Keynote address (Feb, 2016) to the educators in the Fort Nelson school district. We all know that we cannot teach a child without a concection... without a relationship. In the hustle and bustle of our jobs as educators, we often forget our why, the reason we got into education, of trying to make a difference with kids. In this talk, 6 Keys to Connecting are shared and discussed with the challenge of creating a more positive climate and better connections with kids in our classrooms, schools, and organizations.
a slideshow on what makes an effective teacher. particularly useful to college/school teachers. helps teachers do some quick swot and helps them equip themselves with useful skills.
Development and Engagement in the Age of Social Media Paul Brown
Originally presented to the professional staff at the University of Dayton in January of 2016. Reviews aspects of college student development online and how to engage college students.
TEACHING IS A CHANCE TO GET INVOLVED IN THE FUTURE – A SERVICE – AND IS THE NOBLEST OF ALL PROFESSIONS. HENCE I AM PROUD TO SAY THAT I AM A TEACHER.
A TEACHER SHOULD FOCUS ON WHAT THE STUDENTS CAN DO AND NOT ON WHAT THEY CANNOT.
a slideshow on what makes an effective teacher. particularly useful to college/school teachers. helps teachers do some quick swot and helps them equip themselves with useful skills.
Development and Engagement in the Age of Social Media Paul Brown
Originally presented to the professional staff at the University of Dayton in January of 2016. Reviews aspects of college student development online and how to engage college students.
TEACHING IS A CHANCE TO GET INVOLVED IN THE FUTURE – A SERVICE – AND IS THE NOBLEST OF ALL PROFESSIONS. HENCE I AM PROUD TO SAY THAT I AM A TEACHER.
A TEACHER SHOULD FOCUS ON WHAT THE STUDENTS CAN DO AND NOT ON WHAT THEY CANNOT.
motivation skills for teachers. it will help to the young teachers for success in the field of education and training. it gives the student engagement,motivation for good learning environment.
Need some help on how to deal with your students who fall short in academics? Find help in this presentation. This guides the faculty or the counselor on how to help the students make the most of their life in school
Carol Dweck states that “Individuals with a fixed mindset believe that their intelligence is simply an inborn trait—they have a certain amount, and that's that. In contrast, individuals with a growth mindset believe that they can develop their intelligence over time” (Blackwell, Trzesniewski, & Dweck, 2007; Dweck, 1999, 2007).
Growth Mindset- What is growth mindset? What is difference between fixed mindset and growth mindset? How to develop growth mindset? Carol S. Dweck (born October 17, 1946) is the Lewis and Virginia Eaton Professor of Psychology at Stanford University-Growth mindset- “the people who maybe didn’t have an image to uphold, didn’t feel the weight of other people’s expectations, and just followed their passions and developed their abilities.”
Overview of some principles for teaching English and teaching in general. Here's the interactive presentation. http://eflclassroom.com/flash/teachingskills.swf
Teopista Birungi Mayanja Commissioner, International Commission on Financing Global education opportunity
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
This is my slide deck from my session at the North Carolina Reading Conference last week in Raleigh, NC. I do staff development to schools and districts all over the country about best practices in literacy instruction. This topic is one of my most requested.
Laboratoris virtuals i remots per a ensenyar ciènciesjdomen44
Els laboratoris virtuals i remots permeten el desenvolupament d'investigacions a l'aula de forma ràpida, interactiva i àgil, mitjançant ordinadors connectats a internet. Es tracta d’un conjunt d’eines que permeten accedir a dades reals de la recerca, o simular un ampli ventall d’experiments i fenòmens del món físic de manera interactiva i molt realista.
Adreçada als docents de secundària, en aquesta xerrada es proposen exemples de diferents àmbits de les ciències (Matemàtiques, Biologia, Física i Química, Tecnologia,...) diversos repositoris que donen accés a centenars de laboratoris virtuals i remots d’accés lliure i gratuït.
Es discuteixen els marcs didàctics i pedagògics per aconseguir promoure la competència científica mitjançant aquestes eines en relació a la indagació, modelització i contextualització a les ciències.
La xerrada es celebra el dia 16 de novembre de 2016 al Caixa Fòrum de Girona, en el marc de les iniciatives promogudes per la Fundació Catalana per la Recerca i la Innovació per la Setmana de la Ciència 2016.
motivation skills for teachers. it will help to the young teachers for success in the field of education and training. it gives the student engagement,motivation for good learning environment.
Need some help on how to deal with your students who fall short in academics? Find help in this presentation. This guides the faculty or the counselor on how to help the students make the most of their life in school
Carol Dweck states that “Individuals with a fixed mindset believe that their intelligence is simply an inborn trait—they have a certain amount, and that's that. In contrast, individuals with a growth mindset believe that they can develop their intelligence over time” (Blackwell, Trzesniewski, & Dweck, 2007; Dweck, 1999, 2007).
Growth Mindset- What is growth mindset? What is difference between fixed mindset and growth mindset? How to develop growth mindset? Carol S. Dweck (born October 17, 1946) is the Lewis and Virginia Eaton Professor of Psychology at Stanford University-Growth mindset- “the people who maybe didn’t have an image to uphold, didn’t feel the weight of other people’s expectations, and just followed their passions and developed their abilities.”
