Wednesday, December 19, 2018

Google Drawing - so powerful and so underused

We all know about Google Docs and Slides but Google Drawing might be the most powerful yet underused app in the Gsuite.  The power in Google Drawing is that it can be used for so much beyond drawing or manipulating images.  Below are some quick examples that may inspire you to assign work to students using this tool!

  1. Use Google Drawing to create digital manipulatives.

Teachers can create a Google drawing with draggable manipulatives by copying a single image multiple times and then highlighting them and selecting “align horizontally” and “align vertically” to group them together as a stack.  Then students can drag the images to the appropriate place on the diagram.  Teachers can share individually copies of the drawing template in Google Classroom with the setting “every student gets a copy” so that each student can show their work!  Check it out below.  Click the image to view a video example

    2) Use Google Drawing as a fun way for students to analyze text.

This example adapts the ideas from above to a text situation.  Here students can interact with the text and add comments to the symbols they’ve placed over the text.  After students work individually, they can use the sharing feature of Google Drawing to review how other students have reviewed the text and respond to one another’s comments.  Click the image below to see the video example.

3)  Use Google Drawing to create graphic organizers. 

Google Drawing is a program that is great for creating graphic organizers.  These organizers can be used when showing students videos or when asking them to read texts.  Students can even create their own graphic organizers to categorize and organize their notes.  Everything is saved in Google Drive so students can then share their interpretations with each other to see how their notes compare.

Using Google Drawing allows an option for including more kinesthetic activities and visual learning experiences in your classroom.  The added value is that the students’ workspace is stored digitally (no lost papers!) with opportunities for student to student collaboration and feedback if students are required to share their work after completing.  Using Google Classroom teachers can quickly and easily assign individual copies of these Google Drawing workspaces to students and students can turn their work easily through the same platform.

For more in-depth information about how to use Google Drawing, check out these tutorials:

Friday, December 14, 2018

R2 Film Festival

Get your cameras ready or grab your phone and start recording that video. The Richland Two Film Festival gives students and faculty an opportunity to tell their story through video creation. The deadline is fast approaching and we need you to sign up today!

Film Festival

Here's what you need to do in order to become a part of this awesome experience.

  1. Fill out the interest form by Friday, December 21, 2018. *Look for the Google Classroom code to sign up in our collaborative class.
  2. Print the Parent Permission form and send it to Nichole Allmann - DO-R2I2.
  3. Join the Google Classroom using the code that was provided to you after submitting the interest form.
  4. Review the timeline and guidelines to familiarize yourself for a successful video. 
All videos must be submitted by January 22, 2019. For more information, please visit the website,

Thursday, December 6, 2018

Visible thinking with texts - Prism

When I taught biology, I frequently assigned articles for my students to read. .  Using a variety of texts beyond the adopted textbook helped make the subject more accessible for my students because I was able to choose topics that were far more engaging than the typical informational text found in the heavy and dense biology book.  I would circulate the room as they read, hoping to ascertain a smidge of what they were thinking as they read - such a futile strategy.  Eventually, we developed some reading codes they were to use as they read so that I could peak into the margins of the article and catch a glimpse of their annotations.  Figuring out how to quickly extract the common themes in their annotations was hard, though, when working with 30 or more students reading at varying paces.

This is an opportunity where the right technology can really benefit the students and the teacher.  Using a tool like Prism, the teacher is able to assign highlighter colors to specific meanings, much like my reading codes, and students can engage digitally with the text.  Not only does the tool give the students a way to manipulate the text, it also aggregates the entire class’ highlights and provides a visualization of the collective understanding of the text for the teacher.  Words and phrases that are commonly highlighted appear larger.  In this way, based on the highlighter codes, teachers can quickly gather what portions of the text need more support.

In the example below, the teacher has given three colored highlighters three different meanings.  When I click on the word “graceful” I am quickly given a pie chart that indicates that about half of the highlights from students indicated this was an example of “imagery” while the remaining responses were split between “diction” and “tone.”  Given these proportions, as a teacher I would know that I’d want to address the correct answer.

The next visualization shows varying font sizes.  When I click on a highlighter color, the words that were most frequently highlighted with that color become larger.  This can help me confirm whether or not the majority of the students engaged with the text with the appropriate goals.

