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      "body": "![HOW-Portion.png](https://cdn.steemitimages.com/DQmaNQskAQJydje1ZDafpiLgGq2NyXhyJBbCfFPt4FQSpEt/HOW-Portion.png)\nAs I mentioned in my other post, I attended the Georgetown University Course on [Mind, Math and Multiliteracies](https://edtransform.georgetown.edu/m3i/)  last summer.  There were so many great resources from that course I just have to share it.  Here they are by topic.\n\n\n## Universal Learning Design or UDL\nIf you are a teacher, you would have here of UDL.  But did you know that  there is a very useful UDL site  called [UDL for Teachers](http://udlforteachers.com).  First, it explains it in bitesize videos.  They even divided  the resources based on the UDL 3 Principles and 9 Guidelines.  And—this is the best for busy teachers—-they gave specific examples, lessons and further links under each guideline!\n\nFor example, [UDL Guideline Number 5](http://udlforteachers.com/category/principle-2/guideline-5/) is all about “*providing options for communication and expression*.”  This link not only explains what this guideline is.  It gives examples on how to do it.  A teacher like me will really enjoy digging this site!  Below are just some of the useful resources for [UDL Guideline Number 5](http://udlforteachers.com/category/principle-2/guideline-5/):\n\n![IMG_1357.PNG](https://cdn.steemitimages.com/DQmQ8U7Tb4qYhcm1RFMwiCBCgaZmfaXmCj3diXC22EgY4wG/IMG_1357.PNG)\n## Growth Mindset as Applied to Math \nI never heard of Jo Boaler before but after reading her book, [Mathematical Mindsets](https://www.amazon.com/Mathematical-Mindsets-Unleashing-Potential-Innovative-ebook-dp-B01740JWAC/dp/B01740JWAC/ref=as_li_ss_tl?_encoding=UTF8&me=&qid=&linkCode=sl1&tag=go2sheblog-20&linkId=70ebeb1268ff44a1f25dbc1687ab31a0&language=en_US) I’m hooked!  She used research on brain growth and connected it to teaching and learning Math.  Then she promoted the use of [Math Tasks](https://www.youcubed.org/tasks/) where  all students of diverse levels get to work on the same project.  This is so cool especially for SPED teachers like me!  Below is a sample of what you will get for free in her site which can be searched by grade level or topic.\n\n## Integrating SEL and Equity to all Subjects\nWe were asked to figure out a way to integrate Social-Emotional Learning to different subjects and it was surprisingly easy to do once we expanded our perspective.  Below is a task I made to teach Descriptive Statistics that integrated Equity.  \n\n![M3 Group Presentation - Picture Perfect Math Task-3.jpg](https://cdn.steemitimages.com/DQmP23Ej4GLND58wNoRyM4Jk8YyGZzLh5omHQbRRwKhbUf6/M3%20Group%20Presentation%20-%20Picture%20Perfect%20Math%20Task-3.jpg)\nActually, I was riding a train when I saw this poster.  Perfect!  It can be used for a HS statistics project and at the same time, it can spark discussion on race, equity (why do others have bigger pictures than the others) or can simply be used as an entry point for classifying for students who are in the lower spectrum.  \n\nIn the end, it is all about changing the what we teach to integrate other topics that will challenge our students with diverse abilities and needs.  \n\nDo you agree with me that these resources are truly useful in our present teaching context?",
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      "body": "Congratulations @go2sheila! You have completed the following achievement on the Steem blockchain and have been rewarded with new badge(s) :\n\n<table><tr><td><img src=\"https://steemitimages.com/60x70/http://steemitboard.com/@go2sheila/posts.png?201909240317\"></td><td>You published more than 10 posts. Your next target is to reach 20 posts.</td></tr>\n</table>\n\n<sub>_You can view [your badges on your Steem Board](https://steemitboard.com/@go2sheila) and compare to others on the [Steem Ranking](https://steemitboard.com/ranking/index.php?name=go2sheila)_</sub>\n<sub>_If you no longer want to receive notifications, reply to this comment with the word_ `STOP`</sub>\n\n\nTo support your work, I also upvoted your post!\n\n\n**Do not miss the last post from @steemitboard:**\n<table><tr><td><a href=\"https://steemit.com/steemfest/@steemitboard/steemitboard-supports-the-steemfest-travel-reimbursement-fund\"><img src=\"https://steemitimages.com/64x128/https://cdn.steemitimages.com/DQmXDHs9xfx8ZZ3DESFUqHRUQAcQT5kUWobArsRoJg2Yz1F/image.png\"></a></td><td><a href=\"https://steemit.com/steemfest/@steemitboard/steemitboard-supports-the-steemfest-travel-reimbursement-fund\">SteemitBoard supports the SteemFest⁴ Travel Reimbursement Fund.</a></td></tr></table>\n\n###### [Vote for @Steemitboard as a witness](https://v2.steemconnect.com/sign/account-witness-vote?witness=steemitboard&approve=1) to get one more award and increased upvotes!",
