I was getting the following to error messages with my html:
-
Each
.nav-linkshould have text that corresponds to theheadertext of its relatedsection(e.g. if you have a “Hello world” section/header, your#navbarshould have a.nav-linkwhich has the text “Hello world”). -
Failed:Each
.nav-linkshould have anhrefattribute that links to its corresponding.main-section(e.g. If you click on a.nav-linkelement that contains the text “Hello world”, the page navigates to asectionelement with that id).
Now I’m getting this third message:
You should have the same number of .nav-link and .main-section elements.
I’m totally lost. If someone could inspect my relevant html and point me in the right direction, I’d greatly appreciate it!
<!DOCTYPE html>
<html lang="en">
<head>
<meta charset="utf-8">
<meta name="viewport" content="width=device-width, initial-scale=1.0">
<title>Teaching 101</title>
<link href="styles.css" rel="stylesheet">
</head>
<body>
<nav id="navbar">
<header>Teaching 101</header>
<ul id="ul-navbar">
<li><a class="nav-link" href="#positive_relationships">Positive Relationships</a></li>
<li><a class="nav-link" href="#culturally_sustaining_pedagogy">Culturally Sustaining Pedagogy</a></li>
<li><a clas="nav-link" href="#classroom_management">Classroom Management</a></li>
<li><a class="nav-link" href="#grading_policy">Grading Policy</a></li>
<li><a class="nav-link" href="#phone_policy">Phone Policy</a></li>
</nav>
<main id="main-doc">
<section class="main-section" id="positive_relationships">
<header>Positive Relationships</header>
<p><code>Positive Relationships</code> are essential to solid teaching practice. This will go a long way toward teaching effectively by building trust and report with your students, and furthermore, reduce classroom management burdens.</p>
<p>In order to form <code>Positive Relationships</code> with your students, you must get to know their backgrounds and interests. You can then leverage these throughout the year to hook your students into the content.</p>
</section>
<section class="main-section" id="culturally_sustaining_pedagogy">
<header>Culturally Sustaining Pedagogy</header>
<p><code>Culturally Sustaining Pedagogy</code> is a term coined by educator Django Paris. Paris built off the work of Gloria Ladson-Billings, who spearheaded <code>Culturally Responsive Teaching</code></p>
<p>In essence, <code>Culturally Sustaining Pedagogy</code> is an asset-based approach to teaching youth. Students are taught to value their identities and should leave school with a sense of pride. Use their funds of knowledge in the classroom to make the students become experts. Moreover, the approach should value input from community elders, value the land and people on it, and provide structured opportunities to confront internalized oppression.</p>
</section>
<section class="main-section" id="classroom_management">
<header>Classroom Management</header>
<p><code>Classroom Management</code> is one of the most difficult obstacles first year teachers must overcome.</p>
<p>There are several key components of effective <code>Classroom Management.</code> Some might prefer gimick point-based systems, such as gamifying the classroom. However, the key is really to leverage the resources in front of you.</p>
<p>Get to know students, show them you care, build trust with them, and put content that intrigues them in the curriculum. Play around with table groupings to see what combination of table groups or classroom setup works. Make sure your lessons are engaging and <em>not confusing</em>. Students often stray off task when they feel confused. Create a culture of question asking and advocacy in the classroom. Set clear expectations with your students and hold them accountable. Keep in contact with families. Always try to begin with a positive call or text home before anything negative. Finally, have systems in place for inappropriate behavior and then <em>use those systems</em>.</p>
</section>
<section class="main-section" id="grading_policy">
<header>Grading Policy</header>
<p>Whatever the <code>Grading Policy</code> is, make sure it works for you and also make sure it includes a bit of flexibility for emergencies.</p>
<p>Some teachers use standards-based grading. Others use a standard A-F policy. Both have pros and cons. While standards-based grading allows students to view and chart their own progress over time in the course using self-guided rubrics, grades aren't updated as often and don't reflect an A-F spectrum. This can demotivate students until the final few weeks of the quarter, when they rush to turn in work. On the other hand, an A-F policy provides an immediate carrot and stick students are used to seeing. When students get a low grade, they may receive a lot of pressure from home to raise the grade. However, this doesn't mean students are inherently looking to improve their skills. Moreso they are looking for points.</p>
</section>
<section class="main-section" id="phone_policy">
<header>Phone Policy</header>
<p>Smart phones have to be the bane of every single teacher's existence in the 21st century. While the social pressure must be immense and convenience of providing a smart phone to one's child can't be ignored, doing so without proper training is absolutely irresponsible parenting. Afterall, adolescents are just developing their pre-frontal cortex, which governs impulse control. The brains of high school age children crave social contact and dopamine. Alerts from smart phones and social media give this to them. Each vibration in a student's pocket from a notification takes them outside the learning environment, which is why the following <code>Phone Policy</code> is recommended.</p>
<p>Build a phone tower with a pocket holder and phone chargers. Assemble data about the dangers of smart phones in schools. Turn it into a contract. Have students sign the contract. Give them a grade for the contract as a nice bonus. The policy is as such:</p>
<ul>
<li>when students come in the room, they put their phones in the pocket with their assigned number.
<li>Students then may not retrieve their phone until the final minute or so of class.
<li>They may use the chargers, but not take them from the room.
<li>If students don't wish to conform, they will be marked absent and their work for the day will receive a 50%. <li>If students still don't wish to follow protocol, they will be subject to a discussion for first violation, call home for second, and admin referral for third.
</ul>
<p>I've found the vast majority of students follow these rules without fail. Again, make sure to be flexible with students in need of something, for example, MLL students who use their phones for translations, or a student who needs to make an emergency call in the hallway.</p>
</section>
</main>
</body>
</html>