|
Current
Issue # 8 May 29, 2000
"TEACHING FROM OUR HEARTS...
being and building caring for teachers
and those we relate to"
\\\ CONTENTS ///
1/ INTRODUCTION ... Helping ourselves
and others,
finding the positive, smiling, webcasts
and more ...
Caring Ways
2/ NURTURING SELF: Balancing Nurturing Self
With
Nurturing Others, by Melody Lark
3/ THE HEART OF EDUCATION edited by Steven
Glazer,
reviewed by Linda Babin
Being on the Sunny Side of the Street
4/ POSITIVE PSYCHOLOGY - Excerpts and links
to
works of Martin Seligman and his colleagues
5/ INVITATIONAL EDUCATION - Excerpts and links
to
works of William Purkey and many kindred
spirits
6/ THE POSITIVE EMOTION OF ELEVATION - a link
to
an article by Jon Haidt
Resources and Calendar
7/ REACHING INDIVIDUAL HEARTS AND MINDS ...
a list of listservs,
mailrings, bulletin boards ... in our
Resources section of our website
8/ SUMMER CARING HAPPENINGS ... Updating our
Website Calendar
section for conferences, workshops, talks
this summer
9/ SPECIAL ANNOUNCEMENT - "WEBCAST"
An invitation to two 'live'
video / audio - internet webcasts on
social and emotional learning.
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To Subscribe, unsubscribe or change address
subscriptions
Writing to us
Co-editors:
Marty Kirschen marty
Diane Lightbody diane
General Comments comments
Mailing address
1613 Raymond Hill Road #2 . South Pasadena,
CA 91030
Tel.
Our current subscriber mailing list is 730
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1/ INTRODUCTION ... Helping ourselves
and others,
finding the positive, smiling, webcasts
and more ...
This month we are pleased to bring four groupings of information
that we hope will be quite useful at this time. First,
we present
writings regarding caring written for the newsletter.
We continue with
the second in a series of articles on nurturing by Melody
Lark. Then
Linda Babin reviews for us and you "The heart of education"
by Steven Glazer"
We are also presenting a group of selections and links that
are
oriented towards promoting positive outlooks and actions
by teachers,
students and others. These selections will include
works by Martin
Seligman, William Purkey, and Jon Haidt.
Finally, we invite you to peruse the many doors of our website
to see
some updates made. In particular note the resource
and calendar sections.
In resources, we have added a section of websites that provide
message
boards and listservs (you send one letter and it goes to
an entire group).
In the calendar section, we share with you caring gatherings
scheduled to
come up through the summer and into the fall - including
an exciting
webcast.
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2/ NURTURING SELF: Balancing Nurturing Self
With
Nurturing Others, by Melody Lark
In simple terms, passion increases educators' capacity to
address the
needs of students. Nurturing self is the catalyst
for that passion.
The previous issue of the newsletter revolved around Dimension
One of
Nurturing Self; self nurturing self by rejuvenating the
mind, body, and
spirit. This issue spearheads Dimension Two; balancing
nurturing self
with nurturing others. The next issue will probe Dimension
Three;
teaching others, including students, how to nurture us.
The students we serve, the other people and things we love,
and the life
we live demand energy. Often, the energy we expend
nurturing others may
exceed the energy we use to nurture self. Such a deficit
equates to a
loss of self. In other words, giving to others more
than we give to
self represents an avoidance of satisfying personal needs.
Worse, the
avoidance surely blinds us to who we are and to avenues
for personal
polishing. Yet, without giving of ourselves to others,
we can not
maximize giving to self. How ironic, yet true: The
more we give, to the
point of diminishing returns, the more room we have to receive.
A healthy exchange of giving and receiving relies on balance.
This
balance, probably, is more intuitive than calculating.
Meaning,
devoting three hours to someone's well-being does not require
doing
something for self for three hours. The ratio for
personal balance
could be three to one; every three hours of giving self
to others may
require just one hour of giving self to self. Not
just any one hour any
way obtainable, but a meaningful one hour.
