Meet pre-service teacher Tamashi Hettiarachchi. She shares with us her experiences & resources she finds helpful in learning how to teach NGSS. Her passion and energy is contagious

Eyewitness News has been getting an in-depth look at what’s happening in Connecticut classrooms.

A survey was sent to 50,000 local teachers about a variety of topics.

One of those topics is, ‘have teachers been threatened by students?’ and, ‘do they want to carry guns?’

Even though suicide is the second-most common cause of death among college students — 1,000 students take their lives each year on college campuses — universities haven’t found the right solutions to their students’ mental health problems.

“I think it should alarm us in the sense that American children – and more specifically Connecticut children – are not nearly as physically fit,” VanHeest said. “Just like reading and math scores, this matters.

Green said the most obvious issue for AUB was Title VI of the Civil Rights Act of 1964, which states that any entity that takes federal funds, including universities, may not discriminate on the basis of race, color or national origin.

It was spring of my first year of graduate school. The days were getting longer, yet I found myself less able to get myself out of bed. I spent the hours in my assistantship on edge, taking bathroom breaks to keep myself from crying. In class, I could not focus as my throat tightened around what felt like a rock. At home, I barely had time to do anything beyond coursework.

I was tired in my body and soul. I hit my breaking point when the idea of driving back to campus one day made me sob uncontrollably.

Today’s emphasis on big data, test scores, and comparisons among groups fails to drill down on what we need to know to make the best decisions for an individual child.

In recommending the “schoolwide-enrichment model,” SDAG was promoting an alternative method for teaching gifted students. The theory was developed by Joseph S. Renzulli and Sally Reis of the National Research Center on the Gifted and Talented at the University of Connecticut. The theory has a “broadened conception of giftedness,” and “the centerpiece of the model is the development of differentiated learning experiences that take into consideration each student’s abilities, interests, learning styles, and preferred styles of expression,” Renzulli and Reis write. This enables the development of “talents in all children.”

There’s an Olympian spending time at the University of Connecticut right now and, if you think it’s a Husky basketball player, you are wrong.

The athlete is Karen Chammas, who represented her native Lebanon in the sport of judo at the 2012 London games, and she is spending late October and early November in Storrs as part of the Global Sports Mentoring Program.

I often worry that our focus on domestic students and their needs is causing an entire, important demographic to feel forgotten and unwanted.