Overview of some principles for teaching English and teaching in general. Here's the interactive presentation. http://eflclassroom.com/flash/teachingskills.swf
Teopista Birungi Mayanja Commissioner, International Commission on Financing Global education opportunity
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
This is my slide deck from my session at the North Carolina Reading Conference last week in Raleigh, NC. I do staff development to schools and districts all over the country about best practices in literacy instruction. This topic is one of my most requested.
Laboratoris virtuals i remots per a ensenyar ciènciesjdomen44
Els laboratoris virtuals i remots permeten el desenvolupament d'investigacions a l'aula de forma ràpida, interactiva i àgil, mitjançant ordinadors connectats a internet. Es tracta d’un conjunt d’eines que permeten accedir a dades reals de la recerca, o simular un ampli ventall d’experiments i fenòmens del món físic de manera interactiva i molt realista.
Adreçada als docents de secundària, en aquesta xerrada es proposen exemples de diferents àmbits de les ciències (Matemàtiques, Biologia, Física i Química, Tecnologia,...) diversos repositoris que donen accés a centenars de laboratoris virtuals i remots d’accés lliure i gratuït.
Es discuteixen els marcs didàctics i pedagògics per aconseguir promoure la competència científica mitjançant aquestes eines en relació a la indagació, modelització i contextualització a les ciències.
La xerrada es celebra el dia 16 de novembre de 2016 al Caixa Fòrum de Girona, en el marc de les iniciatives promogudes per la Fundació Catalana per la Recerca i la Innovació per la Setmana de la Ciència 2016.
Recent presentation for Parent Community at Academia Cotopaxi, Quito Ecuador.
Interested in working with Silvia Rosenthal Tolisano? Contact Silvia via http://www.globallyconnectedlearning.com
Presentation given at the Academia Cotopaxi, Quito Ecuador.
Interested in working with Silvia Rosenthal Tolisano? Contact Silvia via http://www.globallyconnectedlearning.com
Slides for Ross Dawson's Opening Keynote at CEE 2017 - Centre for Educational Enterprise.
Note that many of the slides are videos in the actual presentation.
For more see www.rossdawson.com
Digitized Student Development, Social Media, and IdentityPaul Brown
Originally presented at the ACPA 2016 International Convention in Montreal, Canada. This presentation provides an overview of my research on college student development in digital/social spaces.
Keeping Children Safe: Presentation of child safeguarding standards Keeping Children Safe
This is a presentation of the international standards to keep children safe from child abuse. Produced by Keeping Children Safe this outlines the four areas to consider within your organisation to ensure your organisation is not putting children at risk. For further guidance contact: info@keepingchildrensafe.org.uk
At Pathway we are dedicated to Safeguarding our staff and learners. Please feel free to read through and if you would like more information about this policy or Pathway Group please feel free to get in touch.
Anthony robbins public speaking secretsAkash Karia
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Docker Swarm For High Availability | Docker Tutorial | DevOps Tutorial | EdurekaEdureka!
In this YouTube live session, you will learn what is Docker Swarm and how Docker Swarm enables high availability of the containerized web services.
The following topics have been covered in the session:
1. What is a Docker container?
2. What is Docker Swarm?
3. Docker Swarm commands
Angular 4 Data Binding | Two Way Data Binding in Angular 4 | Angular 4 Tutori...Edureka!
This Angular 4 tutorial will introduce you to the Angular Data Binding concept.
To watch the YouTube videos in this Angular 4 tutorial playlist, click here: https://www.youtube.com/watch?v=R4wGCHzn6-Q&list=PL9ooVrP1hQOF4aDuqaWYWSuj1isPF6HHg.
Each month, join us as we highlight and discuss hot topics ranging from the future of higher education to wearable technology, best productivity hacks and secrets to hiring top talent. Upload your SlideShares, and share your expertise with the world!
Good Health is Real Wealth at WorkplaceAnkur Tandon
Companies who are aggressively planning out to create a positive work atmosphere are advised to take examples from the major brands who always try to build their work environment employees-friendly.
Read more interesting content, at www.thecareermuse.co.in - We intend to inform and inspire recruiters, job seekers and anyone with an interest in the workplace and HR technology.
Hope you enjoyed reading the Infographic.
Feel free to share your feedback with us at @CareerBuilderIn
Slides from 2017 presentations for both Palliser Teachers and Greater Edmonton Teachers' Conventions.
How do we build a culture that helps staff members to thrive? Strengths-based leadership provides the lens and mindset that brings out the best in staff members and creates the conditions for increased trust, more collaboration and sharing, and a resulting climate in which people want to innovate and excel. Chris will use powerful stories, along with supporting research, to encourage formal leaders to embrace a strengths-based lens to create a positive school culture.
Start With Strengths: Change the Lens. Change the Story.Chris Wejr
Half day session with staff of Enver Creek Secondary (Surrey, BC) in September 2016. Learning intentions:
I can share the WHY of strengths-based education
I can share ways to help shift the lens to a more strengths-based model
I can share the strengths of myself and the Enver Creek Secondary School community
I can devise methods to determine the strengths of our students (and/or staff)
I can share ideas to move to a strength-based model in my classroom and/or school
I can identify ONE student with whom I will connect with and tap into his/her strengths.
Growing Together With Social Media: Moving Away From Isolation As A New TeacherChris Wejr
Presentation given to a group of new teachers in the Chilliwack and Fraser-Cascade School Districts. Focuses on teachers and educators forming relationships, learning. growing, and sharing using social media.
