Earth Day Every Day: How much has truly changed in the last 52 years? Is it too late to affect real global change? What legacy are the oldest generations leaving behind?
Is it too late for future generations to affect real change? Maybe we should start with reconsidering a few of the world’s priorities: What’s more important: Trees or Big Macs?
There are times when we have to dig deep to find an appropriate feedback response that will not discourage a child’s learning. Giving specific and authentic praise supports your child’s development.
Words matter. Think of ways you can turn feedback into something specific like trying to focus on the child’s process.
Three Become One: Water conservation is quickly becoming the most critical environmental issue for our next generation. Fresh water from our three rivers and great lakes are a limited resource. With population growth, expansion of industry, and the increasing impact of climate change, more and more pressure is being placed on protecting our waterways.
We wouldn’t pull a young plant up from its soil every few days to check on the progress of its growth underneath, we should approach a child’s developmental growth in the same manner. A child, just like a plant, will only thrive if we provide them with the love and care they need. Then we allow them the room they need to grow. We need to trust the process.
Before the infiltration of white settlers, there were First Nations. In Milwaukee, the Menominee and Ho-Chunk were the first. Centuries later, they were joined by The Fox, Sauk, Ojibwa, Odawa, Huron, Mascouten, Kickapoo and Potawatomi Tribes. All were fleeing from their homelands due to eastern tribal warfare. By the 1600s, the blend of these Nations would become the key players in the territory’s tribal alliance. Hard history sheds light on our difficult past. It teaches truth rather than whitewashing it.
Education & Credentials.
AMI Elementary Certified, 2008
MEd Elementary Education, 2009
Middle Childhood • Early Adolescence (Lifetime Educator License, Tier III)