Prism is a very simple tool to use.  For more information, check out this tutorial below:

Teachers could use Prism to assign a warm-up to help preview a concept or idea. This is also could be used as a formative assessment after direct instruction of a few key concepts. Using Prism in this way would allow teachers to gain data as to whether or not students can apply their learning in a new context. Because Prism collects and displays an entire group of students data with a single click, teachers can make immediate instructional decisions in their lessons.

Friday, November 30, 2018

Teacher Spotlight - Jumping in With Two Feet at Bethel Hanberry Elementary School

Mrs. Corbett is new to Richland Two this year and of the 21 years she has been in education, this is her first year in a 1:1 classroom. In a little over 3 months, she has successfully embraced 1:1 and Blended Learning. She integrates traditional face to face instruction with online learning in her 5th-grade classroom. She originally heard about "playlists" while attending the New to Two training in July and it intrigued her. Now if you are not familiar with playlists, it is a "checklist" or "Hyperdoc" of work/activities that allow students to have some control over their learning, whether it is over the pace or path of their learning. She does what every good teacher does and tweaks these playlists as she goes, going as far as to get feedback from her students to make those minor improvements. She started blending units for Social Studies and because she had such great success she quickly transitioned her science instruction to blended in just 3 months. Blended Learning allows Mrs. Corbett to support her students in a different way, whether it is scaffolding the playlist for the students or meeting in small groups more frequently.

A visit to Mrs. Corbett’s class at Bethel Hanberry Elementary School finds students responsible and engaged in his or her own learning. What does Mrs. Corbett think about the changes she has made in her teaching style? She says she is having fun. She is seeing the students grow in their learning. The level of thinking and conversations my students engage in is incredible. They have more time to work on projects and opportunities to think outside the box.

Keep up the great work Mrs. Corbett!

Friday, November 16, 2018

Coding is for Everyone

Write code

    Every year there is a greater emphasis on engaging our students in learning and experiencing coding. You may be thinking what exactly is coding? Coding is a language written to tell the computer what to do. As one becomes more comfortable with the coding process they develop the skills and dynamics of creating video games, computer apps, and software. The students who sit in your classroom today will need to know and understand the language and process in order to be successful for their future success. So now what?    

    You can start by participating in a week that is devoted to Hour of Code, December 3-9. It is normally more comfortable for teachers to work with content they are familiar with so they can assist students as they are learning. It's like the idea of always trying to be 1 step ahead of the game. However, with coding, it does not need to be that way. You could learn the material prior to teaching if that works best for you. OR, use this as an opportunity to learn alongside your students and model that even teachers are continually learning. You will see that the most "educated" person in the room may not always have the answers. This would be a great experience for the classroom. Coding enhances those soft skills of problem-solving, critical thinking and perseverance we want our students to also gain. If the code did work the first time, you look for the error and try again. It is also nice to know that websites have been created that walks the student step by step through the process of creating the code. Here are some examples of a few different coding languages.

    Block Coding:



    Here are a couple of helpful tips for you as you begin this coding journey:

    • Have them work with partners so they can collaboratively explore the language catch the coding errors and problem solve to their code to successfully work. Then transition them into individual opportunities.
    • Begin the process with a discussion of coding and use "unplugged" activities to start understanding the step by step process. Both and has some already created activities for you to use offline to get you started.
    • Students in your class will have different abilities and levels for coding. Find out which students are familiar with coding and they can assist their peers when they have questions. 
    Go out and have some fun with coding! 

    Thursday, November 8, 2018

    2019 SC Midlands Summit Call for Proposals are NOW OPEN!

    Are you interested in presenting a one-hour session? Now is the time to submit your proposal!  

    The SC Midlands Summit is a two-day conference focusing on the integration of technology into our schools with a focus on using Google Apps for Education, learning environments, innovation, transformation, 21st century skills and mobile devices for student learning. Over 150 unique sessions will be offered!

    BECOME A SPEAKER at the 2019 SC Midlands Summit, June 12-13, 2019, at the Richland Two Institute Of Innovation (R2i2), Columbia, SC!


    ****DON’T DELAY! Deadline for submissions are FEBRUARY 28, 2019****


    Teacher spotlight, Hayley Elliott

    It is time for another technology integration teacher spotlight!  If you missed our last spotlight, please head over to the post and read about Ridge View High School’s math teacher, Alesha Love.  Today, however, we’ll be moving down a few grade levels and share a spotlight use of technology from Hayley Elliott, 5th grade teacher at Lonnie B. Nelson Elementary.

