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Conference to Restore Humanity! 2025: Quest for Connection
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Chores and Children

American Academy of Child and Adolescent Psychiatry

2018

Overview of how daily chores for young people gives them higher self-esteem, more responsibility, and social-emotional well-being.

featured contributor

Mario MabruccoA silhouette of a person.
Mario is Toronto educator | M.Ed in Curriculum Design & Education Policy | Research & reflection.
An image of the lighthouse with the text Third Coast Learning Collaborative.
Reimagining public middle schools in Western Michigan.
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Listening and learning from 400+ young people & educators.

Theresa Walter

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Theresa is a progressive English teacher and department chairperson who looks to make human connections with all her students and teachers.

A Student's View: Perspectives on a Gradeless and Growth-Centered Classroom

March 3, 2025

Sofia is an 8th grade student in Theresa Walter's English Class on Long Island, NY. Sofia is in her second year of an ungrading experience in the English Language Arts in her school. Theresa is a teacher, and also the Department Chair who has supported her teachers' shift to a feedback-centered growth practice. The two sit down to reflect on the practice and its implications in their lives.

Does Assessment Stymie Curiosity?

November 4, 2024

How can we ignite and inspire curiosity-driven, authentic learning?

A Dialogue: Is The Gradeless Revolution Upon Us?

April 22, 2024

Two English teachers talk about a radical choice — dropping grades altogether.

Building Community and Trust In A Gradeless Classroom

October 20, 2021

Investment in relationships supports student voice and agency while fostering trust.

The Surprise Growth in an Ungrading Practice: My Own

August 5, 2021

I found more growth in my own practice than I ever anticipated in my first full year of abandoning traditional grading systems.

Going Gradeless This Year? Just Thinking About It? Start Here.

August 5, 2021

Try these 3 strategies to get gradeless assessment practices going in your classes.

Gradeless: An English Teacher’s Journey Towards Agency Through Feedback

March 19, 2021

I knew I wanted to do my best to represent student growth in the most accurate way I possibly could. While I know my methods are far from perfect, I have seen remarkable growth and a complete shift in focus in my students.

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The difference with school communities, just looking at a normal mainstream school community, what I perceive is a community where there's lots of external goals. You've got five stickers for being great. You've got three they call them smiley faces or they have a name for something. So there's an external reward for being good. For me, it's just like, "Eh-eh." It's such a fundamentally wrong thing in a community to have that as your basis of if you're good or bad.

Lucy

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