Dr. Wendy Ghiora – Posting #26 – August 29, 2009
Greetings to all teachers, coaches parents and para-educators. We are so glad to get a fresh new start each school year. All of us want this to be the very best year ever. Luckily, we get a brand new group of students to work with. The ineffective teacher does the same thing year after year, not even noticing nothing is improving. Perhaps this is why Einstein said, “Insanity is doing the same thing over and over again, yet expecting different results.” However, as effective teachers, we will start with a better, more reflective plan than the previous year. Plan ahead for that important first day of school. After all, there is only one first day of school.
This is the day students will form their first impression of you. Marketing experts say, when meeting someone for the first time, you have seven seconds to create a positive impression. For teachers, that “seven seconds” is the first day of school. That means a teacher has only a few hours to make a good first impression.
Novice teachers may think having a fun activity the first day is what will leave the best impression on students. However, research indicates teachers spending time the first days letting students know how the class is structured and organized and what the expectations are, have far fewer discipline problems and far more students interested and engaged in learning.
Here are some steps to ensure students feel secure and welcome in their new environment:
1.-Greet each student at the door. Ask their name and introduce yourself with a handshake. Give them an assigned seat. (This will help you learn their names faster with your pre-arranged seating chart).
2.-Have some basic rules on the board. Such as:
Be on time
Be prepared
Show respect to all people and property
Have students pair up and discuss what each of these rules mean and then discuss. You may choose to create classroom rules with your students, or go into a more detailed plan later in the week.
3.-Discuss Course Outline. Students want to know what they will be doing and what they will be learning. Smart teachers will make this as entertaining and interesting as possible, using relevant and lively examples. Video clips or multi-media presentations of previous class projects and activities can really “bring it.”
4.-Grading and Classroom Procedures. Students want to know how they will be graded and what happens if they miss a class, etc. Make sure to explain and present this information in written form with a copy to be signed by parents.
5.- Who is my teacher, seriously? Introduce yourself and let students get a real glimpse of you as a person. You could do something simple like have objects symbolic of different important highlights of your life in a paper bag. As you pull each one out, it would be a “show and tell” about you, the teacher. There are a myriad of ways to do this. Allow your students to do the same, throughout the year, creating an atmosphere where every member of the class is important.
All members of your learning community want to be treated with kindness, respect and love. You have only that “first day,” or the equivalent of seven seconds to create that image starting with how you greet students at the door, how you dress, what messages are on posters around your classroom, the message you write on your board, how organized and ready you are, how you treat yourself with respect, dignity and love, and how much you are in charge of the learning environment on this very important first day of school.
The ineffective teacher is more concerned with being a “sage on the stage” and can't wait to do a fun activity so that he or she can be the student's friend or pal. What these teachers haven’t learned yet is, the students are not looking for fun. They are looking for security, consistency, structure, respect, dignity, and care. Like Ron Clark told his students, “When we obey these rules, we will have a lot of fun." It is up to you to convey that message on the first day of school by how well you are organized. Your classroom management skills will let students know if the class will be exciting or boring, and if you will light or blow out their candle.
To reiterate Einstein’s point, “If you don't change direction, you may end up where you're heading,” Old Chinese Proverb
Saturday, August 29, 2009
Saturday, August 22, 2009
Got Perseverance?
Dr. Wendy Ghiora – Posting #25 – August 22, 2009
The teacher is in front of the class and has just put students into pairs.
Teacher to Students:
Today, ladies and gentlemen, I have a true story I’d like to tell you. It’s a true story about two very interesting children you may know. Would you like to hear it?
All I ask is that you listen very closely to their stories. At the end I want you to be able to:
1.-l your partner what you think about the stories. What’s the big idea?
2.-Write down how you can apply what you got out of the stories to your life.
The “Big Idea,” is the main idea, the moral or lesson the story teaches us. Here is an example of a short Fable and its “Big Idea:"
The Frogs and the Well
Two Frogs lived together in a marsh. But one hot summer the marsh dried up, and they left it to look for another place to live in: for frogs like damp places if they can get them. By and by they came to a deep well, and one of them looked down into it, and said to the other, "This looks a nice cool place. Let us jump in and settle here."But the other, who had a wiser head on his shoulders, replied, "Not so fast, my friend. Supposing this well dried up like the marsh, how should we get out again?"