Motivation From Within - Moving Away From Points, Prizes, and Pizza PartiesChris Wejr
Feburary 2015 workshop for educators in the Fort Nelson School District.
"The vast majority of our students enter our schools in kindergarten with high motivation to learn but as they progress up through the grades, motivation and engagement tends to fade. Due to the many challenges facing our schools, educators often resort to a variety of incentives to try to motivate students to learn and behave to help create the optimal learning environment. This session will challenge participants to rethink the use of incentives and encourage them to look at ways to create the conditions for students to motivate themselves. The following will be discussed:
the long term issues that can be caused by incentives/rewards
ideas to create the conditions for long term (more intrinsic) motivation
how short term punishments can create further behaviour problems with students
how behaviour is often a result of an unmet need or lagging skill
Participants will be challenged reflect upon their current views of student motivation and come away with ideas and strategies to move toward more intrinsic motivation in their classrooms and schools."
Presentation given to the Chilliwack Restorative Justice and Youth Advocacy Association on October 4, 2016. Restorative practices can be extremely powerful, especially when built on the shoulders of connections and strengths of students and staff.
Start With Strengths: Creating Emotionally Healthy CommunitiesChris Wejr
Session for parents, educators, practitioners, and community members. Facilitated with Karen Copeland.
What happens when we shift away from focusing on our kids’ challenges towards exploring and honouring their strengths? How can curiousity and storytelling strengthen relationships between our children, youth, families and community?
Learn how to move away from focusing on all the things we can't do and find out how celebrating the things we CAN do makes a huge difference for our children, families and school communities.
Motivation From Within: Moving Away From Awards, Rewards, PunishmentChris Wejr
Presentation at the 2012 Connecting Leaders Conference British Columbia. Shares the stories of how a school had moved away from awards, honour roll, rewards, and punishments to see school culture flourish.
Starting With Strengths: The Stories We Build #edflingChris Wejr
Keynote presentation given at the Spring Fling British Columbia Teachers Federation North-Central Zone Conference in Prince George, BC. Stories shape who we are. How a focus on strengths and confidence along with conditions for engagement can change the stories of our students. (note the title slide photo is from Ben Ishaque https://flic.kr/p/7tDusL)
Professional Learning Through Social Media: WHY?Chris Wejr
Presentation given to educators in the Fraser-Cascade School District (BC) about WHY we need to share and connect as professional learners. Also includes the HOW of Twitter.
Strengths-Based Education Through Strengths-Based LeadershipChris Wejr
Full day workshop for the admin team of the Cariboo-Chilcotin School District. Key topics included: creating a positive school climate through the strengths of students, creating a positive culture by embracing the strengths of staff, and creating a positive school identity by sharing the positive stories of students and staff. The idea of using social media to bring the district together and connect people with others was also introduced.
Start With Strengths - Canadian Association of Principals 2015Chris Wejr
Workshop facilitated at the 2015 Canadian Association of Principals conference in Whistler, BC.
This session focused on the WHY of strength-based education and how using this lens can change the stories of students. It also included discussions and ideas on how to determine the strengths of our students as well as ways to bring the strengths of our students into our schools.
Presentation at the 2012 NAESP conference in Seattle, WA. Discussed examples used in Kent School for creating the conditions to increase motivation of staff and students as well as focusing on student strengths rather than deficits.
Motivation From Within: Moving Beyond Rewards and Awards in SchoolsChris Wejr
Keynote presentation given to educators at the 2017 Central Alberta Teachers Convention.
The vast majority of our students enter our schools in kindergarten with high motivation to learn but as they progress up through the grades, motivation and engagement tends to fade. Due to the many challenges facing our schools, educators often resort to a variety of incentives to try to motivate students to learn and improve behaviour to help create the optimal learning environment. Schools also try to encourage students to excel by offering certificates, plaques, and trophies to those who do better than others. The use of rewards can become part of a school culture and awards are generally steeped in tradition… but what if we have this extrinsic motivation strategy all wrong? What if these tactics work in the short term but cause problems in the long term? What if there are students that go through our schools with strengths that are not valued nor honoured? Is there a better way to create the conditions for long-term motivation? Is there a way to move away from awards so more students are honoured, more students feel connected, and there is a more positive, inclusive school culture?
Shifting to a Strength-Based Culture in SchoolsChris Wejr
If the keynote session focused on WHY we need to shift our lens to a strength-based approach in schools, this breakout session will focus on the HOW and WHAT of this shift. The following topics will be discussed:
- how to determine the strengths of our students and staff
ideas to move to a strength-based model in schools
- ways to honour and recognize the strengths of our students
moving from MY students to OUR students
- school-wide activities that build on the strengths of students and staff
- providing opportunities for collaboration and leadership in areas of strength
The session is designed for educators that want to create change beyond their classroom walls; participants will walk away with practical ideas that can start an immediate shift to a strength-based culture in their school.
Developing confident learners is often stated as a goal for schools and educators, yet students continually enter our classrooms with low confidence and on a “losing streak” in school. This session will help participants to learn more about shifting to a strength-based approach in our classrooms and to look at the power of assessment in developing student confidence. Participants will have the opportunity to:
- discuss ideas and strategies to increase engagement through creating space for student strengths and interests in the classroom
- reflect upon aspects of assessment practice and how these can build or tear down confidence
- discuss ways to tap into the strengths of students beyond our classroom walls
This session is designed for educators who want to reflect on their current practice so that they can create change that benefits students within their classes; participants will walk away with reflections as well as strategies and ideas that can be immediately implemented in their classrooms.