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      "title": "Young Adult Books that teach Social-Emotional Learning (SEL), Equity and Inclusion",
      "body": "![Books-M3-Recommended.png](https://cdn.steemitimages.com/DQmUbGn5mK3ugRoZkUfBvuNQgtwj4H4zDCU5NuyHXQEcRae/Books-M3-Recommended.png)\n\n[Edweek](https://marketbrief.edweek.org/exclusive-data/sel/) confirmed what I suspected: the demand of SEL teaching materials is growing. Why not? More and more students lack social and emotional maturity expected of their age. Whatever the cause is, the result is the same: teachers like me are being asked to add Social-Emotional Learning to their long list of teaching requirements.\n\nFortunately, I attended the Georgetown University Course on [Mind, Math and Multiliteracies](https://edtransform.georgetown.edu/m3i/) where we looked at high interest HS books that can teach SEL, Equity (another buzz word) and, of course, ELA skills.  Each one of them can be used to discuss acceptance, equity and inclusion.  Moreover, each one has interdisciplinary connections and can be linked to Math, Science, Arts, Music or Social Studies.\n\n## [Out of my Mind](https://amzn.to/2HcSRcd)\n\n**Book Summary:**  “Eleven-year-old Melody is not like most people. She can’t walk. She can’t talk. She can’t write. All because she has cerebral palsy. But she also has a photographic memory; she can remember every detail of everything she has ever experienced. She’s the smartest kid in her whole school, but NO ONE knows it. Most people—her teachers, her doctors, her classmates—dismiss her as mentally challenged because she can’t tell them otherwise. But Melody refuses to be defined by her disability. And she’s determined to let everyone know it…somehow.”\n\n**Reading Level:** Read Aloud for Grades 3 - 4 and Independent Reading for Grades 5 and up.\n\n## [El Deafo](https://amzn.to/2ZcYuNr)\n\n**Book Summary:**  “Going to school and making new friends can be tough. But going to school and making new friends while wearing a bulky hearing aid strapped to your chest? That requires superpowers! In this funny, poignant graphic novel memoir, author/illustrator Cece Bell chronicles her hearing loss at a young age and her subsequent experiences with the Phonic Ear, a very powerful—and very awkward—hearing aid. The Phonic Ear gives Cece the ability to hear—sometimes things she shouldn’t—but also isolates her from her classmates. She really just wants to fit in and find a true friend, someone who appreciates her as she is. After some trouble, she is finally able to harness the power of the Phonic Ear and become “El Deafo, Listener for All.” And more importantly, declare a place for herself in the world and find the friend she’s longed for.”\n\n**Lexile Level:** GN420L or Recommended as Read Aloud for Grades 3-5 and Independent Reading for higher grades.\n\n## [Accidents of Nature](https://amzn.to/2Z803fG)\n\n**Book Summary:**  “It’s the summer of 1970. Seventeen-year-old Jean has cerebral palsy, but she’s always believed she’s just the same as everyone else. She’s never really known another disabled person before she arrives at Camp Courage. As Jean joins a community unlike any she has ever imagined, she comes to question her old beliefs and look at the world in a new light. The camp session is only ten days long, but that may be all it takes to change a life forever.”\n\n**Reading Level:**  Independent Reading for Grades 8 and Above\n\n## [A Time to Dance](https://amzn.to/2z5PMGe)\n\n**Book Summary:**  “ An inspiring story of a young girl’s struggle to regain her passion and find a new peace is told lyrically through verse that captures the beauty and mystery of India and the ancient /bharatanatyam/ dance form. This is a stunning novel about spiritual awakening, the power of art, and above all, the courage and resilience of the human spirit.Veda, a classical dance prodigy in India, lives and breathes dance—so when an accident leaves her a below-knee amputee, her dreams are shattered. For a girl who’s grown used to receiving applause for her dance prowess and flexibility, adjusting to a prosthetic leg is painful and humbling. But Veda refuses to let her disability rob her of her dreams, and she starts all over again, taking beginner classes with the youngest dancers. Then Veda meets Govinda, a young man who approaches dance as a spiritual pursuit. As their relationship deepens, Veda reconnects with the world around her, and begins to discover who she is and what dance truly means to her.