1. The document discusses various initiatives being implemented at Droitwich Spa High School related to student life and development, including a house system, assemblies, tutor time, and personal challenges.
2. Details are provided on how the house system will incorporate competitions and points to encourage participation and recognition across different activities and subjects.
3. Tutor time is described as a structured period for activities like thought for the day, citizenship topics, and personal challenges to support students' social, moral and cultural development.
The document discusses the role and responsibilities of an effective Class Adviser. It states that a Class Adviser has the greatest impact on student formation and the spirit of the class. An effective Class Adviser has a full understanding of the school's spirit, can communicate easily with students and parents, and has the intellectual capacity and managerial skills to coordinate all class activities.
This document provides an editorial and faculty profile from a quarterly newsletter on inspiring teachers. The editorial discusses adapting to and leading change, as the only way to remain happy amid continual changes in society and technology. It notes most people resist change initially but can learn to accept it over time. The faculty profile interviews Mrs. Annapurna, the headmistress of Sevalaya school, about her influences and experiences in teaching. She finds teaching very rewarding and enjoys helping students understand concepts. She uses various teaching methods like stories, pictures and experiments to engage students.
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
This document provides information about effective and ineffective teaching practices. It identifies 13 warning signs of bad teaching, such as showing little subject knowledge, low expectations for students, and lack of communication with parents. It also discusses the four stages of teaching development and lists the top 3 traits of effective teachers as classroom management, lesson design for mastery, and positive student expectations. The document provides additional information on classroom procedures and routines, moral development theory, and strategies for establishing an effective discipline plan.
TRANSFORMING YOUR SCHOOL THROUGH THE POWER OF EFFECTIVE CLASS ADVISORY: Systems and Strategies
www.characterconferences.com
catalystpds@gmail.com
Presentation given by Mann Rentoy on Feb 1, 2021
BETTER CLASSROOM MANAGEMENT: Once and For All You Can Solve That Discipline P...Mann Rentoy
This document provides information about classroom jobs and salaries that students can earn. It lists various jobs like banker, janitor, grader, messenger, police officer, and librarian. The jobs have salaries ranging from $500 to $1000. It also discusses seat rentals that students can purchase for different classroom locations. Additional ways students can earn bonus money or receive fines are outlined. The overall document establishes an in-class economy to motivate students and encourage positive behavior.
Education for All goals talk about all children but who are the all? Teaching and education should not be seen only as a technical exercise within a classroom but every teacher
should make efforts to reach out to all children in the school.
The document discusses the role and responsibilities of an effective Class Adviser. It states that a Class Adviser has the greatest impact on student formation and the spirit of the class. An effective Class Adviser has a full understanding of the school's spirit, can communicate easily with students and parents, and has the intellectual capacity and managerial skills to coordinate all class activities.
This document provides an editorial and faculty profile from a quarterly newsletter on inspiring teachers. The editorial discusses adapting to and leading change, as the only way to remain happy amid continual changes in society and technology. It notes most people resist change initially but can learn to accept it over time. The faculty profile interviews Mrs. Annapurna, the headmistress of Sevalaya school, about her influences and experiences in teaching. She finds teaching very rewarding and enjoys helping students understand concepts. She uses various teaching methods like stories, pictures and experiments to engage students.
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
This document provides information about effective and ineffective teaching practices. It identifies 13 warning signs of bad teaching, such as showing little subject knowledge, low expectations for students, and lack of communication with parents. It also discusses the four stages of teaching development and lists the top 3 traits of effective teachers as classroom management, lesson design for mastery, and positive student expectations. The document provides additional information on classroom procedures and routines, moral development theory, and strategies for establishing an effective discipline plan.
TRANSFORMING YOUR SCHOOL THROUGH THE POWER OF EFFECTIVE CLASS ADVISORY: Systems and Strategies
www.characterconferences.com
catalystpds@gmail.com
Presentation given by Mann Rentoy on Feb 1, 2021
BETTER CLASSROOM MANAGEMENT: Once and For All You Can Solve That Discipline P...Mann Rentoy
This document provides information about classroom jobs and salaries that students can earn. It lists various jobs like banker, janitor, grader, messenger, police officer, and librarian. The jobs have salaries ranging from $500 to $1000. It also discusses seat rentals that students can purchase for different classroom locations. Additional ways students can earn bonus money or receive fines are outlined. The overall document establishes an in-class economy to motivate students and encourage positive behavior.