Shifting Culture Through Sharing StoriesChris Wejr
Ignite-style presentation for the Vancouver Discovery Education "Ignite Your Passion" event on November 19, 2014 hosted by Dean Shareski. Sharing the power of how stories can shift culture in schools.
Start With Strengths - Change the Lens. Change the StoryChris Wejr
Slides for the Force Society for Kids' Mental Health 2014 "In the Know" webinar series. Presentation for parents and educators that focuses on the powerful impact of changing the lens to a strength-based model.
Webinar can be viewed at http://phsa.mediasite.com/mediasite/Play/468e689af6ca47009456837e5936dc6a1d?catalog=c823804a-36e4-4fa6-a491-48dede1495cf
Educational Collisions: How Connected Educators Are Creating Positive Change ...Chris Wejr
Keynote presentation at the 3rd Annual Flipped Classroom Conference. Encouraging people to use social media to enhance the human connection and use this connection to share, collide ideas and create educational change.
Moving Beyond the Newsletter: Communicating Through Social MediaChris Wejr
Presentation at the BC Confederation of Parent Advisory Councils (BCCPAC) annual spring conference in Richmond, BC. Working with parents and families to become aware of the possibilities for enhanced home-school communication and helping PACs to connect with the parents community at their schools.
Educational Collisions: How Social Media Can Foster Professional GrowthChris Wejr
Pecha Kucha presentation for the BC Education SFU Technology Symposium on how social media can lead to intellectual collisions that foster professional growth.
Seabird Education Committee: Learning From our Aboriginal CommunitiesChris Wejr
A thank you presentation given to the Seabird Island Education Committee for the years of discussions, challenge, and support that have helped me grow as an educator and as a person.
Moving Beyond The Newsletter: Using Technology To Meet Parents Where They AreChris Wejr
Workshop for the 2013 BCCPAC Fall Conference that focused on using technology to enhance school's relationships with their families. Purpose of parent communication is explored as well as examples of tools are shown.
Educational Leadership: Creating the Conditions for Passion and InnovationChris Wejr
Presentation for the 2013 Reform Symposium #RSCON4. Focusing on discussions about creating the time and conditions within the school day to help teachers/staff to learn and explore hunches, curiosities. Session info http://bit.ly/1fcvUAQ
In 2012-13, Kent School worked with parents and community to build a hill in their back field to promote outdoor play. This is the highlights presentation to the Board of Education of Fraser-Cascade School District.
Windows of Change: How Connected Educators Are Driving Real ReformChris Wejr
Keynote presentation at the 2013 e-learning conference in Lafayette, Indiana. Sharing stories and thoughts on how connected educators are using social media and creating the narrative that is driving real education reform.
Professional Learning Through Social Media: Connected Educators, Connected IdeasChris Wejr
Presentation/workshop given to the staff of Rosedale Traditional Community School on how social media can help the staff connect within the school as well as throughout the world.
Webinar presentation for Education Week as part of their series "The Driven Classroom". Focusing on creating the conditions for student motivation at a school level. Key aspects of presentation are growth mindset, assessment for learning, moving away from rewards and awards.
Navigating the World of Technology WITH Our YouthChris Wejr
Presentation given to parents at Kent Elementary as parent of a parent forum. Topics included social media, balance (self-regulation), digital citizenship, privacy, digital footprint, parent support.
Creating The Conditions for Parent EngagementChris Wejr
Presentation for the Parents as Partners series with Lorna Constantini of ourschool.ca. A focsu on ideas and questions on how principals and schools can create the conditions for parent engagement.
Instructional Leadership: Creating the Conditions #leadership20Chris Wejr
Presentation given on October 30, 2012 as part of the #Leadership20 learning series MOOC. Inquires about and describes successful strategies and ideas to create instructional leadership in schools.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
3. Write down your greatest memory
as an educator.
What is the single best moment
with a student that has stood out to
you over the years?
Share this STORY with a partner.
4. What are 2 words that comes to
mind when reflecting and
hearing our stories about
students and teachers?
Write the 2 words on the sheet.
Post at the back of the room.
10. Percentage of students who
feel “I belong at school”
Public Health Agency of Canada, 2011
11. Percentage of students who
feel that “teachers care about
me”.
Public Health Agency of Canada, 2011
12. Concern: “As young people progress
through school, they are less
connected to school, at a time when
their emotional well-being is most
vulnerable.”
Opportunity: “Positive school
environments and higher levels of teacher
support are associated with more positive
levels of mental health and lower levels of
behavioural problems in young people.”
14. 6 x 5 x 10
6 hours a day - 5 days a week - 10 months
a year
From Carrie Gelson http://bit.ly/1WpTFJv
15. “Connection is
why we are here.
We are hardwired to
connect with
others
-- Brene Brown
cc licensed ( BY ND ) flickr photo by Andrew:
http://flickr.com/photos/30235101@N06/3344044448/
21. The kids who
need the most
LOVE will often
ask for it in the
most unloving
ways.
~ Russell Barkley
CC image from Madstreetz https://flic.kr/p/3n5Rik
44. Create a NEW streak.
CC Image by Ladyvee9 https://flic.kr/p/8dwV21
A streak starts with ONE.