Big Idea: "Look before you leap."
(Note to teachers: The subject matter of each story should be edited according to the age group of your students).
The first story is about a little girl who came from a troubled childhood that included sexual abuse and a pregnancy when she was only fourteen years old. This young lady was determined to rise above her unhappy circumstances. She began by entering beauty pageants in Nashville as a teenager. She was persistent, finally securing a job working part-time at a local radio station. In 1973 she made the jump to television as a newscaster in Nashville; three years later, at age twenty-two, she was hired by ABC's Baltimore affiliate, WJZTV, to co-anchor the station's local news. Then, she found her niche in 1977 as the co-host of a local talk show, People Are Talking. Her talent as an interviewer was immediately apparent to WJZ executives and to viewers as well: she prepared for each guest, asked interesting, insightful questions, and was sincerely interested in how the guests responded. Soon People Are Talking was winning the ratings in its local market, beating the popular national talk show hosted by Phil Donahue.
This young girl never gave up. She was extremely determined and continually worked hard toward her dream, never allowing anything or anyone to stop her.
The path that led from her grandmother’s farm in Kosciusko to becoming the first African-American woman billionaire is a story of unwavering focus and unrelenting determination. (Oprah Winfrey)
The next story is about a boy who didn’t have much to laugh about growing up. When he was in high school in Canada, he had to live out of a Volkswagon Camper Van with his family, and worked eight-hour shifts at a tire factory to help make ends meet. Growing up poor was tough for this young man. While in his teens he also had to take a job as a janitor when his father lost his job. He had to juggle both school and work, school eventually lost out and he dropped out. He describes himself as being very angry at this time in his life yet one good thing came out of it. He developed a tremendous sense of humor to help him cope and to shield his anger from the world. He was a loner who claims he didn't have any friends because he didn't want any. Between school and work there just wasn't much time for a childhood. At 15 though, he had enough time to start performing at Yuk Yuks a famous Toronto comedy club where he began to perfect his act.
At 16, when he dropped out of high school, he was determined to pursue his passion: comedy.
He took a big risk and moved to LA, where he met and endeared himself to Rodney Dangerfield while appearing regularly at The Comedy Store in the early ‘80s. He became Dangerfield’s opening act. Later, he became friends with the Wayans brothers, getting a gig on the sketch comedy show, In Living Color and the rest, as they say, is history. At one point in his life, he made the decision he would become famous and never have to worry about having enough money again. He wrote himself a check for $20 million and kept it in his wallet until he earned that amount for the movie, The Cable Guy. He put the check in his Dad's coffin when he died. (Jim Carrey).
At the end of the story, ask students to turn to their partner and share what they think the “big idea” was about these stories.
After several minutes, ask students to share their thoughts with the whole class and write these on the board. Then have students write how they can apply these ideas to their lives.
Offer the following thoughts of your own, or similar thoughts:
If you’re having a tough time right now, take a few tips from these two: never lose sight of your dreams, always work hard to achieve them, and keep your eyes out for your next big opportunity. You never know when it will present itself, but you can be certain it won’t be while you’re sitting at home. So put yourself out there, focus on your dream and be prepared to give it a huge dose of perseverance to make it a reality. What have you got to lose?
What are some specific steps you can take right now to ensure you will reach your goal?
No Matter What –
1.-Decide that you will do this, no matter what. No matter what obstacles come up, no matter if your desire and determination begin to fade. True success comes to those who just won't give up.
2.-Make a promise to yourself that you will continue working toward your goals no matter what happens. Write this promise out and put it somewhere you will see it. Read it aloud to yourself every single day.
3.-Know that I am here to guide and help you reach your goal, and I will never give up on you no matter what.
4.-Let your determination glow hot and bright, and burn away all doubts and fears. Know that you can do it, and you will.