Education for All goals talk about all children but who are the all? Teaching and education should not be seen only as a technical exercise within a classroom but every teacher
should make efforts to reach out to all children in the school.
The speech discusses achieving academic excellence among students. It defines academic excellence as high academic performance as well as good behavior and broad knowledge. It identifies key stakeholders in promoting excellence, especially the student. The student must have a strong desire to learn, choose courses that match their interests and abilities, and identify their learning style as slow or fast. An academically excellent student works hard, is punctual and regular, and seeks help from teachers and peers. They enjoy benefits like admiration and prizes but must avoid risks like pride, drugs, and early pregnancy. The goal is for students to start their journey to academic excellence.
This document outlines the procedures and expectations for Mrs. Leal's U.S. History advisory class. It introduces communication norms like hand signals, bathroom procedures, and outlines the goals of developing self-awareness, social skills, and motivation through activities, discussions, and social emotional learning. Routines like name plates, binder organization, and class start/end rituals are also established.
CHARACTER FORMATION MUST GO ON (July 14)Mann Rentoy
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Student perceptions of faith integrationScot Headley
The document summarizes research on the integration of faith and learning (IFL) in Christian higher education. It discusses several studies that examined student and faculty perceptions of IFL. A survey of 118 teacher education students at Judson University found that most students believe IFL involves making connections between faith and course content. Students reported regularly experiencing IFL through activities like devotions, prayer, and professors modeling faith. The majority agreed they are learning to integrate faith with their learning through education courses. While providing useful insights, the study had limitations like sample size and could be expanded in future research.
This document summarizes the 13th Annual APS Best Practice Awards. It recognizes several programs that support students with special needs, including the Buddy Book Club, Courageous Conversations Program, Peer Mentoring, and Warrior Buddies. Nominees for the Dave Peterson award, which recognizes educators, are also listed. The document highlights the winning GBS Band Program and discusses other best practice award recipients, including the Buddy Group program at Northbrook Junior High School and the Titan Stars program at Glenbrook South High School. It closes with remarks from the APS Board Member.
What if school actually prepared you for life?Scott Schimmel
The document discusses the need for better guidance for students to understand themselves and prepare for life. It introduces The YouSchool, which has developed a process to guide students in self-discovery, helping them find clarity around their identity, purpose, and connection. This work aims to decrease student anxiety and depression while increasing hope, well-being, and life outcomes. The YouSchool seeks to partner with schools and parents to integrate this kind of self-discovery work into students' education.
Managing the Class, Forming Character: STRENGTHENING RELATIONSHIPSMann Rentoy
This document discusses how teachers can strengthen relationships with students and manage their classrooms effectively. It emphasizes that the teacher is the decisive element that determines the classroom climate and whether a child's experience is positive or negative. Teachers possess tremendous power to inspire students or humiliate them. The document then provides tips for building connectedness with students, both virtually and in-person, such as greeting each student daily, showing students your world, implementing check-ins, and celebrating student successes. Overall, it stresses that classroom management should focus on building students up rather than breaking them down.
This document recognizes recipients of inspirational teaching awards and outstanding student support awards from 2012. It provides short nominations for each recipient highlighting how they inspired and supported students. The nominations describe how recipients demonstrated enthusiasm, made learning engaging, encouraged students to achieve their potential, and provided helpful guidance and support.
This document recognizes outstanding teachers, researchers, and student support staff from Sheffield Hallam University for 2013. It provides short nominations and testimonials from students about the positive impact, passion, and support demonstrated by these inspirational educators. The nominations describe how the educators make learning engaging and enjoyable, push students to achieve their full potential, and go above and beyond to help students succeed in their academic and personal lives.
The document provides advice and perspectives on teaching from several sources. It discusses the importance of classroom management, building relationships, and passion for teaching. Effective teachers establish procedures and structure on the first days of school to set students up for success. They organize their classrooms so students know what to do. New teachers are advised to find mentors, build trust with students, and take care of themselves to avoid burnout. While the job can be challenging, teachers are reminded that their role in students' lives is important and meaningful.
