Before They Enter the Classroom: Creating a Positive School CultureJulie Connor, Ed.D.
Successful teachers build a positive school culture by doing lots of little things consistently. They have clear common procedures and possess high expectations. These tips empower teachers with tools (including Positive Behavior Support strategies) that invite everyone to celebrate success.
Cory Stutts has worked since 2007 at Catherine Cook School, an independent Preschool-8 independent school in downtown Chicago. Cory is currently Head of the Middle School. Since 2008 when Catherine Cook joined the Ethical Literacy Learning Community, their focus has been systemic and grounded in professional development. Starting with a core teaching team at the 5 - 8 grade levels, the work has now branched out to span Pre-K through 8, with active participation from leadership at all three division levels, and active student engagement across the board.
This slide set was used at the 7th Annual Ethical Literacy Conference to guide attendees through a series of culture building activities that they could take back and implement in their school setting.
Research shows that good schools do not occur without first establishing a positive, collaborative culture. This session will examine toxic cultures and show how they can be transformed into collaborative enterprises that will propel your school forward.
Culture is the most powerful source of leverage for bringing about change in a school – or any organization, for that matter.School Culture is often majority driven (staff), intangible, hard to describe, and difficult to positively impact, or change in a systemic way. The attitudes, beliefs, and values may often be “hidden” to those new to or outside of the school community.
Before They Enter the Classroom: Creating a Positive School CultureJulie Connor, Ed.D.
Successful teachers build a positive school culture by doing lots of little things consistently. They have clear common procedures and possess high expectations. These tips empower teachers with tools (including Positive Behavior Support strategies) that invite everyone to celebrate success.
Cory Stutts has worked since 2007 at Catherine Cook School, an independent Preschool-8 independent school in downtown Chicago. Cory is currently Head of the Middle School. Since 2008 when Catherine Cook joined the Ethical Literacy Learning Community, their focus has been systemic and grounded in professional development. Starting with a core teaching team at the 5 - 8 grade levels, the work has now branched out to span Pre-K through 8, with active participation from leadership at all three division levels, and active student engagement across the board.
This slide set was used at the 7th Annual Ethical Literacy Conference to guide attendees through a series of culture building activities that they could take back and implement in their school setting.
Research shows that good schools do not occur without first establishing a positive, collaborative culture. This session will examine toxic cultures and show how they can be transformed into collaborative enterprises that will propel your school forward.
Culture is the most powerful source of leverage for bringing about change in a school – or any organization, for that matter.School Culture is often majority driven (staff), intangible, hard to describe, and difficult to positively impact, or change in a systemic way. The attitudes, beliefs, and values may often be “hidden” to those new to or outside of the school community.
Whether you are an individual classroom teacher looking for help with ethics for your classroom, a principal looking to provide professional development in ethics for your staff, or a superintendent who wants to promote an ethical culture system-wide, the Ethical Literacy Approach from the Institute for Global Ethics has the answer for you.
Join the St. George's Ethical Literacy team from Memphis, TN as they tell the story of their journey into ethical literacy. Through its student centered approach, St. George's seeks to empower students for positive change in the community. Attendees will come away with practical ideas, activities, and strategies for advancing their own ethical literacy goals and empowering their students to take the reins.
Inculcating values in students at technical education is a challenge. This presentation talks about the means of implementing Value Based Education in Technical Institutions.
205. PBL Facilitation
This session will focus on how to successfully facilitate a PBL style lesson in a variety of core classes. There will be a brief discussion of what PBL format is and its effectiveness with student engagement. A sample PBL will be presented that walks participants through the writing and implementation process, and a follow up that addresses common concerns such as technology limitations and reaching at risk students.
Presenter(s): Leila Merrell
Location: Auditorium IV
Whether you are an individual classroom teacher looking for help with ethics for your classroom, a principal looking to provide professional development in ethics for your staff, or a superintendent who wants to promote an ethical culture system-wide, the Ethical Literacy Approach from the Institute for Global Ethics has the answer for you.
Join the St. George's Ethical Literacy team from Memphis, TN as they tell the story of their journey into ethical literacy. Through its student centered approach, St. George's seeks to empower students for positive change in the community. Attendees will come away with practical ideas, activities, and strategies for advancing their own ethical literacy goals and empowering their students to take the reins.
Inculcating values in students at technical education is a challenge. This presentation talks about the means of implementing Value Based Education in Technical Institutions.
205. PBL Facilitation
This session will focus on how to successfully facilitate a PBL style lesson in a variety of core classes. There will be a brief discussion of what PBL format is and its effectiveness with student engagement. A sample PBL will be presented that walks participants through the writing and implementation process, and a follow up that addresses common concerns such as technology limitations and reaching at risk students.
Presenter(s): Leila Merrell
Location: Auditorium IV
THESIS - WIKANG FILIPINO, SA MAKABAGONG PANAHONMi L
I uploaded this thesis for the reference of the future researchers.
Entitled Wikang Filipino, sa Makabagong Panahon.
