Strategies for Empathy, Grit and Resilience Part 1 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
Strategies for Empathy, Grit and Resilience Part 2 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
Strategies for Empathy, Grit and Resilience Part 1 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
Strategies for Empathy, Grit and Resilience Part 2 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
This is a powerpoint presentation put together by my colleagues and I, to present our professional development learnings after a NESA Conference in Oman.
ПОЗИТИВНА ДИСЦИПЛИНА И ПОЗИТИВНО
РОДИТЕЛСТВО/СТАРАТЕЛСТВО Positive discipline and positive parenting
Издавач:Прва детска амбасада во светот Меѓаши-Република Македонија
Уредник: м-р Драги Змијанац-претседател и основач
Автор:Проф. д-р Ана Фрицханд, проф. д-р Софија Георгиевска
Лектор: Ад-вебум Скопје
Дизајн; Ване Костуранов
Печатење: БАто и ДИВАЈН
ПОЗИТИВНА ДИСЦИПЛИНА И ПОЗИТИВНО
РОДИТЕЛСТВО/СТАРАТЕЛСТВО
Секој дом е универзитет, и секој родител е професор. – Махатма Ганди
ШТО Е ПОЗИТИВНА ДИСЦИПЛИНА?
Честопати, кога ќе се слушне зборот „дисциплина“, кај многумина се јавуваат негативни асоцијации главно поврзани со казнувањето, за кое се мисли дека оди „рака под рака“ со дисциплинирањето. Сепак, вистинското значење на зборот „дисциплина“, кој потекнува од латинскиот збор disciplina, е „учење“. Оттука, дисциплинирањето, во основа, е процес на учење и усвојување на вредности, правила, норми и принципи на прифатливо однесување во едно општество. Традиционално, во воспитувањето на децата многу често се практикува дисциплина која се заснова врз казна и често предизвикува негативни последици (бунт, одмазда, намалена самодоверба). Спротивно на тоа, постои позитивна дисциплина, заснована врз поттикнување на децата на самодоверба и независност, која ги прави одговорни….
Прирачникот можете да го симнете и прочитате на следната страна:
April 2014 talk to child care providers at MA's Park St. office of the Department Of Children and Families. Starting with the feelings someone has, we look at what behaviors can mean, and finally ways of creating the MOST effective discipline strategies.
This is a powerpoint presentation put together by my colleagues and I, to present our professional development learnings after a NESA Conference in Oman.
ПОЗИТИВНА ДИСЦИПЛИНА И ПОЗИТИВНО
РОДИТЕЛСТВО/СТАРАТЕЛСТВО Positive discipline and positive parenting
Издавач:Прва детска амбасада во светот Меѓаши-Република Македонија
Уредник: м-р Драги Змијанац-претседател и основач
Автор:Проф. д-р Ана Фрицханд, проф. д-р Софија Георгиевска
Лектор: Ад-вебум Скопје
Дизајн; Ване Костуранов
Печатење: БАто и ДИВАЈН
ПОЗИТИВНА ДИСЦИПЛИНА И ПОЗИТИВНО
РОДИТЕЛСТВО/СТАРАТЕЛСТВО
Секој дом е универзитет, и секој родител е професор. – Махатма Ганди
ШТО Е ПОЗИТИВНА ДИСЦИПЛИНА?
Честопати, кога ќе се слушне зборот „дисциплина“, кај многумина се јавуваат негативни асоцијации главно поврзани со казнувањето, за кое се мисли дека оди „рака под рака“ со дисциплинирањето. Сепак, вистинското значење на зборот „дисциплина“, кој потекнува од латинскиот збор disciplina, е „учење“. Оттука, дисциплинирањето, во основа, е процес на учење и усвојување на вредности, правила, норми и принципи на прифатливо однесување во едно општество. Традиционално, во воспитувањето на децата многу често се практикува дисциплина која се заснова врз казна и често предизвикува негативни последици (бунт, одмазда, намалена самодоверба). Спротивно на тоа, постои позитивна дисциплина, заснована врз поттикнување на децата на самодоверба и независност, која ги прави одговорни….
Прирачникот можете да го симнете и прочитате на следната страна:
April 2014 talk to child care providers at MA's Park St. office of the Department Of Children and Families. Starting with the feelings someone has, we look at what behaviors can mean, and finally ways of creating the MOST effective discipline strategies.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Developing positive relationships with parentsDanessa Noriega
An introduction explaining the importance of developing positive relationships.