July 2013 Academic Affairs Newsletter Allen School
This document provides information about graduation from three Allen School campuses: Jamaica, Brooklyn, and Arizona. It recognizes outstanding students and faculty from each campus. At the Jamaica campus, Roopchand Gopie was named valedictorian and Dr. Oliva Rodrigo was named Faculty of the Year. Cora Gold received the Core Educate Values award. The Brooklyn campus named Shirleen Chandler as valedictorian and Deborah Bingham as Faculty of the Year. Brandi Baines received the Core Educate Values award. The Arizona campus recognized Dr. Jamie Gotto as Faculty of the Year. Graduation speeches emphasized themes of hard work, perseverance, and using skills to help others.
Project TAPESTRY is a student-centered mentoring program aimed at increasing high school graduation rates and decreasing dropout rates. It provides individual student advocates who work with at-risk students to develop a success plan, provide various supports, and facilitate student ownership in the process. Student advocates identify at-risk students based on behavioral, academic, and cognitive indicators exhibited at school. They work closely with school staff to support students and help them create educational pathways to career and lifelong learning. The program focuses on building relationships through a positive student-centered approach.
Proffessional Development classroom managementrhichaGupta
The document provides classroom management strategies and tips for teachers, including being firm but fun with students, using simple and respectful language when redirecting students, establishing clear routines and procedures, finding ways to get students' attention without yelling, building relationships with challenging students, and maintaining consistency in expectations and consequences. It also offers specific techniques for attention getters, transitions, and developing a democratic classroom where student voice is included.
Are Net Promoter Scores (NPS) Useful in Academic Course Evaluations?J.D. Mosley-Matchett
The document discusses the use of Net Promoter Scores (NPS) in evaluating academic courses. It notes that while students are both products and customers, course evaluations have pros and cons. The author details their use of NPS and follow-up questions in course evaluations at University College of the Cayman Islands. Sample qualitative responses from students are provided. Analysis of NPS scores from two sample classes - one with a positive score of 80, and one with a negative score of -14 - is also given. The author considers best practices for qualitative analysis of open-ended student comments.
"Why do we need to learn this?" is a common ELA classroom question. By going into the community and interviewing different careers, students are able to see the importance of reading and writing, which then provides motivation for more active learning. This presentation discusses the importance of role models in the classroom and what they can do for your students.
Henderson International School hosted a Ramp-Up for current 5th grade Families to highlight the values of a PS-8 program and to discuss our middle school program.
This document provides information about the new school year for Mrs. Hoskins' 1st grade class. It introduces Mrs. Hoskins and gives her background and teaching philosophy. It outlines the school's mission and vision, classroom rules, grading policies, subject areas, homework policy and important dates. It encourages parent involvement and provides resources to help students be successful.
This document provides information for parents of children starting in the Foundation Stage Two class at Dobcroft Infant School. It outlines classroom routines, staff members, the school vision, curriculum areas, and other policies. The key points are:
1) The document outlines classroom routines for drop-off, activities when children first arrive, and pick-up. It introduces the Foundation Stage Two teachers and staff.
2) It describes the school's vision of providing a foundation for fulfilled lives and inspiring confident learners. The curriculum areas covered in the Foundation Stage are also summarized.
3) Parents are given information on policies like attendance, illness, lost property, and how to communicate with teachers. The document aims to orient
The document summarizes the key points from a fall town hall meeting at South Middle School. It discusses positive trends seen so far this year, the tardy policy, recycling initiatives, safety drill procedures, the upcoming MEAP tests and importance of doing well, testing strategies, and celebrating efforts. Upcoming events like a fun night and student-led conferences are also mentioned. The overall tone is one of encouragement and providing information to students and parents.
The speech discusses achieving academic excellence among students. It defines academic excellence as high academic performance as well as good behavior and broad knowledge. It identifies key stakeholders in promoting excellence, especially the student. The student must have a strong desire to learn, choose courses that match their interests and abilities, and identify their learning style as slow or fast. An academically excellent student works hard, is punctual and regular, and seeks help from teachers and peers. They enjoy benefits like admiration and prizes but must avoid risks like pride, drugs, and early pregnancy. The goal is for students to start their journey to academic excellence.
This document outlines the procedures and expectations for Mrs. Leal's U.S. History advisory class. It introduces communication norms like hand signals, bathroom procedures, and outlines the goals of developing self-awareness, social skills, and motivation through activities, discussions, and social emotional learning. Routines like name plates, binder organization, and class start/end rituals are also established.