That one hour is meaningful when it enriches, and when it
permits
inhaling and exhaling life at a soothing rhythm, at whatever
self-defined pace that is. Schedule a meaningful one
hour. The rewards
of a meaningful one hour make the time seem like more.
One certainty is
this: If we nurture others every day, we should nurture
self every day.
The quality, not quantity, of time nurturing self establishes
the
boundaries for nurturing others.
Whatever the quality of the nurturing we believe we provide
others, only
others can judge whether they feel nurtured and to what
degree. The
flip side of this statement is true as well. How can
anyone tell us we
are nurtured if we do not feel that we are? Understand
that we can
nurture only to the extent we know how to nurture -- self
and others.
As we become more skilled at nurturing self, we become more
capable of
nurturing others. Again, this is so in reverse: The
degree we can
nurture others is the degree we can nurture self genuinely
and
productively.
Sometimes we know how to nurture others by observing how
they
nurture themselves. Sometimes how others respond
to what we do for
them provides an indication of whether they feel nurtured.
Sometimes,
however, we must ask others how we can nurture them.
Within the
feelings we experience as we nurture others as well as self
is the
evidence of whether balance exists. Balance is a possibility
when we
give of self to others lovingly, willingly, and with satisfaction
while
not feeling as though we are cheating self. Giving
of self with
unpleasant feelings such as resentment, anger, jealousy,
or ill-will
points to an imbalance. This imbalance propels us
into the roles of
victim, martyr, or savior. Moreover, these roles interfere
with our
ability and even desire to nurture self.
Nurturing self involves some selfishness. Yet, a certain
amount of
selfishness paves the way for the selflessness that nurturing
others
implies. This selflessness can provide self-gratification.
When
selfishness and selflessness are balanced, sense of self
is at its best
in the midst of all its attributes. Educators need
a sturdy sense of
self to truly strengthen the sense of self of students.
Whereas this issue of the newsletter touched the surface
of balancing
nurturing self with nurturing others, Sense Of Self Workshops
delve
deeper into the process. About 10 workshops of 2-3
hours comprise each
of the following two series: (a) Actualizing Professional
Potential; and
(b) Educating Educators About (Il)legal Drugs.
Dr. Melody Lark, Director - E-mail: melody.lark
Please refer to our Calendar section regrading Dr. Lark's
summer
workshops.
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3/ THE HEART OF EDUCATION edited by Steven
Glazer,
reviewed by Linda Babin - school psychologist
and counselor
I'm offering a review of a book entitled The Heart of Learning:
Spirituality in Education to those like-minded educators
interested in
drawing a broader definition of what it means to be an educator.
I work
as an elementary school psychologist and counselor in a
large school
district in Edmonds, Washington, just north of Seattle.
The school in
which I work has spent seven years now with a focus we call
character
education which has inspired us to intentionally integrate
the teaching
of the social, emotional, and ethical aspects of development
along with
academic learning.
The Heart of Learning is edited by Seven Glazer who is a
co-founder of
the Naropa Institute School of Continuing Education. (The
book is
published by Penguin Putnam, Inc.) The book was written
following a
Spirituality in Education conference at the Naropa Institute
in 1997.
The chapters reflect talks given by a variety of speakers
at the
conference including Parker Palmer, Rachel Naomi Remen,
His
Holiness the Dalai Lama, and Ron Miller, to name just a
few.
The authors speak from a variety of perspectives to remind
us that the
educational process must go beyond giving our children knowledge
and
must also include the development of a good heart. As the
Dalai Lama
suggests: 'because we are social animals, we can't survive
as single
persons, without the company of others.' Therefore, 'learning
to care
for others is a key point in our survival. Love and compassion
are basic
necessities of life not only for the individual but also
for society.'
Rachel Naomi Remen suggests that all of us labor still under
a heavy,
cultural shadow. This shadow reflects the values of self-sufficiency,
competence, independence, and mastery. The result of too
much emphasis
upon these particular values is that we have created a tremendous
isolation. This isolation not only separates us from each
other, it
separates us too often from our compassionate selves.