“\n\n**Reading Level:**   Independent Reading for 9th Grade and above\n\n## [Shark Girl](https://amzn.to/31K2BCo)\n\n**Book Summary:**  “ On a sunny day in June, at the beach with her mom and brother, fifteen-year-old Jane Arrowood went for a swim. And then everything — absolutely everything — changed. Now she’s counting down the days until she returns to school with her fake arm, where she knows kids will whisper, “That’s her — that’s Shark Girl,” as she passes. In the meantime there are only questions: Why did this happen? Why her? What about her art? What about her life? In this striking first novel, Kelly Bingham uses poems, letters, telephone conversations, and newspaper clippings to look unflinchingly at what it’s like to lose part of yourself — and to summon the courage it takes to find yourself again.“\n\n**Reading Level:**   Recommended Read Aloud for Grades 4-5 and Independent Reading for Grades 6 and above.\n\n## [Blind](https://amzn.to/2Z5IZXH)\n\n**Book Summary:**  “When Emma Sasha Silver loses her eyesight in a nightmare accident, she must relearn everything from walking across the street to recognizing her own sisters to imagining colors. One of seven children, Emma used to be the invisible kid, but now it seems everyone is watching her. And just as she’s about to start high school and try to recover her friendships and former life, one of her classmates is found dead in an apparent suicide. Fifteen and blind, Emma has to untangle what happened and why—in order to see for herself what makes life worth living. Unflinching in its portrayal of Emma’s darkest days, yet full of hope and humor, Rachel DeWoskin’s brilliant /Blind/is one of those rare books that utterly absorbs the reader into the life and experience of another.“\n\n**Reading Level:**  Read Aloud for Grades 6 to 7 and Independent Reading for Grades 8 and above.\n\n## [The Dark Days of Hamburger Haplin](https://amzn.to/2HcOwph)\n\n**Book Summary:**  “Being a hefty, deaf newcomer almost makes Will Halpin the least popular guy at Coaler High. But when he befriends the only guy less popular than him, the dork-namic duo has the smarts and guts to figure out who knocked off the star quarterback. Will can’t hear what’s going on, but he’s a great observer. So, who did it? And why does that guy talk to his fingers? And will the beautiful girl ever notice him? (Okay, so Will’s interested in more than just murder... Those who prefer their heroes to be not-so-usual and with a side of wise guy will gobble up this witty, geeks-rule debut.\"\n\n**Reading Level:**   Recommended for Grades 6 and above\n\n## [The Curious Incident of the Dog in the Night-Time: A Novel](https://amzn.to/2HbnpLo)\n\n**Book Summary:** “Christopher John Francis Boone knows all the countries of the world and their capitals and every prime number up to 7,057. He relates well to animals but has no understanding of human emotions. He cannot stand to be touched. Although gifted with a superbly logical brain, Christopher is autistic. Everyday interactions and admonishments have little meaning for him. Routine, order and predictability shelter him from the messy, wider world. Then, at fifteen, Christopher’s carefully constructed world falls apart when he finds his neighbor’s dog, Wellington, impaled on a garden fork, and he is initially blamed for the killing.  Christopher decides that he will track down the real killer…. As he tries to deal with the crisis within his own family, we are drawn into the workings of Christopher’s mind. And herein lies the key to the brilliance of Mark Haddon’s choice of narrator: The most wrenching of emotional moments are chronicled by a boy who cannot fathom emotion. The effect is dazzling, making for a novel that is deeply funny, poignant, and fascinating in its portrayal of a person whose curse and blessing is a mind that perceives the world literally.“\n\n**Reading Level:**  Independent Reading for Grades 9 and above.\n\n## [Owning It - Stories About Teens with Disabilities](https://amzn.to/31HIJjj)\n\n**Book Summary:**  “Chris Crutcher takes us on a wild ride through the mind of a teen with ADD, while David Lubar’s protagonist gets a sobering lesson from his friends. In Gail Giles’s tale, Brad can’t help barking at his classmates but finds understanding when he gives a comical (and informative) presentation to his entire school. And Robert Lipsyte introduces us to an elite task force whose number-one enemy is cancer. Whether their disabilities are physical or psychological, the subjects of these powerful short stories — written by ten outstanding young adult authors — meet every day with wit, intelligence, and courage.“\n\n**Reading Level:**  Recommended for MS and HS Students.\n\n*Disclaimer:*  Amazon Affiliate links are used and the book descriptions in quotation marks were quoted from the Amazon site as well.",