CHARACTER FORMATION MUST GO ON (July 14)Mann Rentoy
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Student perceptions of faith integrationScot Headley
The document summarizes research on the integration of faith and learning (IFL) in Christian higher education. It discusses several studies that examined student and faculty perceptions of IFL. A survey of 118 teacher education students at Judson University found that most students believe IFL involves making connections between faith and course content. Students reported regularly experiencing IFL through activities like devotions, prayer, and professors modeling faith. The majority agreed they are learning to integrate faith with their learning through education courses. While providing useful insights, the study had limitations like sample size and could be expanded in future research.
This document summarizes the 13th Annual APS Best Practice Awards. It recognizes several programs that support students with special needs, including the Buddy Book Club, Courageous Conversations Program, Peer Mentoring, and Warrior Buddies. Nominees for the Dave Peterson award, which recognizes educators, are also listed. The document highlights the winning GBS Band Program and discusses other best practice award recipients, including the Buddy Group program at Northbrook Junior High School and the Titan Stars program at Glenbrook South High School. It closes with remarks from the APS Board Member.
What if school actually prepared you for life?Scott Schimmel
The document discusses the need for better guidance for students to understand themselves and prepare for life. It introduces The YouSchool, which has developed a process to guide students in self-discovery, helping them find clarity around their identity, purpose, and connection. This work aims to decrease student anxiety and depression while increasing hope, well-being, and life outcomes. The YouSchool seeks to partner with schools and parents to integrate this kind of self-discovery work into students' education.
Managing the Class, Forming Character: STRENGTHENING RELATIONSHIPSMann Rentoy
This document discusses how teachers can strengthen relationships with students and manage their classrooms effectively. It emphasizes that the teacher is the decisive element that determines the classroom climate and whether a child's experience is positive or negative. Teachers possess tremendous power to inspire students or humiliate them. The document then provides tips for building connectedness with students, both virtually and in-person, such as greeting each student daily, showing students your world, implementing check-ins, and celebrating student successes. Overall, it stresses that classroom management should focus on building students up rather than breaking them down.
This document recognizes recipients of inspirational teaching awards and outstanding student support awards from 2012. It provides short nominations for each recipient highlighting how they inspired and supported students. The nominations describe how recipients demonstrated enthusiasm, made learning engaging, encouraged students to achieve their potential, and provided helpful guidance and support.
This document recognizes outstanding teachers, researchers, and student support staff from Sheffield Hallam University for 2013. It provides short nominations and testimonials from students about the positive impact, passion, and support demonstrated by these inspirational educators. The nominations describe how the educators make learning engaging and enjoyable, push students to achieve their full potential, and go above and beyond to help students succeed in their academic and personal lives.
The document provides advice and perspectives on teaching from several sources. It discusses the importance of classroom management, building relationships, and passion for teaching. Effective teachers establish procedures and structure on the first days of school to set students up for success. They organize their classrooms so students know what to do. New teachers are advised to find mentors, build trust with students, and take care of themselves to avoid burnout. While the job can be challenging, teachers are reminded that their role in students' lives is important and meaningful.
July 2013 Academic Affairs Newsletter Allen School
This document provides information about graduation from three Allen School campuses: Jamaica, Brooklyn, and Arizona. It recognizes outstanding students and faculty from each campus. At the Jamaica campus, Roopchand Gopie was named valedictorian and Dr. Oliva Rodrigo was named Faculty of the Year. Cora Gold received the Core Educate Values award. The Brooklyn campus named Shirleen Chandler as valedictorian and Deborah Bingham as Faculty of the Year. Brandi Baines received the Core Educate Values award. The Arizona campus recognized Dr. Jamie Gotto as Faculty of the Year. Graduation speeches emphasized themes of hard work, perseverance, and using skills to help others.
Project TAPESTRY is a student-centered mentoring program aimed at increasing high school graduation rates and decreasing dropout rates. It provides individual student advocates who work with at-risk students to develop a success plan, provide various supports, and facilitate student ownership in the process. Student advocates identify at-risk students based on behavioral, academic, and cognitive indicators exhibited at school. They work closely with school staff to support students and help them create educational pathways to career and lifelong learning. The program focuses on building relationships through a positive student-centered approach.