As we begin to create educational environments which allow
and
encourage the genuine expression of personal questions,
concerns, and
uncertainties, we begin to create connections among learners
and a sense
of belonging develops. It is within the context of
a community of these
connections and sense of belonging, that compassion emerges
and begins
to guide our actions and our decisions. Conceptual
knowledge and
information give us understanding. We need the guidance
of our hearts,
grounded in compassion in order to be wise. It is wisdom
that is needed
now for human survival.
Dr. Remen suggests that of all the contemporary cultural
institutions,
education holds the greatest promise for healing the wounds
of our
culture. She also suggests that we cannot heal our
culture by educating
people to succeed in society as it is. 'We must have the
courage to
educate people to heal this world into what it might become.'
The 16 authors whose works comprise The Heart of Education
have
joined together to challenge and inspire us to think again
about the
meaning and the purpose of education. Clearly, in the society
of today,
something is lacking. The thing that seems to be lacking
is the
dimension of enhancing the heart. The Heart of Education
speaks to the
question, 'How do we teach to the development of a good
heart.?'
by Linda Babin, school psychologist and counselor;
Edmonds, Washington
babinfelix
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4/ POSITIVE PSYCHOLOGY - Excerpts and links
to
works of Martin Seligman and his colleagues
Martin Seligman is a leader in the area of developing and
promoting positive
psychology. I recently heard him speak at the Six
Seconds Nexus Conference
on Emotional Intelligence (http://www.6seconds.org).
He poignantly shared
how in psychology, too often we emphsize healing wounds
- helping someone go
from a minus 5 to a minus 2 or plus 3. What we need
to do is find a way to
help a person - a child - move from a plus 2 to a plus 5.
In other words, find what
is already positive or a strength in the child and help
him or her build on that.
The following are three short excerpts from websites associated
with Dr.
Seligman's work in this area. I hope you find enjoyment
as you read and potentially
explore. Two of the excerpts are Dr. Seligman's words.
The third is written about him
by Patrick Mcguire, a writer for the American Psychological
Association Monitor
Journal.
------------------------------------------------------------------------
"Modern psychology has been co-opted by the disease
model.
We've become too preoccupied with repairing damage when
our focus should be on building strength and resilience,
especially in children.
-- Martin E. P. Seligman, PhD, Past President
http://www.apa.org/releases/positivepsy.html
------------------------------------------------------------------------
Building human strength:
psychology's forgotten mission
Before World War II, psychology had three missions: curing
mental
illness, making the lives of all people more fulfilling,
and identifying
and nurturing high talent. After the war, two events changed
the face of
psychology. In 1946, the Veterans Administration was created,
and
practicing psychologists found they could make a living
treating mental
illness. In 1947, the National Institute of Mental Health
was created,
and academic psychologists discovered they could get grants
for research
on mental illness.
As a result, we have made huge strides in the understanding
of and
therapy for mental illness. At least 10 disorders, previously
intractable, have yielded up their secrets and can now be
cured or
considerably relieved. Even better, millions of people have
had their
troubles relieved by psychologists.
Our neglected missions
But the downside was that the other two fundamental missions
of
psychology-making the lives of all people better and nurturing
"genius"-were all but forgotten.
We became a victimology. Human beings were seen as passive
foci: Stimuli
came on and elicited "responses," or external
"reinforcements" weakened
or strengthened "responses," or conflicts from
childhood pushed the
human being around. Viewing the human being as essentially
passive,
psychologists treated mental illness within a theoretical
framework of
repairing damaged habits, damaged drives, damaged childhoods
and damaged
brains.
By Martin E.P. Seligman, PhD American Psychological Association
President
VOLUME 29, NUMBER 1 - January 1998
http://www.apa.org/monitor/jan98/pres.html
------------------------------------------------------------------------
Seligman touts the art of arguing with yourself
The link between pessimism and depression
begins in the way we talk to our inner selves.
It won't be drugs like Prozac, nor will it be widespread
psychotherapy
sessions that alter the epidemic of depression now affecting
young
people, warned American Psychological Association President
Martin E.P. Seligman, PhD, at the 1998 Annual Convention
in San Francisco.