Practical ways in how the teacher can develop positive relationship with parents. with students and other teachers.
CATALYST for Character Formation Association
www.mannrentoy.com
Given on the 27th of October 2018 at the LRC Hall of St. Paul College Pasig
For more information, email catalystpds@gmail.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
3. Module 7: Relationships
Explain the importance
of relationships to
students and identify
means to create
relationships with
students.
1
4. All learning is double-coded, both
mentally and emotionally. How you
feel about something is part of the
learning and your openness to
learning. Most learning is in essence
emotional. Virtually all learning starts
with a significant relationship.
–Stanley Greenspan and Beryl Benderly
2
6. Mutual Respect
If a student and teacher do not have a relationship
of mutual respect, the learning will be
significantly reduced. For some students it
won’t occur at all.
3
7. Mutual Respect
If a student and teacher do not have a relationship
of mutual respect, the learning will be
significantly reduced. For some students it
won’t occur at all.
If a student and a teacher don’t like each other—
or even come to despise each other—forget about
significant learning.
3
8. Mutual Respect
If a student and teacher do not have a relationship
of mutual respect, the learning will be
significantly reduced. For some students it
won’t occur at all.
If a student and a teacher don’t like each other—
or even come to despise each other—forget about
significant learning.
If mutual respect is present, it can compensate for
the dislike.
3
9. Mutual Respect
If a student and teacher do not have a relationship
of mutual respect, the learning will be
significantly reduced. For some students it
won’t occur at all.
If a student and a teacher don’t like each other—
or even come to despise each other—forget about
significant learning.
If mutual respect is present, it can compensate for
the dislike.
Mutual respect is as much about nonverbals as it
is about what you say.
3
11. Mutual Respect
Relationships of mutual respect
must have three things present:
Support: the direct teaching of process and
mental models.
4
12. Mutual Respect
Relationships of mutual respect
must have three things present:
Support: the direct teaching of process and
mental models.
Insistence: the motivation and persistence
that comes from the relationship.
4
13. Mutual Respect
Relationships of mutual respect
must have three things present:
Support: the direct teaching of process and
mental models.
Insistence: the motivation and persistence
that comes from the relationship.
High Expectations: the approach of,
4
14. Mutual Respect
Relationships of mutual respect
must have three things present:
Support: the direct teaching of process and
mental models.
Insistence: the motivation and persistence
that comes from the relationship.
High Expectations: the approach of,
“I know you can do it, and you will.”
4
15. "No significant
learning occurs
without a
significant
relationship."
–Dr. James Comer
6
16. What can a teacher do to
build relationships?
“TESA (Teacher Expectations and Student Achievement)” identified 15
behaviors that teachers use with good students.
The research study found that when teachers used these interactions with
low-achieving students, they made significant gains in achievement.
1. Calls on everyone in room equitably.
2. Provides individual help.
3. Gives “wait” time (allows student enough time to answer).
4. Asks questions to give student clues about answer.
5. Asks questions that require more thought.
6. Tells students whether their answers are right or wrong.
7. Gives specific praise.
8. Gives reasons for praise.
9. Listens.
10.Accepts feelings of student.
11.Gets within arm’s reach of each student each day.
12.Is courteous to students.
13.Shows personal interest and gives compliments.
14.Touches students (appropriately).
15.Desists (does not call attention to every negative student behavior).
Adapted from “TESA (Teacher Expectations and Student Achievement).” Los Angeles Department of Education.
9
17. Creating an Environment of Mutual Respect
1. Know something about each student.
2. Engage in behaviors that indicate affection for
each student.
3. Bring student interests into content and
personalize learning activities.
4. Engage in physical behaviors that
communicate interest in students.
5. Use humor when appropriate.
6. Consistently enforce positive and negative
consequences.
–Robert Marzano, The Art and Science of Teaching
10
18. "Rules without
relationships
breed rebellion."
–Grant East
11
20. Building Engaged Schools
School Climate
This “Emotional Safety” is very important
to creating a positive school climate. The
Relationships students build while
attending school also helps in creating a
positive school climate.
