriculum for a whole new format and will hopefully continually improve their skills and techniques over the course of the year. As my husband attests, teaching a college-level course in a classroom is very different from teaching it online. That phenomenon applies even more so to preschool 12 education.

It requires different ways of presenting material and new skills for reading students, to elicit their participation, to motivate and draw out the best from each one. Mental health professionals face challenges as they meet with patients online where engagement is often lower or in-person with masks which obscure the facial expressions vital to contextualizing and interpreting comments and reactions things trained professionals rely on in order to help their patients. Teachers use facial cues, student participation, and class behavior in the same way.

This year will offer ongoing opportunities to consider how students learn, what makes a teacher effective, and new ideas for the context of the traditional classroom experience. A major factor in teaching this year and another key matter for APS and a committee to consider is the role of educational technology.

The 1:1 personal device and personalized learning initiatives have from this parents perspective directed focus to the device and online work more than it has enhanced education. There seems to be increased reliance on short assignments and quick assessments; multiple choice v. short answer quizzes or essays; and slide presentations v. composition papers. In math, weve seen far less reliance on thoroughly working a volume of problems and an increased tendency to make educated guesses on digital multiple choice formats.

Aspects of these digital tools offer options and variety that serve an array of learners. At the same time, however, the use of technology seems also to have in some ways made learning less interesting or less challenging, instead of more engaging as personalized learning is intended to do. This has perhaps subtly contributed to a lowering of academic skills standards in the process. It is important to remember that technology is merely one teaching tool. Personalized learning itself is independent from and can take place in the absence of technology.

It did not take long after things shut down to see how critical in-person interactions and social connections are, especially to our youth. And many already recognize a richness to in-person learning that cannot be duplicated or replaced in online or remote platforms. Boredom and isolation take firm root in the absence of others physical presence. It is difficult to feed off each others energy online and challenging to have the meaningful, in-depth, large group discussions which broaden and deepen the academic quality and experience for both students and teachers.

Therefore, we should be careful not to use any success of distance learning this year as justification to rush to online learning as an easy solution to difficult problems in our education system. Zoom and similar platforms have saved many of us and much of our economy during this critical time. Yet, through zoom fatigue and lower levels of engagement in a virtual format by many people especially a lot of young people a loss of true connection is gaining foothold. Over-reliance on it in education will erode an important aspect of the classroom experience.

So, lets not let accept this as our inevitable new norm. Nor let us allow it to cast doom over our educational system by making it our go to fix-it tool. For instance, we should not be quick to implement online learning as a capacity solution or as a means to outsource classes and limit future in-house offerings. Students currently are required to complete at least one online course for graduation. We should be cautious about the potential slippery slope of requiring more.

High quality online classes and distance learning indeed can potentially expand opportunities or provide access to classes available at one school but not another. Online education may better suit some students and specific classes may lend particularly well to a virtual format. But any introduction of broad or permanent online delivery programs must be carefully considered and thoughtfully designed to fit students learning styles and needs without sacrificing quality or limiting students ability to experience the highest excellence in education.

Two weeks in, I have no idea how successful this year will end up being from an academic perspective. For now, Ive chosen not to worry about that. I am far less concerned about the amount of knowledge my children accumulate this year than I am about the academic skills they develop, whether they find enthusiasm for learning, and their character growth.

In terms of our school system, lets use this time effectively to strengthen weaknesses and find real solutions to problems. Lets judiciously develop and employ truly effective educational technology. Consistently. Across all schools. At every level. For every student.

A committee studying all aspects of this school year, from academic to socioemotional, can be key in keeping us focused, diligent, and moving forward together to a better and more successful educational program for all of our kids.

Maura McMahon is the mother of two children in Arlington Public Schools. An Arlington resident since 2001, McMahon has been active in a range of County and school issues. She has served on the ThomasJefferson, South Arlington, and Career Center working groups and is the former president of the Arlington County Council of PTAs.

See original here:
Ed Talk: Don't Let Zoom Be Our Doom - ARLnow