    Teacher: Hayley Elliott
    School: Lonnie B. Nelson Elementary School

    Showcase of technology integration use:
    Students in the ACE (Academy for Civic Engagement) Magnet Program complete a “Where in the World” activity each Wednesday.  In this activity students read articles about current events and answer 3 questions plus ask a question of their own regarding the article to stretch their thinking. 

    In the past, Ms. Elliott had been using email as a method to distribute the articles to her students.  Students would read the articles to her and then email her back with their responses.  This process felt inefficient for Ms. Elliott and it lacked the opportunity for students to collaborate so Ms. Elliott transitioned to using Google Classroom as her method for distributing the assignment.

    Ms. Elliott sent two articles to students via her Google Classroom and then used the “Add a Question” feature to create a discussion-board like experience.  Students read the media online and answered questions in the public discussion board.  This allowed students to see each other’s interpretations of the articles as well as the questions they all generated.  They even answered each other’s questions when they had completed their assignment. 

    While students were working, I saw kids using the internet as a resource to help define words and add context to their learning.  Students even researched answers to their peers’ questions and responded in the discussion in Google Classroom.  This student to student interaction is so powerful and allows for students to practice and implement digital citizenship skills of public commenting and research embedded in their routine academic activities.

    Meaningful technology use often doesn’t require a teacher to learn a new app or revolutionize an assignment.  In this case, using Google Classroom instead of emailing the articles to the students allowed for collaboration among students, research skills, and digital citizenship all in one simple package.

    Wednesday, October 31, 2018

    Analyzing Graphs and Drawing Conclusions with the New York Times

    Do you need a new approach to getting your students to analyze graphs, draw conclusions and even evaluate the reliability of the information? Well, I just saw this on another blog I follow, Teacher Tech with Alice Keeler, and was intrigued by the instructional activity that encourages students to participate in an online moderated conversation about the data and their observations. Graphs display information about politics, policies, pop culture, and daily life topics, bringing in a variety of content related to most classrooms. Students 13 and older can participate in the online moderated conversation, but don't let this discourage you if you teach younger students. Have a whole group discussion and use the teacher account to add the comments, allowing students to have that online learning space opportunity.

    The 3-day process of analyzing graphs and contributing to the online discussion with the New York Times is the same each week.

    1. On Tuesdays, the New York Times releases a new graph on the website. Students and teachers formulate their own interpretations of the graph using the "I Notice, I Wonder" protocol. There are 3 simple questions to help promote their initial thinking:
      • What do you notice?
      • What do you wonder?
      • What might be going on in this graph?
    Using the prompts students formulate and insert their own thoughts in the comment box. Once your students have posted, instruct them to read through other posts and reply to someone else. (What a fantastic, meaningful and authentic way for our students to practice being a good, responsible digital citizen.) 

    2. On Wednesdays, an individual with American Statistics Association leads a deeper conversation in the graph and people's interpretation in order to get students thinking about their own understanding. 

    3. On Thursdays, the New York Times will post the information related to the graph and students can analyze their own interpretations with the correct information. Encourage your students to post follow up observations and evidence based on what they have just learned.

    For more information about this instructional strategy, I encourage you to visit the introductory post that includes the "I Notice, I Wonder" protocol. The website also has a calendar of the 25 Wednesday posts to help you plan which weeks to include this activity into your lessons. Let me know if you participate in this learning activity by posting your experience in the classroom and how your students are growing in these critical 21st Century Skills. 

    After learning more about this learning activity, I found that The New York Times also has a "What's Going on in This Picture?", where students practice visual thinking skills and use evidence to support their claim. Pictures, without the captions, are revealed on Mondays and students use the same "I Notice, I Wonder" protocol that will drive the online conversation. Visit the link again on Friday of the week for the revealing of the caption and any other pertinent information that went along with the picture.

    Wednesday, October 24, 2018

    Teacher Spotlight: Alesha Love, RVHS

    Here at BeyondIntegration we’ve been spending over a year sharing ideas for technology integration in Richland Two classrooms.  We also, however, want to honor and share the significant uses of technology we see teachers implement regularly.  We will begin sharing a series called Teacher Spotlights.  You can find all posts in the Teacher Spotlight series by clicking the tag on the right side of the blog.

    Teacher: Alesha Love, high school math

    School: Ridge View High School (where she graduated from as well!)