Start a NEW streak.
45. 1. Be interested. Make the time. Listen.
2. Start with strengths: theirs AND yours.
3. Celebrate and build on success.
4. Be interesting.
6 Keys to Connecting
46. CC Image from Anthony Easton https://flic.kr/p/gNJvS
52. 1. Be interested. Make the time. Listen.
2. Start with strengths: theirs AND yours.
3. Celebrate and build on success.
4. Be interesting.
5. Create a sense of
belonging.
6 Keys to Connecting
54. We were created for significance…
one of the most dangerous things
that can
happen to us is
the feeling that we
don’t matter.
- Angela Maiers
CC Image from Royce Bair https://flic.kr/p/7icRw2
56. Does every student feel
worthy in some way?
Does every child feel like they
belong?
57. 1. Be interested. Make the time. Listen.
2. Start with strengths: theirs AND yours.
3. Celebrate and build on success.
4. Be interesting.
5. Create a sense of belonging.
6. Lead with your heart.
6 Keys to Connecting
58.
59. Teach and lead
with an
ethic of care
CC Image from John K. https://flic.kr/p/8fC6yP
60. “Students learn what they care about, from
people they care about, and
who, they know, care about them.”
Barbara Harrell Carson
61. Every kid needs a champion.
Rita Pierson
Photo from RE Mountain Sec
63. 1. Be interested. Make the time. Listen.
2. Start with strengths: theirs AND yours.
3. Celebrate and build on success.
4. Be interesting.
5. Create a sense of belonging.
6. Lead with your heart.
6 KEYS to Connecting
64. HOW do we
do this with
so many
students?
CC Image from Jack Lyons https://flic.kr/p/wTg4L
65. Start with noticing what you
ALREADY do to connect.
Notice the connections you
already have.
74. Remember your WHY.
Make it a priority.
Start with ONE.
Go together.
Connect with the disconnected.
CC Image from Kynan Tait https://flic.kr/p/drn16T
Anxious and nervous - Used up all my stories, my jokes… time change?
A year ago I was year and shared the importance of Starting With Strengths
Today bigger picture… talking about the importance of connection.
Not only connecting with the students we find easy to connect with but also those who can be a challenge.
Where I come from – high school – science and technology 11, math 9A, math 11A
I often taught students who, at first, my primary goal was to get to come to school… and keep coming to school.
Find what makes them tick. Meet them where they are at. - come to school… and see value
Help to snap that streak so they can walk across the stage with pride and dignity.
Kent elementary – poverty, transient community. James Hill
Today – lots of info, ideas, many of which you will likely already do. Some will be new and some will be reminders.
Start with your strengths.. What you already do that works. Do more of this and build from there.
We are going to start a bit differently today… I have a short activity I want us to do.
The message today is not a significant shift… a reminder of the WHY and HOW of relationships, strength, connection
Slow down. Hit pause. Remember what is important.
Students don’t say “remember that epic worksheet we did with Mr. Wejr?”.
No, they remember the moments. How they felt.
Keep this at the core of all that you do.
In times of triumph, struggle… and through change.
Recall the story of Amy.
Disengaged, disconnected. Apathy.
Out of school, she was one of the top dancers in the Fraser Valley and a leader in my wife’s studio.
Inside the school, she wanted to be invisible.
Update on Amy – graduated. Continues to share her passion for dance as she volunteers and teachers young dancers.
Moved quite quickly into a lower management position with Old Navy as they see her as a leader.
When she was in grade 10, She gave me some advice that made me stop and think.
Slow down, be interesting, be interested… be more random.
When I pause to reflect… I think about when I started teaching over 16 years ago.
I used to think it was all about being interesting. I wanted to be cool. Pooka shells and frosted tips. I wanted to be liked.
I wanted to be the show. the show. Engage through performance.
But now I think that it is not only about making school interesting but also about being INTERESTED.
Slow down. Talk less. Let the students and the learning be the show.
I can still perform and engage with excitement as a teacher and as a principal but this is only temporary engagement and connection.
Real engagement and connection has to come from within,
It is easy to be interesting. To try to be cool(ish). To try to perform. You control it.
Harder and more time consuming to Be interested
We all know it is important to have some sort of relationship with kids. We have been told this before. We have lived it.
They need to know they belong and that we care.
But why is it so important NOW?
There are so many reasons… but let me share a few.
Let’s start with Mental Health
2011 Public Health Agency of Canada looked at health of young people.
Looked at a variety of areas but part of it looked at life in school.
By grade 10, only 55-57% percent of students agreed with the statement “I belong at school”.
What happens? Why? More students?
This is hard to hear when I know how hard educators work.
Who can change this? Can we just tell students they belong?
No! We need to shift what we do, what we say, how we act.
We need to create the conditions.
By grade 10, just over half of our students agree with the statement “my teachers care about me”.
What happens to kids between elementary, middle, and high?
I realize this is not just about school and other factors are at play.
But we need to say – So, What. Now, what?
Knowing this, what do we do???
From the report – there is a concern but also opportunity.
This is not just a high school issue. We are all in this together. It must start in our elementary schools and carry through until grade 12.
We have a huge responsibility but also we know we have a significant impact.
We often do not realize our impact until years later… and with most students, we never hear about this.
We do know…
We cannot teach a child without a connection.