More ideas next weekend to get your class “charged up” for the best year ever!
The teacher is in front of the class and has just put students into pairs.
Teacher to Students:
Today, ladies and gentlemen, I have a true story I’d like to tell you. It’s a true story about two very interesting children you may know. Would you like to hear it?
All I ask is that you listen very closely to their stories. At the end I want you to be able to:
1.-l your partner what you think about the stories. What’s the big idea?
2.-Write down how you can apply what you got out of the stories to your life.
The “Big Idea,” is the main idea, the moral or lesson the story teaches us. Here is an example of a short Fable and its “Big Idea:"
The Frogs and the Well
Two Frogs lived together in a marsh. But one hot summer the marsh dried up, and they left it to look for another place to live in: for frogs like damp places if they can get them. By and by they came to a deep well, and one of them looked down into it, and said to the other, "This looks a nice cool place. Let us jump in and settle here."But the other, who had a wiser head on his shoulders, replied, "Not so fast, my friend. Supposing this well dried up like the marsh, how should we get out again?"
Big Idea: "Look before you leap."
(Note to teachers: The subject matter of each story should be edited according to the age group of your students).
The first story is about a little girl who came from a troubled childhood that included sexual abuse and a pregnancy when she was only fourteen years old. This young lady was determined to rise above her unhappy circumstances. She began by entering beauty pageants in Nashville as a teenager. She was persistent, finally securing a job working part-time at a local radio station. In 1973 she made the jump to television as a newscaster in Nashville; three years later, at age twenty-two, she was hired by ABC's Baltimore affiliate, WJZTV, to co-anchor the station's local news. Then, she found her niche in 1977 as the co-host of a local talk show, People Are Talking. Her talent as an interviewer was immediately apparent to WJZ executives and to viewers as well: she prepared for each guest, asked interesting, insightful questions, and was sincerely interested in how the guests responded. Soon People Are Talking was winning the ratings in its local market, beating the popular national talk show hosted by Phil Donahue.
This young girl never gave up. She was extremely determined and continually worked hard toward her dream, never allowing anything or anyone to stop her.
The path that led from her grandmother’s farm in Kosciusko to becoming the first African-American woman billionaire is a story of unwavering focus and unrelenting determination. (Oprah Winfrey)
The next story is about a boy who didn’t have much to laugh about growing up. When he was in high school in Canada, he had to live out of a Volkswagon Camper Van with his family, and worked eight-hour shifts at a tire factory to help make ends meet. Growing up poor was tough for this young man. While in his teens he also had to take a job as a janitor when his father lost his job. He had to juggle both school and work, school eventually lost out and he dropped out. He describes himself as being very angry at this time in his life yet one good thing came out of it. He developed a tremendous sense of humor to help him cope and to shield his anger from the world. He was a loner who claims he didn't have any friends because he didn't want any. Between school and work there just wasn't much time for a childhood. At 15 though, he had enough time to start performing at Yuk Yuks a famous Toronto comedy club where he began to perfect his act.
At 16, when he dropped out of high school, he was determined to pursue his passion: comedy.
He took a big risk and moved to LA, where he met and endeared himself to Rodney Dangerfield while appearing regularly at The Comedy Store in the early ‘80s. He became Dangerfield’s opening act. Later, he became friends with the Wayans brothers, getting a gig on the sketch comedy show, In Living Color and the rest, as they say, is history. At one point in his life, he made the decision he would become famous and never have to worry about having enough money again. He wrote himself a check for $20 million and kept it in his wallet until he earned that amount for the movie, The Cable Guy. He put the check in his Dad's coffin when he died. (Jim Carrey).
At the end of the story, ask students to turn to their partner and share what they think the “big idea” was about these stories.
After several minutes, ask students to share their thoughts with the whole class and write these on the board. Then have students write how they can apply these ideas to their lives.
Offer the following thoughts of your own, or similar thoughts:
If you’re having a tough time right now, take a few tips from these two: never lose sight of your dreams, always work hard to achieve them, and keep your eyes out for your next big opportunity. You never know when it will present itself, but you can be certain it won’t be while you’re sitting at home. So put yourself out there, focus on your dream and be prepared to give it a huge dose of perseverance to make it a reality. What have you got to lose?