Rather, he said, at a Psi Chi sponsored lecture on 'Prevention
of
depression and positive psychology,' it will require psychologists
to
teach people how to take advantage of a simple skill they
all have but
tend to use incorrectly.
'It's called disputing,' said Seligman-the act of 'monitoring
and then
arguing against the catastrophic things that you say to
yourself.'
Those internal conversations, he said, revolve around 'explanatory
styles' that we commonly adopt when bad things happen to
us. Our
particular explanatory style, he said, is clearly linked
to our
susceptibility to pessimism and, therefore, to depression.
Learning
how to internally dispute negative reactions, he said, is
a critical step
toward avoiding depression.
'The rates of depression and pessimism among young people
and
middle-aged adults have never been higher,' he said. 'The
mean age of
onset has gone from 30 to 15. It's no longer a middle-aged
housewife's
disorder. It's a teen-ager's disorder.'
By Patrick A. McGuire, Monitor staff
http://www.apa.org/monitor/oct98/talk.html
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5/ INVITATIONAL EDUCATION - Excerpts and links
to
works of William Purkey and many kindred
spirits
I learned of the works of William Purkey and his associates
using
Invitational Education from Nel Noddings, a leader in teaching
and
promoting caring ways that put the relationship between
the carer and
cared for as primary. I am grateful for the warmth
and smiles that
emanates from this new discovery for me. If Invitational
Education
is a new find for you, I hope you enjoy it as well.
I know your
children can benefit from it.
The two excerpts below can be found in the context of a
larger writing
by connecting to the Invitational Education Website at
http://www.invitationaleducation.net/
------------------------------------------------------------------------
What is Invitational Education?
Invitational Education is an approach to the teaching-learning
process centered on interconnected assumptions offered to
understand
those myriad positive and negative signal systems that exist
within the
total educational environment.
It is a theory of practice for communicating caring and
appropriate
messages intended to summon forth the realization of human
potential as
well as for identifying and changing those forces in schools
which would
defeat and destroy potential.
Invitational Education asserts that every person and everything
in
and around schools adds to, or subtracts from, the process
of being a
beneficial presence in the lives of students. Ideally, the
factors of
people, places, policies, programs and processes should
be so
intentionally inviting as to create an environment in which
every person
is cordially summoned to develop intellectually, socially,
physically,
psychologically, and spiritually.
------------------------------------------------------------------------
The purpose of the Inviting School Award is to recognize
schools
throughout the world who exhibit the philosophy of invitational
education. The philosophy is centered on five propositions:
Five basic assumptions within Invitational Education
RESPECT: People are able, valuable,
and responsible and should be
treated accordingly.
TRUST: Education should be a cooperative, collaborative
activity.
OPTIMISM: People possess untapped potential
in all areas of worthwhile
human endeavor.
TRUST: Process is as important as product.
INTENTIONALITY: Human potential can best be realized
by creating
and maintaining places, policies, processes and programs
specifically
designed to invite development, and by people who are intentionally
inviting
with themselves and others, personally and professionally
("The Five P's").
We invite you to view this excerpt from the website on Invitational
Education.
http://www.invitationaleducation.net/ie/ie.htm#Five
basic assumptions
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6/ THE POSITIVE EMOTION OF ELEVATION - a link
to
an article by Jon Haidt
In a talk I heard Dr. Seligman give on Positive Psychology,
he pointed out the
importance for researchers to document and build empirical
evidence of 'good
feelings.' He recommended the work of Jon Haidt from
the University of
Virginia. In a paper he wrote on the positive emotion
of elevation for the
Prevention and Treatment Journal for the American Psychological
Association,
Dr.Haidt says that elevation involves a warm glowing feeling
in the chest, and
it makes people want to become morally better themselves
because it increases
one's desire to affiliate with and help others.
You may wish to link to this article. We hear in our
society so much about
bad and sad feelings and what we can do to deal with them.