    Showcase of technology integration use:

    On the day before an assessment in Ms. Love’s foundations in Algebra class, Ms. Love worked to engage students in reflecting on their understanding of various learning objectives to be assessed and provide support for students who had gaps in their knowledge.

    The app Ms. Love chose for this task was  This isn’t your average quiz site but rather a gamified version of questions to engage and assess student knowledge in a friendly but competitive way.  On the projected screen, the website displayed an ever changing leaderboard of students’ names as they worked their way through the math problems seated at their desks on chromebooks.  You could hear cheers and sighs as students completed a problem and watched for their name to rise to the top among their classmates.

    Ms. Love made this quiz game an even more significant learning experience by continually circulating among students to check in, examine their written math work, and provide specific feedback to help correct mistakes students had made in their calculations.  In no way was this quiz replacing the role of Ms. Love in this classroom; it actually served to support her as a teacher as she identified which students needed her help most and what content needed the most significant review for the upcoming quiz.

    Ms. Love achieved 100% engagement of her students in this end of the day math class! A student told me this was their first time using the app and all kids were able to get up and running on the platform in no time. Ms. Love was able to receive a report of each student’s progress at the end of the quiz game and support kids with real time feedback during the game, using the leaderboard to know which students needed the most help.

    For more information on quizzizz, check out the following resources:

    Wednesday, October 17, 2018

    Checking Student Understanding During Instruction

    Quick formative assessments provide educators with valuable insights that can be used to modify or improve lesson plans, adjust teaching methods, and, ultimately improve student learning. Ultimately, the goal of formative assessments is to: 

    • provide day-to-day feedback that can be applied immediately
    • provide useful information about what students have learned with minimal time or effort
    • allow educators to address student lack of understanding or misconceptions quicker
    • help to fosters the notion that teaching and learning are on-going processes. 

    Technology makes the process of creating assessments and collecting the information much more simple and a much faster turn around. Here are a couple of suggestions to get you started. 

    Create a Question in DyKnow
    This is a cloud-based management system the district has purchased for our teachers this year.  A favorite feature of mine is the ability to push out a quick question to all my students in that class and have immediate feedback for each student. There is no threat to the students honestly answering the question as it displays in a graph for the teacher and students to see. However, the teacher does have the option to view each student’s answer by clicking into the question and seeing who may need a few extra minutes to clear up any misconceptions.

    Using Yo Teach! in Math
    Using Yo Teach! in MathI was a bit bummed out when Today’s Meet went away. It was a great tool I used in the classroom to facilitate conversations and allow students to check their understanding of the material we were discussing. Yo Teach! allows for this same interaction but also has a “whiteboard” feature allowing students to draw, write, take an image or type a response. As a teacher, it is very simple to use. Create your class by going to the site and naming your room - You are done! Simply send the URL to your students and after entering their name they are in the room and can add comments. I do want to mention a couple of other features that as an educator you may want to utilize with this website. As you are creating the room, you can click a couple more buttons to “avoid search” - making the room unsearchable. You can even choose to require a password to get into the room keeping it private to only your students. The last feature if the Enable Admin, you can delete rooms, mute students and messages, view student participating and such.

    Example of Google FormThis Google Suite feature allows you to create a survey and collect information on a spreadsheet. The results are also captured in a graph for the visual learner who wants a quick view of the class as a whole. Google has some surveys already created and you can modify to your needs. Or, it is pretty simple to create a form from a blank space.
    Using Lino in the classroomLino This digital corkboard allows students to leave “Sticky notes” of their thoughts, understanding, and questions they have in regards to the content. They can also add images or video to the corkboard allowing for some choice in how they want to demonstrate what they have learned.

    So, what are some types of questions you would want to focus on? I leave you with this list of suggested ideas, but know that you can develop some great ideas based on your grade level and content. Content related knowledge and skills; prior knowledge, recall and understanding, analysis and critical thinking skills synthesis and creative thinking skills, problem-solving skills, application and performance skills. Student attitudes and self-awareness; students’ awareness of their own values and attitudes, students’ awareness of their own learning processes, and content-related learning study skills awareness. Student reactions to instruction methods; student and peer reactions to teachers, and teaching class activities, assignments and materials

    Wednesday, October 10, 2018

    More tips for teacher to student feedback

    Previously we shared some ideas for using Google Sheets and Orange Slice Docs rubric to make the process of giving feedback faster for teachers.  Today we are sharing some ways to provide feedback easily using two tools you may already have incorporated into your regular classroom practice.