42. Creating Relationships
DEPOSITS WITHDRAWALS
Seek first to understand Seek first to to be understood
Keeping promises Breaking promises
Kindnesses, courtesies Unkindnesses, discourtesies
Clarifying expectations Violating expectations
Loyalty to the absent Disloyalty, duplicity
Apologies Pride, conceit, arrogance
Open to feed back Rejecting feedback
Chart taken from Stephen Covey’s book The Seven Habits of Highly Effective People
43.
44. Deposit Made To Withdrawals Made
Individual In Poverty From Individual In Poverty
Appreciation for humor and Put-downs or sarcasm about the
entertainment provided by the humor or the individual
individual
Acceptance of what the Insistence and demands for full
individual cannot say about a explanation about a person or
person or situation situation
Respect for the demands and Insistence on the middle class
priorities of relationships view of relationships
Using the adult voice Using the parent voice
Assisting with goal-setting Telling the individual his/her goals
Identifying options related to Making judgments on the value
available resources and availability of resources
Understanding the importance of Assigning pejorative character
personal freedom, speech, and traits to the individual
individual personality
[edit]Directions\nAnswers are for who you are now...... not who you were in the past. Have pen or pencil and paper ready. It's only 10 simple questions, so...... grab a pencil and paper; keep track of your letter answers. Number your paper 1 to 10 first.\n\n1. When do you feel at your best? a) In the morning B) during the afternoon and early evening c) Late at night\n2. You usually walk..... a) Fairly fast, with long steps b) Fairly fast, with little steps c) Less fast head up, looking the world in the face d) Less fast, head down e) Very slowly\n3. When talking to people, you... a) Stand with your arms folded b) Have your hands clasped c) Have one or both your hands on your hips or in pockets d) Touch or push the person to whom you are talking e) Play with your ear, touch your chin or smooth your hair\n4. When relaxing, you sit with... a) Your knees bent with your legs neatly side by side b) Your legs crossed c) Your legs stretched out or straight d) One leg curled under you\n5. When something really amuses you, you react with... a) A big appreciated laugh b) A laugh, but not a loud one c) A quiet chuckle d) A sheepish smile\n6. When you go to a party or social gathering, you... a) Make a loud entrance so everyone notices you b) Make a quiet entrance, looking around for someone you know c) Make the quietest entrance, trying to stay unnoticed\n7. When you're working or concentrating very hard, and you're interrupted, you... a) Welcome the break b) Feel extremely irritated c) Vary between these two extremes\n8. Which of the following colours do you like most? a) Red or orange b) Black c) Yellow or light blue d) Green e) Dark blue or purple f) White g) Brown or grey\n9. When you are in bed at night, in those last few moments before going to sleep, you lay... a) Stretched out on your back b) Stretched out face down on your stomach c) On your side, slightly curled d) With your head on one arm e) With your head under the covers\n10. You often dream that you are... a) Falling b) Fighting or struggling c) Searching for something or somebody d) Flying or floating e) You usually have dreamless sleep f) Your dreams are always pleasant\n\nPOINTS: 1. (a) 2 (b) 4 (c) 6 2. (a) 6 b) 4 (c) 7 (d) 2 (e) 1 3. (a) 4 (b) 2 (c) 5 (d) 7 (e) 6 4. (a) 4 (b) 6 (c) 2 (d) 1 5. (a) 6 (b) 4 (c) 3 (d) 5 (e) 2 6. (a) 6 (b) 4 (c) 2 7. (a) 6 (b) 2 (c) 4 8. (a) 6 (b) 7 (c) 5 (d) 4 (e) 3 (f) 2 (g) 1 9. (a) 7 (b) 6 (c) 4 (d) 2 (e) 1 10. (a) 4 (b) 2 (c) 3 (d) 5 (e) 6 (f) 1\nNow add up the total number of points.\n[edit]Debrief\nOVER 60 POINTS Others see you as someone they should 'handle with care.' You're seen as vain, self-centred and one who is extremely domineering. Others may admire you, wishing they could be more like you, but don't always trust you, hesitating to become too deeply involved with you.\n51 TO 60 POINTS Others see you as an exciting, highly volatile, rather impulsive personality; a natural leader, one who's quick to make decisions, though not always the right ones. They see you as bold and adventuresome, someone who will try anything once; someone who takes chances and enjoys an adventure. They enjoy being in your company because of the excitement you radiate.\n41 TO 50 POINTS Others see you as fresh, lively, charming, amusing, practical and always interesting; someone who's constantly in the centre of attention, but sufficiently well-balanced not to let it go to their head. They also see you as kind, considerate, and understanding; someone who'll always cheer them up and help them out.\n31 TO 40 POINTS Others see you as sensible, cautious, careful and practical. They see you as clever, gifted, or talented, but modest. Not a person who makes friends too quickly or easily, but someone who's extremely loyal to friends you do make and who expect the same loyalty in return. Those who really get to know you realize it takes a lot to shake your trust in your friends, but equally that it takes you a long time to get over it if that trust is ever broken.\n1 TO 30 POINTS Your friends see you as painstaking and fussy. They see you as very cautious, extremely careful, a slow and steady plodder. It would really surprise them if you ever did something impulsively or on the spur of the moment, expecting you to examine everything carefully from every angle and then usually decide against it. They think this reaction is caused partly by your careful nature.\n\n