Proffessional Development classroom managementrhichaGupta
The document provides classroom management strategies and tips for teachers, including being firm but fun with students, using simple and respectful language when redirecting students, establishing clear routines and procedures, finding ways to get students' attention without yelling, building relationships with challenging students, and maintaining consistency in expectations and consequences. It also offers specific techniques for attention getters, transitions, and developing a democratic classroom where student voice is included.
Are Net Promoter Scores (NPS) Useful in Academic Course Evaluations?J.D. Mosley-Matchett
The document discusses the use of Net Promoter Scores (NPS) in evaluating academic courses. It notes that while students are both products and customers, course evaluations have pros and cons. The author details their use of NPS and follow-up questions in course evaluations at University College of the Cayman Islands. Sample qualitative responses from students are provided. Analysis of NPS scores from two sample classes - one with a positive score of 80, and one with a negative score of -14 - is also given. The author considers best practices for qualitative analysis of open-ended student comments.
"Why do we need to learn this?" is a common ELA classroom question. By going into the community and interviewing different careers, students are able to see the importance of reading and writing, which then provides motivation for more active learning. This presentation discusses the importance of role models in the classroom and what they can do for your students.
Henderson International School hosted a Ramp-Up for current 5th grade Families to highlight the values of a PS-8 program and to discuss our middle school program.
This document provides information about the new school year for Mrs. Hoskins' 1st grade class. It introduces Mrs. Hoskins and gives her background and teaching philosophy. It outlines the school's mission and vision, classroom rules, grading policies, subject areas, homework policy and important dates. It encourages parent involvement and provides resources to help students be successful.
This document provides information for parents of children starting in the Foundation Stage Two class at Dobcroft Infant School. It outlines classroom routines, staff members, the school vision, curriculum areas, and other policies. The key points are:
1) The document outlines classroom routines for drop-off, activities when children first arrive, and pick-up. It introduces the Foundation Stage Two teachers and staff.
2) It describes the school's vision of providing a foundation for fulfilled lives and inspiring confident learners. The curriculum areas covered in the Foundation Stage are also summarized.
3) Parents are given information on policies like attendance, illness, lost property, and how to communicate with teachers. The document aims to orient
The document summarizes the key points from a fall town hall meeting at South Middle School. It discusses positive trends seen so far this year, the tardy policy, recycling initiatives, safety drill procedures, the upcoming MEAP tests and importance of doing well, testing strategies, and celebrating efforts. Upcoming events like a fun night and student-led conferences are also mentioned. The overall tone is one of encouragement and providing information to students and parents.
This document discusses the importance of teacher quality and achieving excellence in education. It provides several quotes and studies that show high-performing education systems emphasize having good teachers. One quote notes that just three years with a top teacher can result in two extra years of learning compared to a bottom-performing teacher. The document also describes an Ofsted report about a primary school that achieves good progress and attainment through outstanding teaching, leadership, and strong community partnerships.
This document provides tips for building a positive school culture and improving English fluency. It recommends using repeated reading to help students read fluently. It also suggests using trivia games in the classroom to motivate students and promote English conversation. Additionally, it advises monitoring English usage throughout the school and working as a team to build strong relationships, teach social skills, clarify rules, and praise positive behavior in order to develop a supportive environment.
Fusion Academy Community Meeting 10 26 09 D 1mrosegilman
This document summarizes a presentation given by Fusion Academy about establishing a new school location in West Los Angeles. It discusses the critical need for alternative education options in the area to serve students with learning differences or those not succeeding in traditional schools. Fusion Academy's one-to-one teaching model is outlined, including its 10 essential elements and emphasis on hope, engagement, and well-being. Test score results show Fusion students performing above average. The presentation concludes by welcoming questions and feedback on establishing a Fusion Academy school in West Los Angeles.
This document provides information about Work-Based Learning programs and expectations for students. It discusses the benefits of WBL programs for students, schools, and communities. WBL programs allow students to gain real-world job experience through placements related to their career interests while also earning high school credit. To be eligible, students must meet requirements around their class schedule, attendance, transportation, and other factors. The document outlines time requirements to earn credit and notes benefits of WBL programs for employers in developing skilled local workforces.
This speech summarizes the school year and highlights achievements. It discusses how the school saw success in examinations and thanks hard-working students. It also acknowledges achievements broadly defined as group and individual accomplishments, as well as opportunities that enhance learning. These include leadership, teamwork, determination and respect. The speech mentions talent shows and sports involvement that have been popular. It closes by wishing students the best for their exams and future and thanks the teachers, staff, management and parents for their support in building a strong school.