What are some specific steps you can take right now to ensure you will reach your goal?
No Matter What –
1.-Decide that you will do this, no matter what. No matter what obstacles come up, no matter if your desire and determination begin to fade. True success comes to those who just won't give up.
2.-Make a promise to yourself that you will continue working toward your goals no matter what happens. Write this promise out and put it somewhere you will see it. Read it aloud to yourself every single day.
3.-Know that I am here to guide and help you reach your goal, and I will never give up on you no matter what.
4.-Let your determination glow hot and bright, and burn away all doubts and fears. Know that you can do it, and you will.
More ideas next weekend to get your class “charged up” for the best year ever!
Saturday, August 15, 2009
How Reflection Boosts Student Engagement
Dr. Wendy Ghiora – Posting #24 – August 15, 2009
Reflection is contemplation: a calm, lengthy, intent consideration of something. The word is from Latin: flex-bend, re-back – literally a bending back. So, as we learn something new, we contemplate and consider it, we “bend it back again,” to take another look at it.
Reflection is an important factor in learning. The main reason is, it enables us to think about our own thinking – about what it is that we have learned and can now use. Smart teachers have learned to tune in as students reflect on their learning. They realize this is the most practical method to assess what their students have or have not learned. Without reflection, a child cannot transform an idea into a reality.
Making it “our own.”
If a child just learned division is actually the reverse of multiplication, i.e. 3x4=12, and 12/3=4 and 12/4=3, he would need time to reflect on what was just learned and really take a look at why and how it is so. After working this out by verbalizing and using manipulatives, or drawings, the child would continue the reflection process until the proverbial “aha!” moment is reached. When we are learning a new topic, we need to spend time putting new material into our own words, trying out new ideas, using what we already know, and seeing where the new material ‘fits in’. Simply put, it is important that students can articulate what they are learning. Through the reflection process, the newly acquired knowledge or skill is now real, because the student “owns it.”
How does reflection promote student engagement?
Students become excited when they are given the opportunity to engage in activities where they think about and then explain what they learned and how what they discovered extends their understanding of new concepts. Part of the enjoyment is, during this reflection time, both correct conclusions and incorrect conclusions can be explored. The goal of this part of the lesson is to give students practice verbalizing what they have discovered and to give the class multiple views of how to interpret the work. Finally, it is important to give all students time to reflect -- silently, verbally or in writing about the impact of the day’s learning on their understanding.
What is the best way for students to reflect?
There are numerous ways a teacher can initiate the reflective process among students. For example, at the end of a lesson, the teacher can have students pair-share what they have learned. The teacher then asks students at random to share with the class what either they or their partner has learned. The teacher can write the ideas on the board. Another method is the KTL activity. “What do we know? What do we want to know? What have we learned?” This is a commonly used tool for getting students to reflect upon what and how much they have learned about a particular body of knowledge.
Will the excitement of reflection spread?
A side benefit of daily reflection is it builds better understanding on the home front. Typically, when a mother asks her child, “So, what did you learn in school today?” The response is: “Nothing.” However, if the child has been lucky enough to reflect on the day’s lesson, for example: “Today, we learned matter has three forms: solid, liquid, and gas.” As the student recalls what was learned and can state it with full understanding, he gets an additional boost of self-confidence and thus is eager to become even more engaged in the learning. As a bonus, Mom will be pleasantly surprised to know there actually is some learning going on in the classroom.
Teachers are our best resource and the only resource we have that can make significant differences to learners. Including reflection, as a daily practice is one of the most profound ways to stimulate the thought process and ability of students to know what they have learned, really understand it and successfully use their new knowledge. The more you reflect, the better you get at it. This is one ingredient you don’t want to leave out of your recipe for an outstanding school year!
Reflection is contemplation: a calm, lengthy, intent consideration of something. The word is from Latin: flex-bend, re-back – literally a bending back. So, as we learn something new, we contemplate and consider it, we “bend it back again,” to take another look at it.