\n
\n
Respect in middle class is attributed to a role or a job. In poverty respect must be earned. \nLearning requires human interaction.\nIn The Growth of the Mind and the Endangered Origins of Intelligence (1997), Greenspan and Benderly say all learning is double-coded, both mentally and emotionally. How you feel about something is part of the learning and your openness to the learning.\nIt is very important to understand the emotional underpinnings of learning. Most learning is in essence emotional (our most vivid memories have an emotional component), and virtually all learning starts with significant relationships.\n We have the ability to communicate nonverbally. There are over 200 nonverbal signals that people give out without even being aware of them. If you live in poverty, being aware of nonverbals helps you survive. \nIn school we deliver everything verbally to students with limited vocabulary who pay more attention to what we do than to what we say. If a teacher’s nonverbals are negative, a hidden rule of poverty is that you don’t want to learn from that teacher. \nDo you know that intention determines nonverbals? \n
Respect in middle class is attributed to a role or a job. In poverty respect must be earned. \nLearning requires human interaction.\nIn The Growth of the Mind and the Endangered Origins of Intelligence (1997), Greenspan and Benderly say all learning is double-coded, both mentally and emotionally. How you feel about something is part of the learning and your openness to the learning.\nIt is very important to understand the emotional underpinnings of learning. Most learning is in essence emotional (our most vivid memories have an emotional component), and virtually all learning starts with significant relationships.\n We have the ability to communicate nonverbally. There are over 200 nonverbal signals that people give out without even being aware of them. If you live in poverty, being aware of nonverbals helps you survive. \nIn school we deliver everything verbally to students with limited vocabulary who pay more attention to what we do than to what we say. If a teacher’s nonverbals are negative, a hidden rule of poverty is that you don’t want to learn from that teacher. \nDo you know that intention determines nonverbals? \n
Respect in middle class is attributed to a role or a job. In poverty respect must be earned. \nLearning requires human interaction.\nIn The Growth of the Mind and the Endangered Origins of Intelligence (1997), Greenspan and Benderly say all learning is double-coded, both mentally and emotionally. How you feel about something is part of the learning and your openness to the learning.\nIt is very important to understand the emotional underpinnings of learning. Most learning is in essence emotional (our most vivid memories have an emotional component), and virtually all learning starts with significant relationships.\n We have the ability to communicate nonverbally. There are over 200 nonverbal signals that people give out without even being aware of them. If you live in poverty, being aware of nonverbals helps you survive. \nIn school we deliver everything verbally to students with limited vocabulary who pay more attention to what we do than to what we say. If a teacher’s nonverbals are negative, a hidden rule of poverty is that you don’t want to learn from that teacher. \nDo you know that intention determines nonverbals? \n
Respect in middle class is attributed to a role or a job. In poverty respect must be earned. \nLearning requires human interaction.\nIn The Growth of the Mind and the Endangered Origins of Intelligence (1997), Greenspan and Benderly say all learning is double-coded, both mentally and emotionally. How you feel about something is part of the learning and your openness to the learning.\nIt is very important to understand the emotional underpinnings of learning. Most learning is in essence emotional (our most vivid memories have an emotional component), and virtually all learning starts with significant relationships.\n We have the ability to communicate nonverbally. There are over 200 nonverbal signals that people give out without even being aware of them. If you live in poverty, being aware of nonverbals helps you survive. \nIn school we deliver everything verbally to students with limited vocabulary who pay more attention to what we do than to what we say. If a teacher’s nonverbals are negative, a hidden rule of poverty is that you don’t want to learn from that teacher. \nDo you know that intention determines nonverbals? \n