This document provides information for parents about their child's transition to Year 7 at Simon Balle School. It discusses differences between primary and secondary school, introduces the Year 7 team, outlines the vision for supporting students, and describes activities planned for the first days of term to ease the transition. It also addresses organization, developing grit and resilience, the Phasels Wood trip, uniform, and technology use at the school.
Cayman Islands National Education Conference 2017Paul Samuel
1) The document discusses effective classroom management strategies, focusing on developing a positive classroom culture and understanding student behavior from a brain science perspective.
2) It emphasizes the importance of being a role model, using recognition over punishment, restorative practices, and meeting student needs as outlined in Maslow's hierarchy.
3) The author shares tips for managing their own emotions when students test limits, such as keeping solid, positive, in control, and focused, as well as the importance of being a champion for every child.
This document provides an introduction to action research for teachers. It discusses key concepts of action research including that it is focused on improving practice, owned by teachers, involves systematically examining evidence to produce knowledge about what works in a particular context. It also notes action research is collaborative and aims to problem-pose rather than problem-solve. The document provides some examples of action research questions and models, including describing a problem, intervention, data collection and understanding if the intervention is successful. It aims to give teachers an overview of action research and how it can be applied to improve teaching practices.
EFFECTIVE CLASS ADVISORY (Oro Christian Grace)Mann Rentoy
The document discusses the role and expectations of an effective Class Adviser in a school. It states that an effective Class Adviser has the greatest impact on student formation and the spirit of the class. The Class Adviser is expected to have a full understanding of the school's spirit, be able to easily communicate with students and parents, and have the intellectual capacity and skills to coordinate various class activities and concerns.
The document provides an orientation for youth on career exploration and guidance. It discusses the DepEd's career guidance programs from kindergarten to grade 12. It encourages participants to learn about career concepts, identify their skills and interests, and make wise decisions about their future. The document provides guidance on self-assessment, behavioral skills, career paths after senior high school, and helps address questions about career decision making. It stresses the importance of self-awareness and a slow, thoughtful approach to career exploration.
The document discusses various teaching methods and strategies for effective teaching. It advocates for Socratic teaching, which focuses on asking questions rather than providing answers, to foster critical thinking. It also discusses blended learning, which combines different learning environments and methods to accommodate different learning styles. Throughout, it emphasizes the importance of giving students opportunities to practice, providing feedback, addressing multiple learning styles, being consistent, unbiased, passionate and believing in students.
What is GREAT teaching and learning? By the staff at Chalfonts.MrsMcGinty
Teachers provide summaries of strategies they use to engage students and promote learning:
- Plan lessons carefully with questions to challenge students and check understanding. Establish consistent routines and discipline policies to create a positive learning environment.
- Relate subjects to real-world examples and take risks in teaching methods to give students different experiences. Build relationships with students so they will strive to learn.
- Provide timely feedback on assessments and ensure students believe in themselves as the teacher believes in them. Speak with colleagues daily to share best practices.
- Maintain discipline respectfully with humor and by not holding grudges while also motivating students with recognition displays.
This document provides information about Rosie Culbert, the 5th grade teacher for the 2015-2016 school year. It introduces Ms. Culbert, including her educational background and family. It outlines several classroom guidelines focusing on treating others with respect, acting responsibly, and having a positive self-image. It also describes classroom procedures, consequences, grading rubrics, and contact information for Ms. Culbert.
This document outlines who a group plans to interview for a school promotional video, including the head master, deputy head, teachers of various subjects, and current students. It provides potential questions for each interview, focusing on how the school helps students learn and thrive, the history and strengths of the school, and students' experiences. The group aims to interview those at the top of the school hierarchy as well as teachers of core subjects and the arts to provide a well-rounded perspective and promote the school's academic, creative, and extracurricular opportunities.
This document provides biographical information about Coach McFarland, the IPC/Science teacher at MCAA. It includes details about his educational background, coaching experience, family, values, classroom policies and expectations. The document is intended to inform students about who their teacher is and how the classroom will be run.