We can teach a curriculum, but to truly teach a students, we need a relationship.
When we think back to our most memorable teachers, it is often the connections we remember.
Consider how much time we spend with kids…
Carrie Gelson, a teacher in a Vancouver inner city school with extreme poverty - reminds us how much time we do spend with kids in her 6x5x10
13 years of this it is astounding to think how many moments we have with our students.
We can talk about pedagogy, assessment, curriculum…but all of these mean nothing if you cannot connect with kids
Considering this from a bigger level…
Connection is a human need.
Judy Halbert and Linda Kaser say each child needs to be able to name 2 who care about them and believe they can be a success.
How many of your students believe this. Ask them!
Do we know who our students are? Do they feel worthy when they walk through our doors?
This is not just important for students. This is important for companies, organizations… society.
An organizational culture of connection. School wide focus.
Remember your why.
Why did you become educators?
To make a difference.
Connect.
That feeling of connection…
Many students are easy to connect with. They fit in, they share your interests. They have strengths that get acknowledged.
I am not here to help you make connections with these students.
The challenge is - how do we connect with those who are disconnected?
Hollywood movies are made of this… teacher takes disconnected students to a place they love school. Not so easy.
Before we talk about HOW to connect, we need to consider just who are we talking about when we say “disconnected”…
Who are they?
Visible. Invisible. Disengaged. Non compliant. Unmotivated.
They can Act out or shut down. On a losing streak. Quiet. Angry. Different.
Lack connection with pretty much anybody in the building.
Also – those that are simply DOING school… they have figured out the game but may lack a real connection to the school and learning.
When they lack connection and act out, it makes it incredibly hard…
we get so frustrated, we struggle to be able to teach… to be able to help all our students.
But remember:
Think about this for a second… the kids who are disconnected need us so badly… but they show this in ways that often push us away.
Saying all this…
So HOW do we do this?
We know it is important… but what are ways we CAN do this as individuals and as organizations?
In my experience… and through my research, I have come up with 6 keys.
There are more, there are endless ways to connect and build relationships but I will go through my big 6.
Reflect on Amy’s advice… advice from a disconnected student.
Slow down. BE INTERESTED.
We make the time for what we prioritize. If connection is a priority, we will make the time.
We can NEVER say, we do not have the time as this is the core of what we do. Many do this already.
Don’t have time… story of colleagues son – watched Elf 4 times in the span of a week in the week leading up to Christmas.
ideas - office hours, first five minutes (Nick Provenzano – a teacher friend in Michigan)
casual convo 1:1-small group-or large group, simple check ins, lunch time chats,
spending time together casually, no strings
10x2 – 2 minutes with a student for 10 days.
Its possible… when we make time to connect a priority.
My vie principal and I – Tweedle Dee and Tweedle Dum
Greet them every day. say hello and “its good to see you”.
At my last school, all kids entered through the main doors. I had a chance to have a moment with every child, every day. Parents too.
My current school, they enter through outside classroom doors.
Teachers get to greet them but I struggle as I have to find other ways to connect throughout the day.
Check in for attendance.
Story of 2 teachers – greeter vs desk
A simple greeting
Garbage men
Fred Factor
When we greet them, we acknowledge them.. We show them they matter.
Know their name. Know their interests.
By greeting them by name and knowing even a bit of who they are.
We show them they are valued each time they walk through our doors.
There is no single way to make the time… we do not even need to be in the same physical space.
We don’t even need to be in the same country. Use tech
I showed this video in a session last year…
Students wanting to speak English in Brazil connecting via video conferencing with seniors just wanting someone to talk to.
Shared this in a workshop here last year.
Listen. Engage. Both parties forming and learning from a connection.
Pay full attention… we are in a distracted world.
My kids remind me to listen with my eyes
I love dogs… we have a bullmastiff. They are great listeners… especially if you are standing in front of the fridge.
Give the kids full attention.
My kids tell me this if I am doing something and not giving them attention while they are talking.
Daddy, listen with your eyes.
Talk less
Slow down. Be in the moment
Be an active listener.
When you are listening to someone, truly listen. Catch yourself thinking of what YOU want to say rather than actually listening.
I often listen to respond, to solve the problem… most of the time, the only goal is to have people feel heard - JUST LISTEN.
Here is a good reminder of this
If we truly listen, we can gain perspective. We can hear the stories of our students.
For our disconnected students, we can take the time to seek to understand.
what is their (mis)behaviour or disconnection telling you? are they reaching out? telling you something?
Separate the child from the behaviour. Show empathy.
“I’ve noticed…. What’s up with that?”
get to know the REAL person. Find out their story.
With boys – walk n talk – do something with them. Dad and I chopping wood. Going for a drive.
Make the time. Listen. Spend less time speaking AT students and more time speakig WITH students.
Less lecture. More conversation.
When we do this, we create more safety – and learn so much more.
When we make the time, listen, speak with kids… we build trust.
We cannot have a strong connection without trust.
Be interested. Make the time. Listen. Talk. Build Trust.
best way to connect. Character strengths, strengths of skill.
You have made the time, you have listened. You know their stories.
Tap into their strengths for conversations. For lessons. For leadership.
Use their strengths and YOUR strengths.
As I shared last time, people are much happier, less depressed, less anxious and more connected to what they do when they have a chance to spend time in an area of strength.
Look for the strengths and good in each child.
