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Teaching with Purpose: Creating a Positive Climate for Student Success


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Each semester or school year creates an excellent opportunity for a fresh start for learning and achieving excellence. What happens on the first day of class often sets the tone for the entire semester. Students come to class with different expectations, skills, behaviors, and motivations. Effective teachers use students’ profile to inform their teaching practices and ensure every student achieves success.

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Teaching with Purpose: Creating a Positive Climate for Student Success

  1. 1. TEACHING WITH PURPOSE Creating a Positive Climate For Student Success August 19, 2017 Workshop Facilitator: Val Margarit, Ed.D
  2. 2. HELLO, NICE TO MEET YOU- I AM VAL! • Teaching for over 15 years – passionate about empowering people – live by design NOT by choice • An award-winning educator, entrepreneur, author, speaker, trainer, and community leader. • Founder and CEO of Val Margarit Consulting Services, a consulting and training organization committed to empowerment, excellence, and achievement. • Serves on The Professional Woman Network International Advisory Board • Serves as President of the Homeowners Association • Holds a Doctorate in Education with a specialization in higher education leadership, an education specialist degree, masters and bachelors in sociology and minor in political science. • Her new books, WHY NOT YOU? How To Become an Empowered Woman released on August 5, 2017 and will be available early September, 2017 • WHY NOT YOU? How to Achieve Success in College and Beyond ( Forthcoming, Dec. 2017)
  4. 4. WHY ARE WE HERE? WHY SHOULD I CARE? Inform Excite Empower Involve
  5. 5. OBJECTIVES Identify strategies to create a positive environment for learning from the very first class Identify students’ learning styles to improve retention and performance Explore diverse student behaviors that prevent them from learning Identify motivating strategies to help every student achieve their academic goals
  7. 7. THE MOST IMPORTANT DAY FIRST DAY OF CLASS Email students a “welcome letter or video” one week prior to first class – what’s in it? Syllabus – student version and university version if needed Arrive early and ensure everything in the classroom works Project a professional, confident, and successful instructor Be organized, set expectations and explain how to meet them Be enthusiastic and market the course and yourself Welcome students as they arrive to class
  8. 8. FIRST DAY OF CLASS 7 seconds – to make a great 1st impression
  9. 9. 1ST IMPRESSION Appearance 55% Voice 38% Communication 7%
  10. 10. STRATEGIES FOR STUDENT SUCCESS – FIRST DAY OF CLASS EXCHANGING INFORMATON • Students information index card • Your background • Course information • Your teaching philosophy • Reciprocal interview • Learning students’ names
  12. 12. FIRST DAY OF CLASS – SOCIAL ICEBREAKERS Self-Introductions Three-Step Interviews (listening skills) Class Survey Human Bingo
  13. 13. FIRST DAY OF CLASS – SUBJECT MATTER ICEBREAKERS •Classroom Assessment Techniques – CATs •Background Knowledge Probe •Problem Posting •Commonsense Inventory Project Implicit - Harvard
  14. 14. FIRST CLASS WAS A SUCCESS HOW DO YOU KNOW? • First Class Reflections – anonymous • What is the most important thing you learned today? • What changes do you expect I make to ensure your success? • How do you plan to achieve success? • Q & A • Recap • Next class assignment/reading • Your contact information • Thank you
  15. 15. DO YOU THINK EVERY STUDENT CAN BE SUCCESSFUL? Maybe we should teach the way students learn?
  16. 16. LEARNING STYLES ARE IMPORTANT – WHAT’S YOURS? Most people have a learning preference There is no “one style fits all” or one learning style better than another Effective learners adapt to any learning situation
  17. 17. VARK LEARNING STYLES SELF- ASSESSMENT Take assessment What were the results? • Visual • Aural/Auditory • Read/Write • Kinesthetic • Multimodal
  18. 18. CHARACTERISTICS OF VISUAL LEARNERS Strong visualization skills Prefer pictures, diagrams, maps Have strong visual-spatial understanding Pay close attention to the body language of others and self Learn best from visual aids, videos, maps Visualize information in their mind
  19. 19. CHARACTERISTICS OF AURAL/AUDITORY LEARNERS Recall accurately details of important information heard during conversations Strong language skills Strong communication skills – interesting conversations Good with foreign languages Learn best when interacting with others
  20. 20. CHARACTERISTICS OF KINESTHETIC LEARNERS Work well with hands Strong sense of timing and body movement Good performers Hands on learners Learn best when physically active Benefit from in class demonstrations and field work
