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Showing posts from May 17, 2022

The Hidden Cost of Talent Hoarding in Schools: A Silent Crisis Impacting Educators

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  Introduction In the rapidly evolving landscape of education, talent is the most vital resource. Educators drive innovation, shape the future, and foster young minds. However, a concerning and often unspoken trend within schools is stifling this potential Talent Hoarding. This practice, where leadership or administrators intentionally retain high-performing staff in specific roles or limit their professional growth to maintain institutional stability or personal control, has become a silent crisis in educational institutions. While it may appear as a strategy for continuity, the long-term consequences of talent hoarding are profound. It affects not only the personal and professional development of educators but also the overall health, creativity, and progressiveness of the school environment. What is Talent Hoarding? Talent hoarding refers to the practice of restricting the mobility, visibility, or upward movement of talented educators to keep them confined within certain roles o...
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5 Innovative Therapies To Help A Disturbed Elementary School Child

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  As a teacher it is very important for us to understand that the child’s needs change dramatically as they transition from primary school to elementary school. The elementary school-aged child has entered into an entirely different stage of learning. To continue meeting their needs we as a teacher or parents must cater to their changing needs.  An elementary school child goes through a lot of ups and downs in terms of socio-emotional disturbances experienced by him or her on a day to day basis. They start to behave absurdly, they become defiant and feel withdrawn and ignored from the social world and family. They are more aggressive to find their identity. They are easily discouraged by an unsupportive environment. They go through a lot of mood swings and daydreaming. They are very talkative and highly active in energy levels. They are very shy and may not be very comfortable with sharing their problems with their peers or teachers.  Hence there is a greater impetus bein...
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