If you are frustrated with a student, Maybe look for the good after a glass of wine late at night….
Once you start to see the strengths, you can build connection
Dear-dree - Symposium of learning at RL Angus Middle School
Recall the story of Dom.
Disconnected, disengaged. It wasn’t until I took the time to be interested, to listen that I learned about his strength in drumming
We used this strength to change his story at school… to create a strong connection to the school.
Its not always easy to find the strengths in our students who are disconnected.
Rachel Macy Stafford
Many of our students are Butterflies – shine from the outside – these are the ones we clearly see being successful in school. Their strengths are evident and embraced in school.
She challenges us to find the fireflies – those that shine from within that we only see when the conditions are right?
How do we create the conditions for more students to also shine and fly?
We help them to LEAD.
All kids can lead. When they lead, they often flourish.
More challenging with those who are disconnected.
Not your typical leaders. Lead with character strengths – helping younger students.
Don’t forget to use YOUR strengths too.
Coach. Run a club. Be a fan. Be a supporter.
Rob Gallamore had some of the most difficult students in his grade 5 class every year at Kent. All year long, he would give up his lunches to run intramurals – hockey, flag football, skittle ball, basketball… he would tell me it was his most powerful classroom management strategy… he would encourage his most challenging kids to come out and play and he would connect with them there. He would have significantly less issues in his class because of this.
Make positive connections - kids who want to be there. Through extra curric, you often form connections with families too. Rob would also have those he needed to connect with most… sit closest to him. After every transition, he would take a minute to check in. Connect.
He would find successes to and always acknowledge them… he always took the time to buiild on and celebrate success.
Seek out the successes. Capture the good. We all have a camera nearby.
Share it with others – the class, family or beyond (depending on permission)
When you see the positive, acknowledge it… it often takes just a few seconds.
Try to do this privately…
Make the time. Be subtle.
High 5s. Fist bumps. Acknowledge.
Call home. Notes home. Emails home.
Friday 5 positive phone calls.
Start with one positive. Start a NEW streak.
Our disconnected learners are often on a losing streak.
For a variety of reasons, they have had setback after setback to the point where they likely don’t believe they CAN. Their self-efficacy is almost nil.
When you find the good, acknowledge it, and do this regularly… you can build on success and change the streak.
I know I said it is so important to be interested… but we still need to be interesting.
Be excited about learning!
Share your passions… your learning.
Also be excited about content… about their learning.
Reading? Chemistry? PE?
Share your excitement… it can be contagious.
Let people know a little bit of who you are. Humanize yourself.
my video, dogs, sports
In a small community, more people know about you.
Sometimes, though, we are seen as our title. A teacher first, a human second.
And I apologize for this next slide… I work hard to get this song OUT of my head.
But we need to let go sometimes – love this photo.
Embrace joy – don’t take ourselves too seriously!
“never see them smile until Christmas” – may work for fear, for compliance… but not for connection.
Use Humour. Laugh when its funny but know the line.
Science and Tech 11
Be careful with sarcasm.
Avoid ostracizing or putting them in a position of embarrassment. Kids never forget this.
Create safety through humour. Take risks, make mistakes and laugh and learn.
engaging and relevant, purposeful
Meet them were they’re at
Why is your lesson important/relevant?
How is it tied to our students’ lives? You will need this in the “real world” doesn’t cut it as connecting to kids.
How much CHOICE do students have? Do they have to do a project on Egypt or can they choose from a list of countries?
How much THINKING do we actually encourage? Do we slow down and ask the questions, create the conditions for the curriculum to also connect?
Piping and Plumbing program at LSS – kids that are disconnected when they get to high school, start in this program and never look back.
Grade 9-10 and grade 11-12. Tapping into interests and strengths but also making it meaningful.
Over half the kids who take this program sign up for apprenticeships before they even graduate.
9/10 students continue on in the field.
This program was designed with the passion of a teacher and the interests of the students.
Trades is just one example of relevance, meaning and purpose.
And I know that FNSS students recently got to explore the trades as well… What a great opportunity for kids.
Trades and arts programs also really create a sense of belonging for students… which is the 5th key.
Included. Needed.
Belonging, worth, value,
Part of something bigger – part of a community.
I am sure we have all seen Maslow’s Hierarchy of needs.
Abraham Maslow in the 1940’s.
Safety, love, belonging.
Some criticism that there is no real evidence of the hierarchy – theory.
But some criticism points that belonging is that much more important in our current societies.
In the end, we need to know that we are worthy… that we matter.
And as Angela Maiers reminds us… it is so dangerous when we have the feeling of not belonging… not being significant…
I heard an example of just how a few 5 year-olds have made a student truly feel like he matters in our school.
Story of Justin
Struggles with personal space, social cues, self-regulation…
Tends to wreck other kids stuff
Teacher takes photos before it gets wrecked
Kids built huge castle from blocks. Asked for the pic.
Teacher went to get camera, heard, “Justin….. Nooooooo”. Justin wrecked it.
Teacher pulled him aside for some instruction and restitution… girls invited him back.
Will you be our wrecking ball?
These kids made Justin belong… do we do this as a school?
Do we have student work showcased? Only the best or samples from each child at some point?
This is about CULTURE. An inclusive culture.
Regardless of ability, gender, sexual orientation, race, religion, … we have to help EVERY student feel they belong?