    Many teachers use Google Classroom to collect assignments from students.  It certainly helps teachers reduce the amount of papers they carry around and the commenting features within the Google apps makes giving students guidance in their working document very easy.  

    Still, when you’re working with 30 students per class, the time it takes to open each student’s document and waiting for it to load can add up!  As a result, Google Classroom has released a grading panel that makes navigating through each kid’s document quicker for teachers and the included comment bank makes providing feedback to frequent mistakes a breeze.  Watch this tutorial for more information.

    Google forms changed a lot of teachers’ lives when it first came out and using forms in combination with the Google Sheets add-on, Flubaroo, revolutionized formative assessment by automatically grading and emailing results to students.  

    The new Google Forms has included an option to do this task all within the form (no more navigating to the google sheet and adding additional scripts!) and even has the added option of providing the teacher’s feedback to students on specific questions they miss.  Check it out in the tutorial below.


    Wednesday, October 3, 2018

    Starting Your Class off Right

    Starting your class off in a productive way can jump-start a student’s thinking process toward a learning objective/target. “Bell Ringer” activities are usually a short question, problem or task for students to engage in that can either review the previous day’s topic or begin thinking about today’s topic. In a 1:1 digital environment, these bell ringer activities can add more creativity and Google Suite has everything you need to make it relevant and meaningful for the students. I have 4 simple strategies that you can use in any subject that will take between 5-10 minutes to complete.

    Create a Comic Strip using Google Drawing

    Comic Strip Example
    • ELA: Comic Strips are a great way to encourage reading and writing and reinforce key story elements  Have students recreate a scene from a story the layout of comic strips is a useful tool to help students plan a beginning, middle, and end to their story or their interpretation of an event that occurred in the book.
    • Science/Social Studies: Ask a character/historical figure/Scientist a question. What if students could ask someone they’re studying a question? What would they ask, and how would that person likely respond? Then, use the image search to find a photo of the person to whom they’ll ask the question. Add speech bubbles to ask questions. 
    • Math: Have students discuss a math problem from the previous night’s homework explaining how they solved the problem. These math talks are becoming an effective way to understand the thought process.

    #booksnaps exampleCreate #Booksnaps using either Google Slides or Google Drawing
    I love this idea for students to be able to respond to text in a creative way. Students locate a passage from a book they are reading that resonates with them. They snap a picture of it and annotate on it, underline and add text reflections. Students can also add fun things like emojis and Bitmojis. Taking it beyond the reading, you can use this for #MathSnaps, #ScienceSnaps, and #SocialStudiesSnaps.

    Create a "Tweet" using Google Slides
    Have students create tweets like Twitter to review, summarize, and create ideas about an event or topic, using the “Twitter” format of 280 characters or less. Students open Google Slides and search for a topic related image to insert into the Slides. Students can add shapes and text to image resembling a tweet. This strategy can be implemented in any subject area, from book characters tweeting to one another, scientists sharing a discovery, meteorologists with the weather, or historical figures recapping an event. 

    Twitter Example

    Shared Slides
    Create a slide presentation with enough slides for each student in the class. Share that slide deck with the class. Each student gets a slide where he/she can do his/her own work. Depending on the age, you can assign a specific slide or ask students to chose one. You can also create a template for students to add in content or allow students to create their own. I worked with a 3rd-grade teacher during a social studies unit about South Carolina. Students were assigned a letter and a template was created for students to use to insert the information. This is a great opportunity for students to provide feedback on each other’s work in a “closed” digital learning space.

    Bell ringer activities can be effective in many ways. Here are a few tips to think about while designing for your instruction:

    • What do the students need to know to find success in the lesson?
    • What skill(s) are students required to use in order to accomplish the learning?
    • The activity should require students to practice that skill by either
      • responding to a question, 
      • completing a short writing assignment,
      • drawing an illustration. 
      • What procedures will you put in place so assigning digital bell ringer activities becomes routine? Staying within the Google Suite, may I suggest using Google Classroom, creating a topic “Bell Ringer” so students have a consistent place to go to each time they walk into your classroom. 
    I am curious about your ideas that you have for digital bell work activities. Leave a comment below sharing your examples.