Reflection is an important factor in learning. The main reason is, it enables us to think about our own thinking – about what it is that we have learned and can now use. Smart teachers have learned to tune in as students reflect on their learning. They realize this is the most practical method to assess what their students have or have not learned. Without reflection, a child cannot transform an idea into a reality.
Making it “our own.”
If a child just learned division is actually the reverse of multiplication, i.e. 3x4=12, and 12/3=4 and 12/4=3, he would need time to reflect on what was just learned and really take a look at why and how it is so. After working this out by verbalizing and using manipulatives, or drawings, the child would continue the reflection process until the proverbial “aha!” moment is reached. When we are learning a new topic, we need to spend time putting new material into our own words, trying out new ideas, using what we already know, and seeing where the new material ‘fits in’. Simply put, it is important that students can articulate what they are learning. Through the reflection process, the newly acquired knowledge or skill is now real, because the student “owns it.”
How does reflection promote student engagement?
Students become excited when they are given the opportunity to engage in activities where they think about and then explain what they learned and how what they discovered extends their understanding of new concepts. Part of the enjoyment is, during this reflection time, both correct conclusions and incorrect conclusions can be explored. The goal of this part of the lesson is to give students practice verbalizing what they have discovered and to give the class multiple views of how to interpret the work. Finally, it is important to give all students time to reflect -- silently, verbally or in writing about the impact of the day’s learning on their understanding.
What is the best way for students to reflect?
There are numerous ways a teacher can initiate the reflective process among students. For example, at the end of a lesson, the teacher can have students pair-share what they have learned. The teacher then asks students at random to share with the class what either they or their partner has learned. The teacher can write the ideas on the board. Another method is the KTL activity. “What do we know? What do we want to know? What have we learned?” This is a commonly used tool for getting students to reflect upon what and how much they have learned about a particular body of knowledge.
Will the excitement of reflection spread?
A side benefit of daily reflection is it builds better understanding on the home front. Typically, when a mother asks her child, “So, what did you learn in school today?” The response is: “Nothing.” However, if the child has been lucky enough to reflect on the day’s lesson, for example: “Today, we learned matter has three forms: solid, liquid, and gas.” As the student recalls what was learned and can state it with full understanding, he gets an additional boost of self-confidence and thus is eager to become even more engaged in the learning. As a bonus, Mom will be pleasantly surprised to know there actually is some learning going on in the classroom.
Teachers are our best resource and the only resource we have that can make significant differences to learners. Including reflection, as a daily practice is one of the most profound ways to stimulate the thought process and ability of students to know what they have learned, really understand it and successfully use their new knowledge. The more you reflect, the better you get at it. This is one ingredient you don’t want to leave out of your recipe for an outstanding school year!
Saturday, August 8, 2009
Show Students You Care
Dr. Wendy Ghiora – Posting #23 – August 8, 2009
You have been introduced to ten of the most common factors essential to creating positive student engagement in the classroom. To review numbers 1-10, see http://teaching4achange.blogspot.com/, scroll down and read postings #17-22. Each of these is very important, however, the one that is foundational to the efficacy of all the rest is #11. It has to do with love.
11. Show Students Every Single Day Just How Much You Care About Them.
Student trust is pivotal to engagement and learning. When a student trusts a teacher, listening and participation increase. Love and caring creates this trust. Following are twelve action points to show your students you really care about them. Many teachers instinctively practice several of these actions routinely; for those that don’t, add them to your practice. You will be amazed at the positive results and the marked increase in student engagement in your classroom.
1.-Recognition: Compliment children for being kind and courteous and be courteous yourself: "Thanks for saying you're welcome."
2.-Clear Expectations: Let students know exactly what is expected of them, behaviorally and academically. Everyone works harder toward a known goal.
3.-Interest: Ask the child about something you know is important to him or her: "How was that Little League game you played last night?"
4.-Listening: When you see a child is upset, take time to speak privately with him or her. Really listen and learn what is going on. That action will be much appreciated.