Here we have
another way of helping.
by Jon Haidt
http://journals.apa.org/prevention/volume3/pre0030003c.html
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RESOURCES AND
CALENDAR
7/ REACHING INDIVIDUAL HEARTS AND MINDS ...
a list of listservs,
mailrings, bulletin boards ... in our
Resources section of our website
8/ SUMMER CARING HAPPENINGS ... Updating our
Website Calendar
section for conferences, workshops, talks
this summer
9/ SPECIAL ANNOUNCEMENT - "WEBCAST"
An invitation to two 'live'
video / audio - internet webcasts on
social and emotional learning.
/ / / / / / ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ \ \ \
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Return to top
7/ REACHING INDIVIDUAL HEARTS AND MINDS ...
a list of listservs, mailrings, bulletin boards ... in our
Resources section of our website
Here are websites that I have learned of and discovered
that allow you to
connect directly to other individuals through listservs
or mailrings (you send one letter to a group of other people
who have also subscribed and your message reaches all of
them at the same time) or bulletin boards (you post a message
or response for others to view and respond to).
I have found using these to be helpful. I have always appreciated
when communications are written in a caring manner ... which
is usually the case.
CASEL Home
http://www.casel.org/Communications.htm
Center For Teacher Formation
http://www.teacherformation.org/html/od/index.cfm
CHARACTER COUNTS! National Home page
http://www.charactercounts.org/discus/messages/29/29.html
Deja.com
http://www.deja.com/channels/forums.xp?CID=11238
Education News
http://www.educationnews.org/cgi/webbbs/article/article_list.pl?
Invitational Education Alliance
http://www.invitationaleducation.net/listserv/index.htm
LearningLink.net!
http://helios.whro.org/~jay/forum/
Liszt, the mailing list directory
http://www.liszt.com/select/Education/
Montessori World Web site
http://www.montessori.co.uk/page7.htm
Reggio Emilia
http://ericeece.org/listserv/reggio-l.html
SHARE YOUR IDEA.
http://www.earlychildhood.com/MessageBoard/index.cfm?cfapp=1
FAMILY EDUCATION NETWORK
http://connect.familyeducation.com/webx/webx.dll?14@@
TEACHERS HELPING TEACHERS
http://www.pacificnet.net/~mandel/guestbook.html
Teachers.Net - TEACHER RESOURCES
http://www.teachers.net/mailrings/
TeachersFirst - Classroom Resources
http://www.teachersfirst.com/matrix-f.htm
The Education Companion Web:
http://www.egroups.com/list/the-education-companion/
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to top
8/
SUMMER CARING HAPPENINGS ... Updating our Website
Calendar
section for conferences, workshops, talks
this summer Below
are excerpts, the calendar section has fuller
information on each listing.
-> The Responsive Classroom Summer Week-Long Institutes
June through August http://www.responsiveclassroom.org/summer_inst.htm
"The Soul of Education: Helping Students Find
Connection, Character, and Compassion in School"
June 30-July 2, 2000
The Colorado School Mediation Project is sponsoring the
workshop.
http://www.csmp.org/
Academic Success and Violence Prevention Workshop
July 7th from 9-4
Rutgers University.
Contact crino
for more information.
-> The 3rd Annual Summer Institute 2000 at Columbia
University
July 17-21, 2000.
http://www.tc.columbia.edu/academic/psel.
Free Webcasts
Monday July 17, 2000 9:30 to 10:30 (E.S.T.)
Jonathan Cohen, Ph.D.
Friday, July 21, 2000 - 9:30 to 10:30 (EST)
Maurice Elias, Ph.D.
If you are interested in forming a local group to watch the
webcasts as
a springboard for teaching and learning in your community,
please
contact Jonathan Cohen, Ph.D.
jc273
http://www.tc.columbia.edu/academic/psel.
EQ Classroom Management
Aug. 7-9, San Mateo, California
http://www.6seconds.org/calendar
EQ Curriculum Institute
August 14-18, San Mateo, California
http://www.6seconds.org/calendar
Educating Educators About (Il)legal Drugs
Mid-August in Claremont, CA.
E-mail: melody.lark
In appreciation ...