  23. 23. MOTIVATION AND LEARNING • Motivation: DEFINITION: From the Latin verb movere (to move). • Motivation is the process whereby goal-directed activity is instigated and sustained.
  24. 24. ACTIVITY- QUICK –WRITE - 5 MINUTE “When it comes to changing student behavior, the teacher must be the primary adjustor.” - Robert L. DeBruyn - What do you think of this quote? - Do you agree that teachers are more responsible for changing student behavior than students are? - Answer individually and then discuss your answer in your group
  25. 25. MOTIVATION - THE IDEAL SELF • Goals are about where we want to be • which goals we set • which goals we value • and which goals we have in progress • Goals are about who we BECOME
  26. 26. MOTIVATION - THE ACTUAL SELF • If you think you CAN, you are right; If you think you CANNOT, you are right. What you think, you become. • Who students think they are affects what they can and cannot do • Self-Efficacy (whether or not they are capable of achieving a goal) • Things that affect self-efficacy: • Mastery experiences • Vicarious experience (models) • Verbal persuasion Albert Bandura
  27. 27. WHY DO STUDENTS THINK THEY CAN OR CAN’T CHANGE GROWTH MINDSET • Embrace challenges • Persist despite obstacles • Intelligence can be developed • Inspired by others’ success • I have to work harder • Actively seek new opportunities FIXED MINDSET • Avoid challenges • Give up easily • Intelligence is static • Scared by others’ success • I cannot do this • Avoid trying new things
  28. 28. INTRINSIC VS. EXTRINSIC MOTIVATION INTRINSIC Intrinsic motivation – comes from within Wanting to do something because it is enjoyable Motivated by the subject matter-related to life and the world Reasons to enjoy Interest Curiosity Autonomy Competence Relatedness
  29. 29. EXTRINSIC MOTIVATION External to one’s feelings about the subject matter Expectations of significant others Earning potential Stay in school and have someone pay it Promotions
  30. 30. STUDENT MOTIVATION STRATEGIES Your Persona • Teach with enthusiasm and energy • Be expressive • Explain your reason for loving the subject matter • Make the course personal • Get to know your students • Convey your expectations and hold them responsible • Use humor when appropriate • Maintain order and civility to earn respect as well as create a positive learning environment
  31. 31. Your Course • Develop your course with care • Allow student a voice in it • Collect readings, videos and other materials that are motivating • Inform students about careers and other benefits from taking your course • Use group activities to interact and collaborate
  32. 32. Your Teaching • Explain to students why you chose to teach the way you do, the activities and assignments as well as policies • Bring awareness to students that skill is transferable • Make activities worthwhile and connected to the real world and their future • Teach by inquiry ( Socrates method) • Hold students to high expectations • Use reinforcements and remind them that you BELIEVE they can be successful
  33. 33. Assignments and Tests • Build up their sense of self-efficacy (YES YOU CAN) • Practice makes it better • Use the learning styles and provide different assignments • Set realistic performance goals • Allow students options for demonstrating their learning • Use class reflection • Let students assess themselves • Reduce the stress level by testing often and drop the lowest grade
  34. 34. ALL GOOD THINGS COME TO AN END! • Conclusion • What are the highlights of today’s workshop? • Lessons • Ideas • quotes • What strategies are you going to implement in your classes? • Do you/will you change your teaching style? • What other workshops would you like to attend?
  36. 36. REFERENCES • Linda Nilson, Teaching At Its Best: A Research-Based Resource for College Instructors, 3rd edition, Jossey-Bass Publishing, 2010. • • •
  37. 37. RESOURCES • SIGN UP FOR MY FREE COLLEGE SUCCESS COURSE • BOOKS: • WHY NOT YOU? How to Become An Empowered Woman – Released August 2017. Sign up HERE • WHY NOT YOU? How to Achieve Success in College and Beyond! (Forthcoming, Dec. 2017) • Keep in touch:
  38. 38. WORKSHOPS/SEMINARS OR KEYNOTE TOPICS WITH VAL MARGARIT • Your Unconscious Mind Controls Your Behavior • Success & Self-Empowerment • Women's Empowerment Training: • Emotional • Health • Financial • Professional • Political • Spiritual • Effective Communication • Overcome your Fear of Public Speaking • Ultimate Strategies for Time & Energy Management • Complete your college degree faster and save time and money • Self-Esteem Strategies • Understanding and Navigating the School System (secondary and university levels) • Mindset For Success - Change your mind, change your life • The Gender Pay Gap - Why are women still paid less than men? • The Power of Positive Attitude • Stress Management • Holistic Health & Wellness • Cultural Diversity in the Classroom and the Workplace