5.-Contact: Find a way to make a personal contact with parents or caregivers as soon as possible after the start of the school year. Acknowledge the importance of their role and say something positive about each child.
6.-Communication: When you make eye contact with a child during the day, smile! If appropriate, lightly touch a child’s shoulder when you are about to speak to him. There are so many non-verbal ways that you can show you care.
7.-Comfortability: Kneel next to the child to communicate with him or her. Speaking from on high can be distancing; it can feel intimidating or uncomfortable to the child.
8.-Personal: Bring in stories of your own experiences that relate to what you're teaching. "I know how frightening it was for Hansel and Gretel to get lost in the woods. It happened to me one time!"
9.-High Expectations: Require the best from your students; give challenging and unique assignments. Your departure from mediocrity demonstrates true concern for students’ education and your passion for the subject matter. Accept nothing less.
10.-Respect: Listen carefully when students make comments in class and respond in a respectful manner, even when you must offer correction.
11.-Acknowledgement: Acknowledge even small steps made toward a goal. Compliment specific improvement in a skill or knowledge demonstrated. Show enthusiasm and encouragement for the effort and progress your students are making. This shows the child you are watching and expecting him to make it all the way.
12.-Friendship: Always be willing to go the extra mile. When you spend extra time outside of class, meeting with students before or after school, or even attending events a child is participating in outside of school, it truly means the world to them. You may be the only cheerleader or role model in their life. Give all you can, and cheer loudly!
How will I put all these ideas into action? This may seem a daunting task at first, but it’s really much easier than it may seem. For example: #1 Recognition. You can begin this right away, the first day of school. As students are seated and you are ready to begin, start complimenting and recognizing good behavior. “Johnny, I like the way your eyes are focused up here. It shows you are ready to learn.” “Sally, I like the way you have your pencil and paper out. You are well prepared for today’s lesson.” #2 Clear Expectations; you will announce these at the beginning of each lesson. “This morning, ladies and gentlemen, we are going to learn how to read different types of thermometers. By the end of the lesson, you will know how to teach another person how to read at least three different types of thermometers, and also explain what each thermometer is measuring.”
You will implement the rest of these points as you guide your students over the course of the year. If you want to be sure you are using them all, pick out one or two and make a concerted effort to use the selected points on a specific day. Pretty soon, they will all become second nature to you. You will be able to feel the difference in the new relationship you have with your class. You and your students will truly be working as a team toward the same high expectations.
Next weekend you will learn about point #12. This is an additional factor that can lead to outstanding results in student engagement and academic progress.
You have been introduced to ten of the most common factors essential to creating positive student engagement in the classroom. To review numbers 1-10, see http://teaching4achange.blogspot.com/, scroll down and read postings #17-22. Each of these is very important, however, the one that is foundational to the efficacy of all the rest is #11. It has to do with love.
11. Show Students Every Single Day Just How Much You Care About Them.
Student trust is pivotal to engagement and learning. When a student trusts a teacher, listening and participation increase. Love and caring creates this trust. Following are twelve action points to show your students you really care about them. Many teachers instinctively practice several of these actions routinely; for those that don’t, add them to your practice. You will be amazed at the positive results and the marked increase in student engagement in your classroom.
1.-Recognition: Compliment children for being kind and courteous and be courteous yourself: "Thanks for saying you're welcome."
2.-Clear Expectations: Let students know exactly what is expected of them, behaviorally and academically. Everyone works harder toward a known goal.
3.-Interest: Ask the child about something you know is important to him or her: "How was that Little League game you played last night?"
4.-Listening: When you see a child is upset, take time to speak privately with him or her. Really listen and learn what is going on. That action will be much appreciated.
5.-Contact: Find a way to make a personal contact with parents or caregivers as soon as possible after the start of the school year. Acknowledge the importance of their role and say something positive about each child.
6.-Communication: When you make eye contact with a child during the day, smile! If appropriate, lightly touch a child’s shoulder when you are about to speak to him. There are so many non-verbal ways that you can show you care.