I am grateful to CASEL - The Collaborative for the
Advancement for
Social and Emotional Learning for being the source of some
of the
above information. You may wish to visit their website
to stay updated.
http://www.casel.org/TrainingOpportunities.htm
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to top
9/ SPECIAL ANNOUNCEMENT - "WEBCAST" An
invitation to two 'live'
video / audio - internet webcasts on
social and emotional learning.
Free Webcasts
On Monday July 17, 2000 9:30 to 10:30 (E.S.T.)
Jonathan Cohen, Ph.D.
Director, the Center for Social and Emotional Education,
Columbia University
Topic: Effective social and emotional education: core
principles and
practices. This presentation will detail the core
concepts that characterize
effective social emotional learning (SEL) programs as well
as the range
of ways that these principles can be translated into
classrooms and
schools.
Second Free Webcast
On Friday, July 21, 2000 - 9:30 to 10:30 (EST)
Maurice Elias, Ph.D.
Professor of Child, Family and Community Psychology, Rutgers
University
Topic: Effective implementation of social emotional learning
programs.
This presentation will detail the steps used by SEL programs
that have
been in operation for multiple years without external grant
support.
If you are interested in forming a local group to watch the
webcasts as
a springboard for teaching and learning in your community,
please
contact Jonathan Cohen, Ph.D.
jc273
http://www.tc.columbia.edu/academic/psel.
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2. Index of prior issues
Issue # 1 August 8, 1999
1 \\ INTRODUCTION //
~ The purpose of and inspiration for the
newsletter
2 \\ OUR THEME FOR THIS MONTH //
~ "What is caring and why is it important?
- to think about"
3 \\ RESOURCES - FAR AND NEAR //
3A ~ RESOURCES GLOBAL - Web sites with a strong
emphasis on caring
3B ~ RESOURCES NEAR - "Ripples in my pond" -
resources near you
4 \\ WAYS OF BEING AND BUILDING CARING //
4A ~ CARING SELF HELP - helping ourselves and each other
4B ~ CARING WAYS - being caring reinforces and builds caring
4C ~ CARING LESSONS - building emotional and social
skills
4D ~ CARING ABOUT SADNESS - the emotionally wounded child
4E ~ CARING CONNECTIONS - parents, community and more
4F ~ CARING IN CONTEXT - curriculum, sports, the arts
and more
5 \\ CARING KEEPERS //
~ ASPECTS OF CARING - that we want to look at
each month
6 \\ LETTERS AND COMMENTS //
~ Your questions and comments... caring
expressions
7 \\ TAKING CARE OF BUSINESS //
7A ~ For communicating to "Teaching from our
Hearts" by email
7B ~ Some operating guide lines.
7C ~ A logistical question I have for you.
/ / / / / / ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ \ \
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Issue # 2 September 9, 1999
1/ INTRODUCTION... About our featured theme, survey
...
FEATURED THEME... CARING - WHAT, WHY AND HOW
2/ MEANING IN CARING... The words of Milton Mayeroff
"On Caring"
WAYS OF BEING AND BUILDING CARING
3/ CARING WAYS... Survey results..."Being
caring builds caring"
(Summarized in the newsletter and in its entirety in
the addendum)
4/ SELF HELP... "Caring that goes around
comes around" - a tool
5/ LESSONS... Class rules, student
dreams... per Rachael Kessler
6/ SADNESS... We can hurt or help a sad
child - a story forwarded
7/ CONNECTIONS... to parents and care
providers at school's start
8/ CARING IN CONTEXT... a poem by a
teacher - Genie Graveline
NEWS AND INFORMATION
9/ RESOURCES... some web sites and books
to be aware of
10/ CALENDAR... events coming up
11/ LETTERS... Comments, questions
12/ REQUESTS... for submissions
13/ NEWS... or newsworthy
14/ COMING UP... in next months
/ / / / / / ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ \ \
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Issue #3 October 20, 1999
1/ INTRODUCTION... About our featured theme
FEATURED THEME... CARING - WHAT'S LOVE GOT TO DO WITH IT
2/ THE HEART OF CARING - LOVE ... The work of Nel
Noddings
WAYS OF BEING AND BUILDING CARING
3/ CARING WAYS ... Peter McLaren's loving ways
in Inner City Toronto
4/ CONNECTIONS ... Beyond the classroom Carl
Rogers, Martin Buber...