Advancing Learning, Relating and Performing through Character Strengths & Dig...Lynn Ochs
This presentation discusses using character strengths to build thriving learning communities in middle schools. It introduces the Mayerson Academy's MyTomorrow program which structures advisory periods to help students with social-emotional learning and college/career readiness. The program utilizes online games and activities to help students identify and apply their character strengths to improve self-management, relationships, and academic performance. Research shows that social-emotional skills lead to better outcomes including higher grades, less behavioral issues, and greater well-being. The goal is to create a strengths-based experience that maximizes student learning and engagement.
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17. Vision for the House System:
Opportunities to take part, to feel a sense of belonging and
to enjoy spending time with each other will be available to all.
Challenge, friendly competition and co-operation will enrich
the school life we share.
We will learn about our self, each other and about how we
work and play together. We will win and we will lose, and we
will learn from those experiences.
People who come to Droitwich Spa High School will enjoy
being here and invest effort to achieve.
From the students and staff
of the life@DSHS development group
19. Keeping it simple
• 2 competitions feeding in to 1 final
outcome
• Department challenges (5-25 points)
• Feedback results to me and I will collate
• SIMS points weekly (5 points per week)
• Weekly display in glass cabinet / on TV
20. Keeping it simple
• 2 competitions feeding in to 1 final
outcome
• Department challenges (5-25 points)
• Feedback results to me and I will collate
• SIMS points weekly (5 points per week)
• Weekly display in glass cabinet / on TV
You will be recognised and rewarded for :
• Contributing to the life of the school in a positive way
• Showing improvement, changing and making progress
• Excellent work or a itude to learning
SIMS points
Praise Cards
Curriculum Recognition
Stars
of the
Week
Awards Evenings and Assemblies
CELEBRATION OF ACHIEVEMENT
21. Keeping it simple
• 2 competitions feeding in to 1 final
outcome
• Department challenges (5-25 points)
• Feedback results to me and I will collate
• SIMS points weekly (5 points per week)
• Weekly display in glass cabinet / on TV
• Add them up to find the House of the
Year and the winners of the House
Trophy
29. 1. People are naturally curious but not
naturally good thinkers
2. Factual Knowledge precedes Skill
3. Memory is the residue of thought
4.We understand new things in the
context of things we already know
5. Proficiency requires practice
6. Cognition is fundamentally different
early and late in training
7. Children are more alike than different
in terms of learning
8. Intelligence can be changed though
sustained hard work
9.Teaching, like any complex cognitive
skill must be practised to be improved
They are true ALL of the
time in learning.
Based on EVIDENCE
and lots of it as opposed
to ‘hearsay’
Using or ignoring WILL
have sizeable impact
People know HOW they
can apply it in schools
36. Valuable time
• Year 8-10
• Structured time via the VLE course
• Morning
• Thought for the day
37. Valuable time
• Year 8-10
• Structured time via the VLE course
• Morning
• Thought for the day
• A ernoon tutor period except assembly day
• Citizenship requirement (1-2 days)
• Topical where possible and linked to learning assemblies
• Question based
38. Valuable time
• Year 8-10
• Structured time via the VLE course
• Morning
• Thought for the day
• A ernoon tutor period except assembly day
• Citizenship requirement (1-2 days)
• Topical where possible and linked to learning assemblies
• Question based
• MyLife Challenge (1-2 days)
39. Valuable time
• Year 8-10
• Structured time via the VLE course
• Morning
• Thought for the day
• A ernoon tutor period except assembly day
• Citizenship requirement (1-2 days)
• Topical where possible and linked to learning assemblies
• Question based
• MyLife Challenge (1-2 days)
• Reading
42. ‘MyLife’ Challenge
• One simple personal challenge each term
• That push the boundaries of the student’s current
life in or out of school
• Spiritual / Moral
• Social
• Cultural
43. ‘MyLife’ Challenge
• One simple personal challenge each term
• That push the boundaries of the student’s current
life in or out of school
• Spiritual / Moral
• Social
• Cultural
• SMSC activities become the ‘vehicle’ for some
• Recorded in SIMS - House colours / Reward
47. Behaviour Systems and Support
“Behaviour around the academy and in
lessons is good overall and o en
outstanding. Students are courteous and
polite to adults and each other. Students
are safe and it is clear from their a itudes
and improving a endance that they enjoy
coming to the academy”
Ofsted, November 2012
48.