Consider the video that Leia showed about privilege… for those that were behind… are we ensuring they have a sense of belonging?
How do we know? Have we asked them?
Every kid needs to feel a sense of belonging if we want to have any connection with them.
We can help with this if we lead with our heart.
When you lead with your heart you always look to do what is best for kids.
You are interested. You include and create that sense of belonging. You learn their strengths.
Last year, we had a grade 1 student that have a very serious heart surgery. After the surgery, she was not allowed to leave her home.
The teacher got all the students and families together, wrote her cards, poems.. And all walked over to surprise her while she looked out her front window.
Leading with care.
Kids are watching… and learning. We are always modeling.
A saying I love. How we teach becomes what we teach.
What are we modeling?
Are decisions made with in the best interests of students?
I know we need to balance adult needs with student needs but we always need to ask this question…
is this what is best for students or best for us?
It all comes down to care…
Read the quote
Relevant content and mutual care.
Our students need us. They need unconditional care.
As Rita Pierson tells us…
Great TED Talk.
Every child needs a champion. Someone who they know deeply cares about them and will stand by them.
Think of a student who appears to be disconnected. Who will be their champion? Who will be in their corner?
Why not you?
Alex came to our school in grade 5… was asked to leave his former school.
Disconnected, angry, frustrated, sad. Ripping stuff off the walls, swearing, fighting, he stole money from my desk. Didn’t want to be at our school.
Ripping stuff off the bulletin boards and a staff member yelled down the hall – get him out of here… he shouldn’t be here.
Only goal was for him to feel we cared and that he belonged.
No matter what he did, we would tell him that what he was doing was not acceptable and that we cared.
By leading with our heart, creating a sense of belonging, we were able to learn from Alex about his frustration with his inability to read.
We used a wrap around approach, continued to help his reading, got him involved in sports and with a community support agency.
Behaviour issues dropped significantly and was able to be in class the entire day completing adapted assignments.
This is him way up in the mountains near Agassiz 18 months after he came to our school.
Josh Shipp says that Every Child is One Caring Adult Away from Being a Success… Alex showed us this.
Once he knew he belonged, he let us in, he let us listen. He let us show him we were interested.
When you do this… you can connect with any child.
For many, you already do this. For some it will take time. They may push you away. t will take consistent effort but you will connect.
This is easier with less students….
So how do we do this when we have many different classes with different students.
Some teachers in high school have 100-200 students.
Start with what we do well.
Start with strengths.
WWW – what went well. What’s working well.
You likely connect with MANY students already. Start by noticing these positive relationships
Start with ONE student that lacks a connection.
James – teacher’s idea to connect through his strength of skateboarding.
We met 2-3x a week as he attempted to teach me to skateboard.
He still has some struggles but I have a connection. He no longer shuts down when I talk to him… he seeks ME out to share his stories,
Start with one student… take the time to consistently connect with one student that you lack a connection with.
Look for strengths. Make the time.
Homeroom, Advisory groups
– story of a failed school-wide attempt at Brookswood
15 minutes at the start of each week. Sole goal was for connections. Driven by a group of teachers.
I LOVED it. A chance to get kids talking about important issues. Time to be interested.
Attendance started to become an issue in some advisory groups. Some teachers complained that they were not trained to teach this.
An opportunity lost… lack of understanding of the WHY. And the importance of this as a SCHOOL.
But it CAN happen… we can look beyond what only one person can do and look to what a SCHOOL can do .
Programs, courses to create relevance and align with staff and student interest.
School-wide events
Langley Secondary is our high school. Lots of challenges. Large portion inner city.
They focus on ton on culture. On belonging.
Taste of LSS – connecting kids with kids – creating multiple opportunities for students to lead and for kids to feel like they matter and they belong.
Embrace leadership opportunities. Kids helping younger kids.
every staff person comes in to write positive comments on students they have connected with... Every student gets a comment
leadership students write the comments onto the hearts and post them by grade all up on the walls of our front foyer along with a bunch of balloons, decor etc.
There is no other day that students come to school more excited.
We need to shift our mindset…
My students to OUR students. Might not teach them this year but maybe last year or next year.
Embrace past connections in the school. Tap into every opportunity to form connections with adults.
We need to get past the ownership of kids. There is no cap when it comes to relationships. Tap into others.
You cannot do this alone.
You can start but to make a difference with many kids, we need to shift School culture…
not just about what YOU can do but what WE can do.
We start with ourselves and using the 6 keys…
Also look to shift school culture so more students feel valued, cared for, and feel like they matter.
I want to share a video that shows how one teacher can use all these 6 keys to bring out the best in a disconnected student.
This is why we need to make connection a priority.
We have all been touched by Alzheimers.
This teacher made a difference to one student… who has then been part of a group who has made an incredible difference to many families of those struggling with Alzheimers.
If we think about the 6 keys, this teacher did all of these. He took the time to be interested. He started with strengths. He built on success. He was interesting as he made the learning relevant. He created a sense of belonging in the digital ethnography group. And he showed he cared and lead with his heart.
When we create the space and make connecting a priority. We can connect with the disconnected.
Remember your why. Make connecting a priority.
Start with one student that lacks connection and connect with him/her each day.
Our kids need us more than ever.
Teach and lead from the heart.
this is not just about YOU… it is about SCHOOL culture of connection – everyone doing this together.
You cannot do this alone but you CAN start with one.
Connect with the disconnected.