5/ SELF HELP... Bob Strachota shows us how to
get "On Their Side"
6/ CARING IN CONTEXT ... Looking at caring 'out
of context' can help.
7/ CARING AND THE ARTS ... Sure to touch your
HEARTDRIVE.CALM
NEWS AND INFORMATION
8/ RESOURCES... Some words about our
addendum (see the links portion of
our website)
9/ CALENDAR... Events Coming Up -
Character Counts Week and more!
10/ LETTERS... Comments, Questions
11/ COMING UP... In the next months
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Issue 4 December 12, 1999
Our Featured Theme - CARING WAYS ...
How by "being caring," we "build caring"
- a list
CONTENTS
. Introduction
. Reference "index" of the list of caring ways
. List of caring ways with examples
Please note that this issue can be found in its entirety
in the "Examples of Caring," portion of our
site.
/ / / / / / ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ \ \
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Issue 5 January 10, 2000
1/ INTRODUCTION...
About this issue, and ...
introducing Diane Lightbody - our
co-editor
2/ FEATURED ARTICLE ... "Boy and Girls -
Getting Along"
by Karen Davis Brown regarding the
works of Riane Eisler
3/ CARING WAYS ... Morning Meetings ... Planting
Flowers of Peace
inspired by the works of Ruth Charney and
Jean Gibbs
4/ CONNECTIONS ... Older kids helping younger
kids -
Creating an intense caring community by
Ray Hartjen
5/ SELF HELP... Recovery, Inc. helps us deal
with fear and anger
The wise ways of Dr. Abraham Low can work
for teachers
6/ CARING IN CONTEXT ... Social & Emotional
Learning - the words of
educators Roger Weissberg, Maurice
Elias and Jonathan Cohen
7/ CARING AND THE ARTS ... The song "Let's
all be kind in class"
from the Unity Church song
"Let there be peace on earth"
NEWS AND INFORMATION
8/ NEWS ... Some get togethers during the
holidays
9/ LETTERS... A reader writes ...
11/ COMING UP... In the next issue
/ / / / / / ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ \ \
\ \ \ \
Issue #6 April 8, 2000
1/ Introduction ...
This is the first issue of our newsletter
that is connected
to our new web site, Caringteachers.com.
{www.}
2/ Our mission ...
This is a draft of a mission statement
for our web site.
{www./mission.html}
3/ Calendar of events ...
An update of events through the end of
the year.
{www./calendar.html}
4/ Caring campaign(s)
Here, we share ideas on how we can all
help each other spread
the word to do the deeds of caring.
{/campaigns.html}
5/ Coming up future newsletter / web site
offerings
Such themes as caring for self, the cycle
of caring, examples
of caring, caring beyond the classroom.
Issue
# 7 April 26, 2000
1/ INTRODUCTION ... Our theme this month -
"Caring for myself"
2/ A MEDITATION ... a portion of 'Loving
Kindness Meditation,'
from "Embracing the Beloved,"
by Stephen and Ondrea Levine
3/ CARING WAYS ...
"Rejuvenating mind, body, and
spirit" ... first of a series
of three articles provided by Dr. Melody
Lark
4/ ASPECTS OF CARING ...drawn from from Milton
Mayeroff,
Thomas Moore, Parker Palmer
and Peter McLaren
5/ SELF HELP ... on using reflection and more -
while at school,
from "Time to Teach, Time to
Learn," by Chip Wood
6/ CARING LIVES ... poignant personal
reflections from
Victoria Satta and Anna Quindlan
7/ CARING AND THE ARTS ... The poem "Slow
Dance"
submitted anonymously
8/ A CARING SPACE ... Creating a place for objects,
ritual and
reflection - from the words and works of
Oralee Stiles
Our current subscriber mailing list is 680
/ / / / / / ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ \ \ \ \ \
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