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Week Four
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Week Four

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Transcript

  • 1. Never Work Harder than Your Students: Know Where Your Students Are Going
    Chapter Three
  • 2. This Week’s Agenda
    Chapter Three
    Expectations=Confidence
    The Pygmalion Effect
    Faith in Yourself
    Confront the Brutal Facts
    Courage to Teach
  • 3. Not expect your students to get there…
    An expectation=the confidence something will happen
    Probability x Value
    Based on values and beliefs
    It’s all about me!
    9
  • 4. The Pygmalion Effect
    Self-fulfilling prophecy
    Not your unwavering belief in student abilities
    Your unwavering belief in your own abilities.
    Consider asking these questions:
    What do I want students to learn?
    How will I know when they have learned it?
    How will I respond when a student encounters difficulty learning?
    Rick DuFour, 2005
  • 5. The Stockdale Paradox
    “You must never confuse faith that you will prevail in the end—which you can never afford to lose—with the discipline to confront the brutal facts of your current reality, whatever they might be.”
    ~Admiral Jim Stockdale as shared in Good to Great by Jim Collins
  • 6. Reflection
    The primary benefit of reflective practice for teachers is a deeper understanding of their own teaching style and ultimately, greater effectiveness as a teacher.
    Validation of a teacher's ideals,
    Beneficial challenges to tradition,
    Recognition of teaching as artistry, and
    Respect for diversity in applying theory to classroom practice.
    It’s all about me!
  • 7. Asking the Right Questions
    What are my current skills and teaching strategies?
    What are the requirements and the constraints on the teaching task at hand?
    Are my current skills and strategies sufficient for the teaching task at hand?
    If not, what can I do about it?
  • 8. Confronting the Brutal Facts
    Try to look at your classroom with the same lens as if you were looking at someone else’s.
    Use video. Critiquing yourself is sometimes easier when you are watching it on screen.
    Try the five whys:
    Ask a question about your classroom. “Why aren’t students doing their homework?”
    Ask “Why?” four more times. “They aren’t motivated.” Why? “They don’t like school.” Why? “They’re bored.” Why? “The content doesn’t relate to them.” Why? “It’s too abstract.”
    Give yourself some credit. Be real. Be curious.
  • 9. Why ask why?
    Asking essential questions and good supporting questions makes the effort of learning more than a game of trivial pursuit.
    Strive to ask questions that result in new questions the teacher cannot answer.
    An essential question that arises from imaginative engagement is an important way to bring teacher, student, and subject matter together in such a way that enriches all three.
  • 10. Expect to Get Your Students There