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      "title": "Young Adult Books that teach Social-Emotional Learning (SEL), Equity and Inclusion",
      "body": "![Books-M3-Recommended.png](https://cdn.steemitimages.com/DQmUbGn5mK3ugRoZkUfBvuNQgtwj4H4zDCU5NuyHXQEcRae/Books-M3-Recommended.png)\n\n[Edweek](https://marketbrief.edweek.org/exclusive-data/sel/) confirmed what I suspected: the demand of SEL teaching materials is growing. Why not? More and more students lack social and emotional maturity expected of their age. Whatever the cause is, the result is the same: teachers like me are being asked to add Social-Emotional Learning to their long list of teaching requirements.\n\nFortunately, I attended the Georgetown University Course on [Mind, Math and Multiliteracies](https://edtransform.georgetown.edu/m3i/) where we looked at high interest HS books that can teach SEL, Equity (another buzz word) and, of course, ELA skills.  Each one of them can be used to discuss acceptance, equity and inclusion.  Moreover, each one has interdisciplinary connections and can be linked to Math, Science, Arts, Music or Social Studies.\n\n## [Out of my Mind](https://amzn.to/2HcSRcd)\n\n**Book Summary:**  “Eleven-year-old Melody is not like most people. She can’t walk. She can’t talk. She can’t write. All because she has cerebral palsy. But she also has a photographic memory; she can remember every detail of everything she has ever experienced. She’s the smartest kid in her whole school, but NO ONE knows it. Most people—her teachers, her doctors, her classmates—dismiss her as mentally challenged because she can’t tell them otherwise. But Melody refuses to be defined by her disability. And she’s determined to let everyone know it…somehow.”\n\n**Reading Level:** Read Aloud for Grades 3 - 4 and Independent Reading for Grades 5 and up.\n\n## [El Deafo](https://amzn.to/2ZcYuNr)\n\n**Book Summary:**  “Going to school and making new friends can be tough. But going to school and making new friends while wearing a bulky hearing aid strapped to your chest? That requires superpowers! In this funny, poignant graphic novel memoir, author/illustrator Cece Bell chronicles her hearing loss at a young age and her subsequent experiences with the Phonic Ear, a very powerful—and very awkward—hearing aid. The Phonic Ear gives Cece the ability to hear—sometimes things she shouldn’t—but also isolates her from her classmates. She really just wants to fit in and find a true friend, someone who appreciates her as she is. After some trouble, she is finally able to harness the power of the Phonic Ear and become “El Deafo, Listener for All.” And more importantly, declare a place for herself in the world and find the friend she’s longed for.”\n\n**Lexile Level:** GN420L or Recommended as Read Aloud for Grades 3-5 and Independent Reading for higher grades.\n\n## [Accidents of Nature](https://amzn.to/2Z803fG)\n\n**Book Summary:**  “It’s the summer of 1970. Seventeen-year-old Jean has cerebral palsy, but she’s always believed she’s just the same as everyone else. She’s never really known another disabled person before she arrives at Camp Courage. As Jean joins a community unlike any she has ever imagined, she comes to question her old beliefs and look at the world in a new light. The camp session is only ten days long, but that may be all it takes to change a life forever.”\n\n**Reading Level:**  Independent Reading for Grades 8 and Above\n\n## [A Time to Dance](https://amzn.to/2z5PMGe)\n\n**Book Summary:**  “ An inspiring story of a young girl’s struggle to regain her passion and find a new peace is told lyrically through verse that captures the beauty and mystery of India and the ancient /bharatanatyam/ dance form. This is a stunning novel about spiritual awakening, the power of art, and above all, the courage and resilience of the human spirit.Veda, a classical dance prodigy in India, lives and breathes dance—so when an accident leaves her a below-knee amputee, her dreams are shattered. For a girl who’s grown used to receiving applause for her dance prowess and flexibility, adjusting to a prosthetic leg is painful and humbling. But Veda refuses to let her disability rob her of her dreams, and she starts all over again, taking beginner classes with the youngest dancers. Then Veda meets Govinda, a young man who approaches dance as a spiritual pursuit. As their relationship deepens, Veda reconnects with the world around her, and begins to discover who she is and what dance truly means to her.