7.-Comfortability: Kneel next to the child to communicate with him or her. Speaking from on high can be distancing; it can feel intimidating or uncomfortable to the child.
8.-Personal: Bring in stories of your own experiences that relate to what you're teaching. "I know how frightening it was for Hansel and Gretel to get lost in the woods. It happened to me one time!"
9.-High Expectations: Require the best from your students; give challenging and unique assignments. Your departure from mediocrity demonstrates true concern for students’ education and your passion for the subject matter. Accept nothing less.
10.-Respect: Listen carefully when students make comments in class and respond in a respectful manner, even when you must offer correction.
11.-Acknowledgement: Acknowledge even small steps made toward a goal. Compliment specific improvement in a skill or knowledge demonstrated. Show enthusiasm and encouragement for the effort and progress your students are making. This shows the child you are watching and expecting him to make it all the way.
12.-Friendship: Always be willing to go the extra mile. When you spend extra time outside of class, meeting with students before or after school, or even attending events a child is participating in outside of school, it truly means the world to them. You may be the only cheerleader or role model in their life. Give all you can, and cheer loudly!
How will I put all these ideas into action? This may seem a daunting task at first, but it’s really much easier than it may seem. For example: #1 Recognition. You can begin this right away, the first day of school. As students are seated and you are ready to begin, start complimenting and recognizing good behavior. “Johnny, I like the way your eyes are focused up here. It shows you are ready to learn.” “Sally, I like the way you have your pencil and paper out. You are well prepared for today’s lesson.” #2 Clear Expectations; you will announce these at the beginning of each lesson. “This morning, ladies and gentlemen, we are going to learn how to read different types of thermometers. By the end of the lesson, you will know how to teach another person how to read at least three different types of thermometers, and also explain what each thermometer is measuring.”
You will implement the rest of these points as you guide your students over the course of the year. If you want to be sure you are using them all, pick out one or two and make a concerted effort to use the selected points on a specific day. Pretty soon, they will all become second nature to you. You will be able to feel the difference in the new relationship you have with your class. You and your students will truly be working as a team toward the same high expectations.
Next weekend you will learn about point #12. This is an additional factor that can lead to outstanding results in student engagement and academic progress.
Saturday, August 1, 2009
Fostering Student Engagement With High Expectations and Enthusiasm
Dr. Wendy Ghiora – Posting #22 – August 1, 2009
Today, we will look at two more factors that foster student engagement and therefore, learning. For items #1-8 please go to: http://teaching4achange.blogspot.com/ and read postings: 17-21.
Our important points for today are:
9- Always Have High Expectations and Students Will Meet Them.
10- Be Enthusiastic. It Makes Learning Interesting and Joyful.
9.-Always Have High Expectations and Students Will Meet Them.
Teachers must have high expectations for all their students. Successful teachers of poor children know their students are capable of high achievement. Therefore, they refuse to label their students 'at risk'; they look at each child and see the gem that is inside and communicate this vision back to the child (Ashton-Warner, 1963; Ayers, 1993; Carini, 1982; Curwin, 1992; Heath, 1983; Kohl, 1967). They look for children's strengths and interests, and use these as starting points for learning. In Among School Children, Kidder (1990) describes the power that teachers have to motivate children: 'For children who are used to thinking of themselves as stupid or not worth talking to or deserving rape and beatings, a good teacher can provide an astonishing revelation. A good teacher can give a child at least a chance to feel, "She thinks I'm worth something; maybe I am" ' (p. 3). Thus, a relationship that conveys high expectations will enable students to internalize these beliefs. By doing so, they develop the self-esteem and self-efficacy that Kidder found in the successful schools in his study. Now the students have personal “buy-in.” There’s something in it for them, i.e. self-worth. Hence, the proverbial light ignites and the students are engaged in learning.
Teachers should work with an attitude that says you know students can achieve to your level of expectations, thereby giving students a sense of confidence too, which leads to high interest and engagement. Your expectations define your reality. What you expect is what you get. It's simple, powerful, and profound all at the same time. The question is, "What do you expect from your students?” Think about it, and make it so.