Insistence by the teacher can only happen if the student and teacher have a relationship.\nWhen there isn’t mutual respect, one person becomes the taker and the other becomes the giver. Eventually both parties come to dislike or even despise each other.\nHow do support, insistence, and high expectations show up in the classroom?\nSupport is the direct-teaching of processes and mental models.\nInsistence is the motivation and persistence that come from relationships.\nHigh expectations constitute the approach of, “ I know you can do it, and you will.”\n
Insistence by the teacher can only happen if the student and teacher have a relationship.\nWhen there isn’t mutual respect, one person becomes the taker and the other becomes the giver. Eventually both parties come to dislike or even despise each other.\nHow do support, insistence, and high expectations show up in the classroom?\nSupport is the direct-teaching of processes and mental models.\nInsistence is the motivation and persistence that come from relationships.\nHigh expectations constitute the approach of, “ I know you can do it, and you will.”\n
Insistence by the teacher can only happen if the student and teacher have a relationship.\nWhen there isn’t mutual respect, one person becomes the taker and the other becomes the giver. Eventually both parties come to dislike or even despise each other.\nHow do support, insistence, and high expectations show up in the classroom?\nSupport is the direct-teaching of processes and mental models.\nInsistence is the motivation and persistence that come from relationships.\nHigh expectations constitute the approach of, “ I know you can do it, and you will.”\n
Insistence by the teacher can only happen if the student and teacher have a relationship.\nWhen there isn’t mutual respect, one person becomes the taker and the other becomes the giver. Eventually both parties come to dislike or even despise each other.\nHow do support, insistence, and high expectations show up in the classroom?\nSupport is the direct-teaching of processes and mental models.\nInsistence is the motivation and persistence that come from relationships.\nHigh expectations constitute the approach of, “ I know you can do it, and you will.”\n
Probably the most frequently asked question by teachers is this: How can I get my students to want to learn?\nDr. James Comer, an African-American educator at Yale University, says this: "No significant learning occurs without a significant relationship of mutual respect." \nLearning requires human interaction. At the heart of all learning is relationship.\n\n
What a teacher can do to build relationships.\n
Steps to follow from Robert Marzano:\nMake sure every student has at least one adult in the building who touches base with him/her once a day and cares about him/her.\nEnsure that every student has a peer or peer group with whom he/she can talk during an academic task every day.\nMake sure that no child plays alone at recess for more than one day and that no secondary student eats lunch alone.\nAssign every student to some type of extracurricular activity so that there is a sense of belonging.\nEnsure that, within the academic day, students have opportunities to interact with peers. See also Under-Resourced Learners, p. 38.\n
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BIRTHDAY LINE: Explain to the group that this is a nonverbal exercise.  The group is to form a single straight line, according to birthdays.  For example, persons with January birthdays will be at the beginning of the line, earliest January dates first followed in order by later dates.  The line progresses by months and days with December birthdays at the end.  Persons with the same birthday share the same place in line.  You must communicate nonverbally (no lip-reading or spelling in the dirt allowed).  When the line is completed, each person will shout out his/her birthday, beginnining in January.\n\n \n\n\n\n
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LISTENING SKILLS DRAWINGS: You will need a piece of paper and a writing utensil for each participant.  You also will need two different diagrams for each pair.  Have partners sit back to back and decide who will be the “listener” and who will be the “talker” first.  Each will eventually have a chance to play both roles.  Give each “talker” a copy of a diagram.  The Listener must sketch what they hear described, and in this round 1, is not allowed to speak or ask questions.  This pair is using “one-way communication.”  There will be 1-2 minutes allotted for this round, or longer if time permits.  Partners compare drawings when finished to see how close they came to the original.  The second round can begin and partners switch roles, still sitting back to back.  The dyad together must try to improve results.  In this round 2, the talker gets different diagram, and the listener can speak and ask questions.  After the alloted time has passed, partners should compare results again.  Then bring the two groups together to talk about the benifits of both types of communication.\n\n\n\n