“\n\n**Reading Level:**   Independent Reading for 9th Grade and above\n\n## [Shark Girl](https://amzn.to/31K2BCo)\n\n**Book Summary:**  “ On a sunny day in June, at the beach with her mom and brother, fifteen-year-old Jane Arrowood went for a swim. And then everything — absolutely everything — changed. Now she’s counting down the days until she returns to school with her fake arm, where she knows kids will whisper, “That’s her — that’s Shark Girl,” as she passes. In the meantime there are only questions: Why did this happen? Why her? What about her art? What about her life? 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Those who prefer their heroes to be not-so-usual and with a side of wise guy will gobble up this witty, geeks-rule debut.\"\n\n**Reading Level:**   Recommended for Grades 6 and above\n\n## [The Curious Incident of the Dog in the Night-Time: A Novel](https://amzn.to/2HbnpLo)\n\n**Book Summary:** “Christopher John Francis Boone knows all the countries of the world and their capitals and every prime number up to 7,057. He relates well to animals but has no understanding of human emotions. He cannot stand to be touched. Although gifted with a superbly logical brain, Christopher is autistic. Everyday interactions and admonishments have little meaning for him. Routine, order and predictability shelter him from the messy, wider world. Then, at fifteen, Christopher’s carefully constructed world falls apart when he finds his neighbor’s dog, Wellington, impaled on a garden fork, and he is initially blamed for the killing.  Christopher decides that he will track down the real killer…. As he tries to deal with the crisis within his own family, we are drawn into the workings of Christopher’s mind. And herein lies the key to the brilliance of Mark Haddon’s choice of narrator: The most wrenching of emotional moments are chronicled by a boy who cannot fathom emotion. The effect is dazzling, making for a novel that is deeply funny, poignant, and fascinating in its portrayal of a person whose curse and blessing is a mind that perceives the world literally.“\n\n**Reading Level:**  Independent Reading for Grades 9 and above.\n\n## [Owning It - Stories About Teens with Disabilities](https://amzn.to/31HIJjj)\n\n**Book Summary:**  “Chris Crutcher takes us on a wild ride through the mind of a teen with ADD, while David Lubar’s protagonist gets a sobering lesson from his friends. In Gail Giles’s tale, Brad can’t help barking at his classmates but finds understanding when he gives a comical (and informative) presentation to his entire school. 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      "body": "<iframe width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/gYxzmyomIEw?rel=0&amp;start=35\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" allowfullscreen></iframe>\n\nI usually watch Gerry Brooks  so I can relax and laugh at his jokes.  But yesterday, he wore a serious face and just showed a bunch of handwritten poster boards.  He was quiet and somber and yet it was very powerful.  He just want to be respected.  \n\n### Sometimes it’s hard-really hard!\nIn just 18 hours (as of this writing) there were 2,818 FB comments and 2.5M views in [Facebook](https://www.facebook.com/gerrybrooksprin/) and 3,855 in [Youtube](https://youtu.be/gYxzmyomIEw?t=35s).  Gerry titled his post Sometimes it’s hard-really hard! and it echoed and reached a lot of teachers.  In the end, everyone agreed that teachers just want to be respected - #RespectEducators.\n\n### Storm Brewing\nI do not know if decision makers are aware of the growing discontent of educators like Gerry.  Here are the latest posts about what are happening to teachers:\n\n* [From Washington Post](https://www.washingtonpost.com/local/education/it-just-hurts-my-heart-low-pay-big-classes-are-the-plight-of-oklahoma-teachers/2018/03/30/e5e10eb8-2c88-11e8-b0b0-f706877db618_story.html) - Low Pay Big Classes\n\n* [From USA Today](https://www.usatoday.com/story/news/nation-now/2018/03/30/teachers-striking-oklahoma-west-virginia-arizona-kentucky/472742002/) - Teacher Strikes all Over the Country\n\n* [American Federation of Teachers 2017 Survey](https://www.aft.org/news/survey-shows-educators-are-feeling-stressed-out) - Teachers are Stressed Out\n\n* [The Hill](http://thehill.com/homenews/state-watch/380981-kentucky-schools-closed-as-teachers-protest-pension-overhaul) - Kentucky Teachers’ Strike Closes Schools Across the State \n\n### #RespectEducators\nTeacher discontent is more than salaries and benefits.  It is doing all the hard work of educating and nurturing children then being disrespected from all fronts:  administrators, parents and everyone else.  Do you want to keep good teachers in school?  [#RespectEducators](https://amzn.to/2uAym5d).  Treat teachers as the heroes they are.  Uplift them.  Help them.  Fund them.  If you want to support teachers here a [bunch of shirts from Amazon](https://amzn.to/2uAym5d) that you can wear or give to your favorite teacher.\n\nRespecting my co-teachers, @go2sheila - Your Virtual Co-Teacher",