10- Be Enthusiastic. It Makes Learning Interesting and Joyful.
There are good teachers and then there are great teachers. There are those who teach and transfer information, and they’re good at it. Teachers in the second group transfer the excitement and joy of learning. In a way, the first type gives the student a fish, while the second type teaches students how to fish. That’s the difference between good and great. Accordingly, students privileged to be taught by a great teacher become more engaged in learning because it is, at least in part, self-generated. To be a truly great teacher, a passion must be in your heart and emanate to your students through your enthusiasm, and your own unique methods of bringing the classroom to life. That’s what stimulates student engagement.
When praising students, be specific about your comments, so students recognize exactly what their successful action was. Praise without being specific can be demeaning, patronizing, and even manipulative. Don’t praise the child, but praise the child’s work. Encourage students with genuine compliments about specific improvement noted, thus creating independent, enthusiastic, engaged learners. This adds so much to a child’s joy of learning. Always remember there are no greater heroes in our society than teachers. As a Super Teacher it is your duty to make teaching and learning a joy. Be prepared to get swept up in the joy and excitement your students will wield!
Stay tuned next week for more on student engagement.
Today, we will look at two more factors that foster student engagement and therefore, learning. For items #1-8 please go to: http://teaching4achange.blogspot.com/ and read postings: 17-21.
Our important points for today are:
9- Always Have High Expectations and Students Will Meet Them.
10- Be Enthusiastic. It Makes Learning Interesting and Joyful.
9.-Always Have High Expectations and Students Will Meet Them.
Teachers must have high expectations for all their students. Successful teachers of poor children know their students are capable of high achievement. Therefore, they refuse to label their students 'at risk'; they look at each child and see the gem that is inside and communicate this vision back to the child (Ashton-Warner, 1963; Ayers, 1993; Carini, 1982; Curwin, 1992; Heath, 1983; Kohl, 1967). They look for children's strengths and interests, and use these as starting points for learning. In Among School Children, Kidder (1990) describes the power that teachers have to motivate children: 'For children who are used to thinking of themselves as stupid or not worth talking to or deserving rape and beatings, a good teacher can provide an astonishing revelation. A good teacher can give a child at least a chance to feel, "She thinks I'm worth something; maybe I am" ' (p. 3). Thus, a relationship that conveys high expectations will enable students to internalize these beliefs. By doing so, they develop the self-esteem and self-efficacy that Kidder found in the successful schools in his study. Now the students have personal “buy-in.” There’s something in it for them, i.e. self-worth. Hence, the proverbial light ignites and the students are engaged in learning.
Teachers should work with an attitude that says you know students can achieve to your level of expectations, thereby giving students a sense of confidence too, which leads to high interest and engagement. Your expectations define your reality. What you expect is what you get. It's simple, powerful, and profound all at the same time. The question is, "What do you expect from your students?” Think about it, and make it so.
10- Be Enthusiastic. It Makes Learning Interesting and Joyful.
There are good teachers and then there are great teachers. There are those who teach and transfer information, and they’re good at it. Teachers in the second group transfer the excitement and joy of learning. In a way, the first type gives the student a fish, while the second type teaches students how to fish. That’s the difference between good and great. Accordingly, students privileged to be taught by a great teacher become more engaged in learning because it is, at least in part, self-generated. To be a truly great teacher, a passion must be in your heart and emanate to your students through your enthusiasm, and your own unique methods of bringing the classroom to life. That’s what stimulates student engagement.
When praising students, be specific about your comments, so students recognize exactly what their successful action was. Praise without being specific can be demeaning, patronizing, and even manipulative. Don’t praise the child, but praise the child’s work. Encourage students with genuine compliments about specific improvement noted, thus creating independent, enthusiastic, engaged learners. This adds so much to a child’s joy of learning. Always remember there are no greater heroes in our society than teachers. As a Super Teacher it is your duty to make teaching and learning a joy. Be prepared to get swept up in the joy and excitement your students will wield!
Stay tuned next week for more on student engagement.
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