1 . For many years, school children in the US have been taken on “field trips” to cultural institutions such as museums of art. Educators arrange them in the belief that schools exist not only to teach economically useful skills, but also to produce civilized young people who appreciate the art and culture. While there are parents who will take their children to cultural places in their free time, there are plenty of other children who will never have this kind of opportunity unless schools offer it. So you could say that taking school students on field trips is a means of giving everyone equal access to their cultural heritage.

However, the attitude towards field trips in recent years is changing, with the number of tours organized for school groups falling significantly in museums all around the country. The most obvious reason is the issue of finance. Because there are increasing demands on their funds, after all, computers and sports facilities aren’t cheap, schools are forced to make a difficult choice about how to spend the limited money they have. Faced with this dilemma, field trips are an obvious thing to cut since they are seen by many as too expensive.

Additionally, the nature of these field days is also changing. Schools increasingly use trips to amusement parks or sporting events as a treat for students rather than an opportunity for cultural learning. This shift could have a basis in generational differences between teachers’ reasons for organizing days out of school. A recent survey conducted among 500 Arkansas teachers showed that older teachers were significantly more likely to take the primary purpose of a field trip as a learning experience than younger teachers, who view it as fun.

Some evidence shows the trend of fewer trips may have a negative effect on children’s development. A research led by Jay Greene at Arkansas University found that students who received a tour of an art museum greatly improved their knowledge of art and the ability to think critically about art. They also display stronger historical interest and were more likely to visit cultural places in the future. The researchers warn that if schools cut field trips or switch to less educational destinations, valuable opportunities to broaden and enrich children’s learning experiences are lost.

3 . In the past year, Jeanne Raitt has had many roles while working with medical students at the KU School of Medicine-Wichita. She’s been the mom of a 5-year-old son with a serious illness, a patient relying on pain medication, and the daughter of a woman diagnosed with Alzheimer’s disease.

Raitt is among 85 Wichitans who participate in the school’s standardized patient program. She and others in the program have been trained by staff at the Wichita campus’ standardized patient center to role-play patients or family members. The sessions enable students to practice their skills in taking medical histories, communication, interpersonal relationships, and their ability to handle sensitive issues and embarrassing situations.

“We provide a safe environment for students to practice their clinical skills before they see actual patients,” explains Jennifer Brantley, assistant director of the standardized patient center.

Take the case of 55-year-old Ellen Humphries, a college professor who is being seen for abdominal (腹部的)pain. After an exam, students and professors discuss how to treat someone like Ellen, who is educated, well-known in the community, and who isn’t willing to stick to medical recommendations.

“This is a great way to give medical students hands-on learning and training,” says Raitt. “I love watching how students learn about the variety of the cases and seeing how willing they are to accept feedback from us. Plus, it’s a bonus to get a little checkup now and then.”

For Natashia Gafford, being a standardized patient has provided her with reassurance that future doctors will be able to handle different situations. Gafford, who is the mother of six boys, particularly likes it when her role-playing corresponds with real-life issues she can relate to, such as advocating for her children’s health. “It puts my mind at ease as a parent to know that doctors will learn how to take parents into consideration,” she says.

5 . The COVID-19 pandemic is causing worldwide concern for elementary and secondary school students’ mental condition. The following are some possible activities that can be carried out to help them and also create a safe and healthy school environment.

John’s and Mary’s thoughts

Students are presented with a picture which says that John and Mary have different thoughts after they have heard of the coronavirus (冠状病毒). Then students are invited to guess and write the characters’ thoughts on the picture. This activity uses a “projective” method, as students are not asked what their feelings are, but instead, they project their feelings onto the characters.

When I’m worried

After talking about what the characters may think, students can now turn their attention to themselves. They are asked to list their common worries, but most importantly, they are directed to think about some response measures and the helpful relationships they can rely on. This is a vital exercise, for it shifts students’ focus from their worries to the coping strategies.

Seeking a balance

Students are asked to provide three key recommendations to prevent infection. Teachers can pick out the positive behavior and correct any incorrect suggestions. It’s also important to strike a balance between the recommended healthy behavior and the concept that microorganisms are a natural part of the environment and that many of them play a key role in sustaining human life.

Videos to know and understand viruses

It is advisable to plan science lessons on microorganisms. Students can know more about the pandemic by studying microbial (微生物的) life, and thus they can understand what viruses are and how they spread. But be careful not to bring anxiety—avoid talking about scary messages.

7 . High school is difficult for everyone. You are going through an awkward time and you may either fit in right away or feel like a complete outcast. But no matter how well you may fit in (or not), joining a club will be good for you in the short term and long term.

Joining a club is a great way to meet new people, especially if you are new to the school. Joining a club forces you to communicate with people who have similar interests as you. Even if you are the shyest and quietest person, you are sure to develop a relationship with at least one person in the club that you decide to join. Speaking from personal experience, I have met some of my best friends from my after-school activities and had many new doors open to me.

Another really nice thing about joining a club is that doing activities looks good on college applications (申请). Being known as outgoing is a highly valued trait (特质); it shows that you are willing to put yourself out there, be determined (意志坚定的), and best of all try new things. Another nice thing is that (depending on the activity) it could help you develop skills that you could use during a college interview.

Productivity is something that teens seem to continuously have a problem with. Most teens go to school and then come home and spend the rest of the day in front of the television or phone, but activities prohibit (阻止) this. Teens are also very easy to influence and if they fall into the wrong group of people they could fall into consequences such as problems with the law. Clubs are a great place to spend time and be with good people who you can fall back on if you need them.

Maybe the most important reason why you should join a club is the long-term benefit (益处) it brings. The classroom isn’t the only learning environment in a school. Things such as meeting and speaking to new people, keeping an eye on the time, and being organized are things you will use every single day of your life.

10 . School Spirit Week can be held any time throughout the year in America. It is a special time when youthful exuberance (活力) is allowed full expression.

    1    There are spirit band sessions, spirit assemblies and spirit teams that have one primary goal. That goal is to promote school tradition and encourage students to recognize their school as an important part of their life.    2    Some schools will use it as a kick-off for a charity (慈善) event such as collecting food for the local food bank.

A Spirit Week program can include many types of supporting activities. At most events, students like to wear identifying clothing or articles that show they are a unified group and support their school. Spirit week agendas often encourage students to wear fun and modern clothes.    3    Monday might be funny hat day, followed by Tuesday's Hawaiian shirt day and Wednesday's silly T-shirt day. Thursday could be pajama day, rounded off with Friday's school colors day.    4    Students decorate the walls, halls and classrooms with banners, posters and other adornments. Spirit Week posters and banners can reflect the theme of the week, the pride in the school, or show any other creative support of the school.

Parents love this special week as much as students and teachers do because parents have a great interest in the success of their children.    5