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      "body": "<iframe width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/gYxzmyomIEw?rel=0&amp;start=35\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" allowfullscreen></iframe>\n\nI usually watch Gerry Brooks  so I can relax and laugh at his jokes.  But yesterday, he wore a serious face and just showed a bunch of handwritten poster boards.  He was quiet and somber and yet it was very powerful.  He just want to be respected.  \n\n### Sometimes it’s hard-really hard!\nIn just 18 hours (as of this writing) there were 2,818 FB comments and 2.5M views in [Facebook](https://www.facebook.com/gerrybrooksprin/) and 3,855 in [Youtube](https://youtu.be/gYxzmyomIEw?t=35s).  Gerry titled his post Sometimes it’s hard-really hard! and it echoed and reached a lot of teachers.  In the end, everyone agreed that teachers just want to be respected - #RespectEducators.\n\n### Storm Brewing\nI do not know if decision makers are aware of the growing discontent of educators like Gerry.  Here are the latest posts about what are happening to teachers:\n\n* [From Washington Post](https://www.washingtonpost.com/local/education/it-just-hurts-my-heart-low-pay-big-classes-are-the-plight-of-oklahoma-teachers/2018/03/30/e5e10eb8-2c88-11e8-b0b0-f706877db618_story.html) - Low Pay Big Classes\n\n* [From USA Today](https://www.usatoday.com/story/news/nation-now/2018/03/30/teachers-striking-oklahoma-west-virginia-arizona-kentucky/472742002/) - Teacher Strikes all Over the Country\n\n* [American Federation of Teachers 2017 Survey](https://www.aft.org/news/survey-shows-educators-are-feeling-stressed-out) - Teachers are Stressed Out\n\n* [The Hill](http://thehill.com/homenews/state-watch/380981-kentucky-schools-closed-as-teachers-protest-pension-overhaul) - Kentucky Teachers’ Strike Closes Schools Across the State \n\n### #RespectEducators\nTeacher discontent is more than salaries and benefits.  It is doing all the hard work of educating and nurturing children then being disrespected from all fronts:  administrators, parents and everyone else.  Do you want to keep good teachers in school?  [#RespectEducators](https://amzn.to/2uAym5d).  Treat teachers as the heroes they are.  Uplift them.  Help them.  Fund them.  If you want to support teachers here a [bunch of shirts from Amazon](https://amzn.to/2uAym5d) that you can wear or give to your favorite teacher.\n\nRespecting my co-teachers, @go2sheila - Your Virtual Co-Teacher",
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      "title": "How do you Retain Great Teachers?   #RespectEducators",
      "body": "<iframe width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/gYxzmyomIEw?rel=0&amp;start=35\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" allowfullscreen></iframe>\n\nI usually watch Gerry Brooks  so I can relax and laugh at his jokes.  But yesterday, he wore a serious face and just showed a bunch of handwritten poster boards.  He was quiet and somber and yet it was very powerful.  He just want to be respected.  \n\n### Sometimes it’s hard-really hard!\nIn just 18 hours (as of this writing) there were 2,818 FB comments and 2.5M views in [Facebook](https://www.facebook.com/gerrybrooksprin/) and 3,855 in [Youtube](https://youtu.be/gYxzmyomIEw?t=35s).  Gerry titled his post Sometimes it’s hard-really hard! and it echoed and reached a lot of teachers.  In the end, everyone agreed that teachers just want to be respected - #RespectEducators.\n\n### Storm Brewing\nI do not know if decision makers are aware of the growing discontent of educators like Gerry.  Here are the latest posts about what are happening to teachers:\n\n* [From Washington Post](https://www.washingtonpost.com/local/education/it-just-hurts-my-heart-low-pay-big-classes-are-the-plight-of-oklahoma-teachers/2018/03/30/e5e10eb8-2c88-11e8-b0b0-f706877db618_story.html) - Low Pay Big Classes\n\n* [From USA Today](https://www.usatoday.com/story/news/nation-now/2018/03/30/teachers-striking-oklahoma-west-virginia-arizona-kentucky/472742002/) - Teacher Strikes all Over the Country\n\n* [American Federation of Teachers 2017 Survey](https://www.aft.org/news/survey-shows-educators-are-feeling-stressed-out) - Teachers are Stressed Out\n\n* [The Hill](http://thehill.com/homenews/state-watch/380981-kentucky-schools-closed-as-teachers-protest-pension-overhaul) - Kentucky Teachers’ Strike Closes Schools Across the State \n\n### #RespectEducators\nTeacher discontent is more than salaries and benefits.  