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It felt great to be able to impart something. Unstructured is how I would describe my teaching experience. My life as a teacher took a different turn when I decided to I enroll at UPOU to gain more knowledge about what I have been doing. Experience came before knowledge. Then, as if by some stroke of fate, a friend invited me to teach in a classroom setting at a progressive school that uses the iPad and mind mapping a lot. It was pretty daunting at first. Im blessed to learn and teach at the same time. Our school focuses on educating the whole person heart, mind and body. We are aptly called the 360 School. We always say that we want to prepare our learners for life in the future. It is a noble task but Id like to integrate my present teaching style with John Deweys quote above.

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That prosecutor knew he had no case and had to get something because they werent going to allow him to get off without any charges and have a good civil claim available. Protecting cities from civil liability is one reason that judges give special credence to the police version of events, even if there is evidence that contradicts it, said David Dorfman, a law professor at Pace Law School in New York. Dorfman continues to practice in city courtrooms through the universitys legal clinic. He also is the author of a widely cited report on false police testimony, Proving the Lie: Litigating Police Credibility. Someone who is wrongly arrested can bring a civil suit against the police department and the city. The most common claims are false arrest, malicious prosecution, and, if the defendant is roughed up, excessive force or police brutality. Because of that legal liability, it is important to the city that the person be convicted on some chargeany chargeto show that the arrest was justified, said Dorfman, who was speaking generally and not about any particular case. Common charges are things like disorderly conduct, interfering with police, resisting arrest and assault. The practice is so common that its gotten a name in the legal community: cover charges, Dorfman said. The first thing a criminal conviction of any kind does is make it tough to find a lawyer to bring a lawsuit for excessive force or false arrest, he said. Since most defendants cannot afford a lawyer, their only chance to get one to file the lawsuit is through a contingency fee, wherein the attorney is paid a percentage of the damages collected.

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Running can be hard on bodies, but it takes mental gymnastics and abuse of the evidence to believe that cardio above a walk or below a sprint is bad for you especially if you are a woman. However, even the assumption that running can be hard on bodies is not safe. For instance, the evidence actually shows that running significantly reduced arthritis and hip replacement risk. 48Well, at least not particularly bad for them. The results are probably due in large part to the fact that runners were typically skinnier. Nevertheless, the data flies in the face of the common assumption that running is much harder on the joints.

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The kind of listening required during such discussions also builds the Habits of Mind related to empathy, flexibility, and persistence. Interviews are another way to lead students to share reflections about their learning and their growth in the Habits of Mind. A teacher can interview a student, or students can interview classmates. Set aside time at the end of a learning sequencea lesson, a unit, a school day, or a school yearto question each other about what has been learned. Guide students to look for ways they can apply their learnings to future settings. Interviews also provide teachers and students with opportunities to model and practice a variety of habits: listening with understanding and empathy, thinking and communicating with clarity and precision, and questioning and posing problems. Well designed questionssupported by a classroom atmosphere grounded in trustwill invite students to reveal their insights, understandings, and applications of their learnings and the Habits of Mind. Here are possible questions to pose with each student: As you reflect on this semester's work, which of the Habits of Mind were you most aware of in your own learnings?What metacognitive strategies did you use to monitor your performance of the Habits of Mind?Which Habit of Mind will you focus on as you begin our next project?What insights have you gained as a result of employing these Habits of Mind?As you think about your future, how might these Habits of Mind be used as a guide in your life?Logs and journals are another tool for student reflection. Periodically ask students to reread their journals, comparing what they knew at the beginning of a learning sequence with what they know now. Ask them to select significant learnings, envision how they could apply these learnings to future situations, and commit to an action plan to consciously modify their behaviors. Students need to encounter reflective role models.

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