    Thursday, September 27, 2018

    Teacher to student feedback with Google Sheets and Orange Slice Rubric add on

    We know that providing feedback to students during their learning process is one of the most effective ways to help kids reach their learning goals (John Hattie, 2011).  Figuring out how to provide each student with specific, actionable feedback within the constraints of a single class period is quite a challenge for teachers.  Technology tools can be used by the teacher to shorten the feedback loop so that students know more quickly where they are on the learning continuum and how to reach their goal.  

    This blog post will provide you with a few technology-based suggestions to help teachers give feedback more quickly.  The tech tools included are conditional formatting in Google Sheets and Orange Slice rubric add-on for docs.

    Google Sheets conditional formatting is great for giving students feedback regarding whether or not the answer is correct.  A teacher sets up a spreadsheet so that it contains questions in one column A and students place answers B.  With a little preplanning on the teacher’s part, the spreadsheet can be formatted so that the color of each answer cell changes when the student inputs the correct answer.

    This strategy could be a great bellringer to check student’s understanding of a previously learned concept, preassess for future learning, or loop back in material from units long ago. Conditionally formatted Google Sheets could also be deployed as a station strategy so that students can learn new content Individually, check their understanding using the Google Sheet, and then seek assistance from the teacher if needed. This strategy does require some teacher set up on the back end. See below.

    Task level feedback is certainly a valid conversation to have with students in the classroom but often times students need more support than simply knowing if their answer is correct or incorrect.  This is where rubrics can come into play.  Grading assessments with rubrics can become a paperwork nightmare, however, and shuffling all these different sets of papers around for all the students we teach can leave a teacher to want to abandon rubrics all together.  This next tool, Orange Slice, combines student work and rubrics in a single document and adds functionality of color coding progress on the rubric and auto-calculating points to make the entire process much more manageable.  Check it out.

    In an upcoming post,  we will cover how you can do some planning in advance to automate some feedback processes using two Google Apps: Google Classroom and Google Forms.

    Thursday, September 20, 2018

    Understanding Cyberbullying

    We recently wrote a blog discussing the importance of creating digital learning spaces with our students. These relevant and meaningful ways of communicating online assist our students in learning to be responsible and effective communicators no matter the tech tool used. We want students to understand that the internet provides opportunities for connecting with like-minded people and collaboratively learning with others. We always hope that our students and children use good judgment when they are online, however, there are times when comments are posted that are hurtful and meant to humiliate another person.

    Image result for cyberbullying

    What is cyberbullying? 
    As defined by Common Sense Media, the use of digital media tools to deliberately humiliate and harass others often and deliberately. Cyberbullying is similar to face to face bullying. It can be harassing someone, pretending to be someone, or spreading rumors. The use of online tools enhances the embarrassment because it becomes more public in the online social world. Online tools can also make it easier for the offenders to send hurtful messages, spread the rumors or write painful comments on the internet as they are not face-to-face with their target. On the other hand, anything written and posted on the web is permanent and ultimately impacts the reputation of both the target and offender.     

    Did You Know?
    “Nearly 43% of kids have been bullied online. 1 in 4 has had it happen more than once.” So, think about the number of students you see in a day. Could be 24, could be 124. It’s impacting many people you know, but you may not be aware of it. We hope that this blog post will allow you to Take a moment to learn about it and what you can do to help a targeted person.  For more statistical facts about cyberbullying visit 

    Where does Cyberbullying happen?
    The internet provides many avenues for cyberbullying. The most common websites or apps are
    • Social Media, such as Facebook, Instagram, Snapchat, and Twitter 
    • Text Message sent through devices
    • Instant Message, whether it is on devices, email social media services
    • Email     
    This creates easy opportunities for the targeted person to save the evidence for documentation of the incidences because it can be traced and found on the internet later.                          

    What can you do about it?
    Statistics show that bullying victims are 2 to 9 times more likely to consider committing suicide. Don’t let a person you know become one of those statistics. 
    • Ultimately when someone comes to confide in you about being bullied, show him or her empathy. 
    • Do something about it such as contacting the school counselor or another school leader who can help the student and the situation.
    • Talk to your students about cyberbullying and being an “upstander” and not a bystander. *Stand up to the offender. 

    As educators, we all have the responsibility to address it. Just as we would take an in-person bullying event seriously, when a student or even your own child comes to you and admits they have been a victim of cyberbullying, listen to that student and give them the support they need.

    The Influential Parent - Episode 9

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