It is doing all the hard work of educating and nurturing children then being disrespected from all fronts:  administrators, parents and everyone else.  Do you want to keep good teachers in school?  [#RespectEducators](https://amzn.to/2uAym5d).  Treat teachers as the heroes they are.  Uplift them.  Help them.  Fund them.  If you want to support teachers here a [bunch of shirts from Amazon](https://amzn.to/2uAym5d) that you can wear or give to your favorite teacher.\n\nRespecting my co-teachers, @go2sheila - Your Virtual Co-Teacher",
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      "body": "Right, @cryptoindex.  Let's #respecteducators for respect is a powerful motivator.",
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      "permlink": "mixing-stories-about-online-gigs-with-hs-differentiated-lessons-injectprojects",
      "title": "Mixing Stories about Online Gigs with HS Differentiated Lessons",
      "body": "![Steemit-Intro.png](https://steemitimages.com/DQmVmhYVhihD9UASMAVtWUuaqYni2RPnAWxNzBDsLfPHmQh/Steemit-Intro.png)\n\nI am a special education teacher.  I am also an online seller.  The more I know about online opportunities, the more I worry about my students.  Yes, I have to teach them  basic subjects like Math and English.  But I also have the responsibility to prepare them for life after high school.   Technically, this falls under transition goals.  Let me explain.\n\n### Transition Goals Explained\nAll students with IEPs  have transition goals by the time they are in High School.  IEP or Individualized Educational Plan is enforced by Federal Law.  That means transition goals are required by law too. SPED teachers like me are case managers of different students with special needs.  Besides teaching them academics, we have to make sure their transition goals are followed.  \n\nIt is easier to schedule teaching independent living and career exploration when you teach self-contained classrooms.  But not all students with IEP's are taught together in the same class.  Many attend classes with other students and this is called inclusion.  \n\n### Lack of time in Inclusion Setting\nI used to teach students with special needs in the inclusion setting.  I was assigned students in 9th and 10th grades who were not taking the same classes.  A few of them were all taking Geometry during the same period but they were spread out to different teachers.  In other words, it was challenging to schedule and support them in their academic subjects and I barely had time to give them meaningful transition services.\n\n### Changing workplace\nAt the same time, the employment world is changing.   Globalization paved the way to virtual workers from other countries and less entry job opportunities.  Home-based entrepreneurship rose through online marketplaces like Etsy, Fivver, Amazon, Jet and Ebay.  Amazon itself helped a lot of people earn money through their various channels like Fulfillment by Amazon (third party selling), Merch by Amazon (Print-on-Demand Shirts, Hoodies, Sweatshirts),  Kindle Direct Publishing (Self-Publishing), Mechanical Turk (fees for small tasks) and others.\n\nAll in all, there is a rising number of earning opportunities in online marketplaces and our students are not being prepared for them.   Moreover, students with disabilities may thrive in these marketplaces.  Students with physical limitations will be able to work at home using computers.  Students with limited focus can work during their peak time and can be free of regular working hours.  These opportunities may also be helpful to typical students without disabilities but may be homebound in the future to take care of small kids or sick relatives.\n\n### What can a SPED teacher do?\nSo how can teachers like me expose them to these rising online opportunities?   Well, why not integrate online gigs with with standards based mini-projects? For example,  we can introduce Print-on-Demand Shirts in algebra problems by using their selling price, royalties and number of sales in creating equations (HSA-CED.A.1).   We can also read about trademarks (RI.9-12.1) and how to check if certain phrases can be used.  These projects will expose students to different online entrepreneurship opportunities while studying their academic courses.  I proposed this idea to Essentials 4.0 Fellowship and they helped me organize a pop-up.\n\n![IMG_8351.PNG](https://steemitimages.com/DQmaZctdxYAY26QMmiXs8n34UFZkD3U9zigCyvFBufjRSGr/IMG_8351.PNG)\n\nThe initial product is now available online at [Teachers Pay Teachers](https://www.teacherspayteachers.com/Product/Modified-Algebra-Task-with-POD-Career-Exploration-for-MSHS-Inclusion-Students-3641783?utm_source=Steemit&utm_campaign=Intro%20Blog).   This first InjectProject product is about Print-on-Demand shirts and hoodies and includes 3 levels of differentiated work for students with disabilities.  More are coming but any feedback is appreciated.\n\nAt your service,\n@go2sheila",