49. Behaviour Systems and Support
“Nearly all students behave well in lessons and
around the academy. Misbehaviour in lessons is
rare and is usually the result of less effective and
engaging teaching. Students agree that poor
behaviour is rare in lessons and, when it does
happen, it is handled consistently and effectively
by staff so that no learning time is lost. Students
who are removed from lessons are also given
work to do, so that they do not lose learning
time.”
Ofsted, November 2012
59. meet, greet and seat
know names
Developing positive relationships
60. meet, greet and seat
know names
engage with everyone
Developing positive relationships
61. meet, greet and seat
know names
engage with everyone
praise positive participation
Developing positive relationships
62. meet, greet and seat
know names
engage with everyone
praise positive participation
high expectations
Developing positive relationships
63. meet, greet and seat
know names
engage with everyone
praise positive participation
high expectations
Developing positive relationships
value effort and achievement
64. meet, greet and seat
know names
engage with everyone
praise positive participation
high expectations
Developing positive relationships
value effort and achievement
engage and enthuse
68. Separate the behaviour
from the student
Describe, remind and re-direct
Choice - Consequence -
provide “take up time”
Developing positive relationships
69. Separate the behaviour
from the student
Describe, remind and re-direct
Choice - Consequence -
provide “take up time”
“When....then....”
Developing positive relationships
70. Separate the behaviour
from the student
Describe, remind and re-direct
Choice - Consequence -
provide “take up time”
“When....then....”
“Thank-you” not “Please”
Developing positive relationships
71. Separate the behaviour
from the student
Describe, remind and re-direct
Choice - Consequence -
provide “take up time”
“When....then....”
“Thank-you” not “Please”
Developing positive relationships
72. Teacher
Head of Dept Head ofYear
SLT
CHOICES AND CONSEQUENCES
Teacher Department
Pastoral
Team
SLT
Teacher
Consequence
Department
Consequence
Pastoral Team
Consequence
SLT
Consequence
Your choice
Positive | Negative
Your choice
Positive | Negative
Your choice
Positive | Negative
You can choose to behave well at any point even
when you have already made a mistake
If you make positive choices the problem ends
More than 6 Negative SIMS points in a
2 week period will mean an automatic
detention.
Lateness at any time and poor
behaviour at break and lunch will also
receive consequences.
Life. Changing. Learning.
74. A girl walks into your lesson wearing a nose-stud. When you ask her to take
it out, she tells you that her form tutor has said that she could wear it,
adding that her mother has already been in touch with the school to explain
why she cannot take it out. What do you do?
75. A girl walks into your lesson wearing a nose-stud. When you ask her to take
it out, she tells you that her form tutor has said that she could wear it,
adding that her mother has already been in touch with the school to explain
why she cannot take it out. What do you do?
A boy calls another student “gay”, when that student has a empted to
answer a question but gave the wrong answer. The boy has quickly
apologised to you and said, “Sorry, it was just banter.” What do you do?
76. A girl walks into your lesson wearing a nose-stud. When you ask her to take
it out, she tells you that her form tutor has said that she could wear it,
adding that her mother has already been in touch with the school to explain
why she cannot take it out. What do you do?
A boy calls another student “gay”, when that student has a empted to
answer a question but gave the wrong answer. The boy has quickly
apologised to you and said, “Sorry, it was just banter.” What do you do?
You notice a boy in your tutor group is very subdued during tutor time. He hangs around
at the end of the session to speak to you. He tells you that his friend in another tutor
group has said that his father hit him the previous night a er an argument and that his
friend is frightened to go home a er school. What do you do?
77. A girl walks into your lesson wearing a nose-stud. When you ask her to take
it out, she tells you that her form tutor has said that she could wear it,
adding that her mother has already been in touch with the school to explain
why she cannot take it out. What do you do?
A boy calls another student “gay”, when that student has a empted to
answer a question but gave the wrong answer. The boy has quickly
apologised to you and said, “Sorry, it was just banter.” What do you do?
You notice a boy in your tutor group is very subdued during tutor time. He hangs around
at the end of the session to speak to you. He tells you that his friend in another tutor
group has said that his father hit him the previous night a er an argument and that his
friend is frightened to go home a er school. What do you do?
You are walking along the corridor on your way to the staffroom for morning
break when a girl runs out of a classroom, slamming the door. When you ask
her to stop, she swears at you, and carries on running. What do you do?