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      "body": "![Steemit-Intro.png](https://steemitimages.com/DQmVmhYVhihD9UASMAVtWUuaqYni2RPnAWxNzBDsLfPHmQh/Steemit-Intro.png)\n\nI am a special education teacher.  I am also an online seller.  The more I know about online opportunities, the more I worry about my students.  Yes, I have to teach them  basic subjects like Math and English.  But I also have the responsibility to prepare them for life after high school.   Technically, this falls under transition goals.  Let me explain.\n\n### Transition Goals Explained\nAll students with IEPs  have transition goals by the time they are in High School.  IEP or Individualized Educational Plan is enforced by Federal Law.  That means transition goals are required by law too. SPED teachers like me are case managers of different students with special needs.  Besides teaching them academics, we have to make sure their transition goals are followed.  \n\nIt is easier to schedule teaching independent living and career exploration when you teach self-contained classrooms.  But not all students with IEP's are taught together in the same class.  Many attend classes with other students and this is called inclusion.  \n\n### Lack of time in Inclusion Setting\nI used to teach students with special needs in the inclusion setting.  I was assigned students in 9th and 10th grades who were not taking the same classes.  A few of them were all taking Geometry during the same period but they were spread out to different teachers.  In other words, it was challenging to schedule and support them in their academic subjects and I barely had time to give them meaningful transition services.\n\n### Changing workplace\nAt the same time, the employment world is changing.   Globalization paved the way to virtual workers from other countries and less entry job opportunities.  Home-based entrepreneurship rose through online marketplaces like Etsy, Fivver, Amazon, Jet and Ebay.  Amazon itself helped a lot of people earn money through their various channels like Fulfillment by Amazon (third party selling), Merch by Amazon (Print-on-Demand Shirts, Hoodies, Sweatshirts),  Kindle Direct Publishing (Self-Publishing), Mechanical Turk (fees for small tasks) and others.\n\nAll in all, there is a rising number of earning opportunities in online marketplaces and our students are not being prepared for them.   Moreover, students with disabilities may thrive in these marketplaces.  Students with physical limitations will be able to work at home using computers.  Students with limited focus can work during their peak time and can be free of regular working hours.  These opportunities may also be helpful to typical students without disabilities but may be homebound in the future to take care of small kids or sick relatives.\n\n### What can a SPED teacher do?\nSo how can teachers like me expose them to these rising online opportunities?   Well, why not integrate online gigs with with standards based mini-projects? For example,  we can introduce Print-on-Demand Shirts in algebra problems by using their selling price, royalties and number of sales in creating equations (HSA-CED.A.1).   We can also read about trademarks (RI.9-12.1) and how to check if certain phrases can be used.  These projects will expose students to different online entrepreneurship opportunities while studying their academic courses.  I proposed this idea to Essentials 4.0 Fellowship and they helped me organize a pop-up.\n\n![IMG_8351.PNG](https://steemitimages.com/DQmaZctdxYAY26QMmiXs8n34UFZkD3U9zigCyvFBufjRSGr/IMG_8351.PNG)\n\nThe initial product is now available online at [Teachers Pay Teachers](https://www.teacherspayteachers.com/Product/Modified-Algebra-Task-with-POD-Career-Exploration-for-MSHS-Inclusion-Students-3641783?utm_source=Steemit&utm_campaign=Intro%20Blog).   This first InjectProject product is about Print-on-Demand shirts and hoodies and includes 3 levels of differentiated work for students with disabilities.  More are coming but any feedback is appreciated.\n\nAt your service,\n@go2sheila",
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