We tackled about the progress of Filipino language as time pass by. And the factors that affect it.
Enjoy and God bless! :)
This material is from Filipino Values & Moral Development published by the Economic Development Foundations in November, 1992 The study was sponsored by the Philippine Senate and was headed by Senator Leticia Shahani. It was conducted by a task force headed by Dr. Patricia Licuanan. The findings were based on bibliographic surveys and interviews and consultations with researchers and practitioners in the behavioral and social sciences, education and social welfare, journalists and social analysts; a nationwide survey of 2000 respondents; and, focus group discussions among residents of an urban poor resettlement area in Bagong Bayan, Dasmariñas, Cavite. From the study was developed “A Moral Recovery Program – Building a People, Building a Nation” Submitted to the Philippine Senate.
A question of fundamentals: teacher standards and teacher preparation. Presentation by Dr Gavin Hazel, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July 2014, Sydney.
This set of slides was presented at the CT Association of School Librarians Spring Unconference on March 30, 2019 to promote conversation about cultural practice that foster a spirit of inquiry in today's classroom and library settings.
Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere...NortheasternSAIL
This session prompts participants to reflect upon their existing professional work through several different lenses, then uses those as entry points into the SAIL framework and language. Participants will engage with their own work and with others, and come away with new professional connections and a meaningful learning opportunity mapped to the SAIL framework.
Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere...NortheasternSAIL
This session prompts participants to reflect upon their existing professional work through several different lenses, then uses those as entry points into the SAIL framework and language. Participants will engage with their own work and with others, and come away with new professional connections and a meaningful learning opportunity mapped to the SAIL framework.
What Makes Candle Making The Ultimate Bachelorette CelebrationWick & Pour
The above-discussed factors are the reason behind an increasing number of millennials opting for candle making events to celebrate their bachelorette. If you are in search of any theme for your bachelorette then do opt for a candle making session to make your celebration memorable for everyone involved.
Johnny Depp Long Hair: A Signature Look Through the Yearsgreendigital
Johnny Depp, synonymous with eclectic roles and unparalleled acting prowess. has also been a significant figure in fashion and style. Johnny Depp long hair is a distinctive trademark among the various elements that define his unique persona. This article delves into the evolution, impact. and cultural significance of Johnny Depp long hair. exploring how it has contributed to his iconic status.
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Introduction
Johnny Depp is an actor known for his chameleon-like ability to transform into a wide range of characters. from the eccentric Captain Jack Sparrow in "Pirates of the Caribbean" to the introspective Edward Scissorhands. His long hair is one constant throughout his evolving roles and public appearances. Johnny Depp long hair is not a style choice but a significant aspect of his identity. contributing to his allure and mystique. This article explores the journey and significance of Johnny Depp long hair. highlighting how it has become integral to his brand.
The Early Years: A Budding Star with Signature Locks
1980s: The Rise of a Young Heartthrob
Johnny Depp's journey in Hollywood began in the 1980s. with his breakout role in the television series "21 Jump Street." During this time, his hair was short, but it was already clear that Depp had a penchant for unique and edgy styles. By the decade's end, Depp started experimenting with longer hair. setting the stage for a lifelong signature.
1990s: From Heartthrob to Icon
The 1990s were transformative for Johnny Depp his career and personal style. Films like "Edward Scissorhands" (1990) and "Benny & Joon" (1993) saw Depp sporting various hair lengths and styles. But, his long, unkempt hair in "What's Eating Gilbert Grape" (1993) began to draw significant attention. This period marked the beginning of Johnny Depp long hair. which became a defining feature of his image.
The Iconic Roles: Hair as a Character Element
Edward Scissorhands (1990)
In "Edward Scissorhands," Johnny Depp's character had a wild and mane that complemented his ethereal and misunderstood persona. This role showcased how long hair Johnny Depp could enhance a character's depth and mystery.
Captain Jack Sparrow: The Pirate with Flowing Locks
One of Johnny Depp's iconic roles is Captain Jack Sparrow from the "Pirates of the Caribbean" series. Sparrow's long, dreadlocked hair symbolised his rebellious and unpredictable nature. The character's look, complete with beads and trinkets woven into his hair. was a collaboration between Depp and the film's costume designers. This style became iconic and influenced fashion trends and Halloween costumes worldwide.
Other Memorable Characters
Depp's long hair has also been featured in other roles, such as Ichabod Crane in "Sleepy Hollow" (1999). and Roux in "Chocolat" (2000). In these films, his hair added a layer of authenticity and depth to his characters. proving that Johnny Depp with long hair is more than a style—it's a storytelling tool.
Off-Screen Influenc
From Stress to Success How Oakland's Corporate Wellness Programs are Cultivat...Kitchen on Fire
Discover how Oakland's innovative corporate wellness initiatives are transforming workplace culture, nurturing the well-being of employees, and fostering a thriving environment. From comprehensive mental health support to flexible work arrangements and holistic wellness workshops, these programs are empowering individuals to navigate stress effectively, leading to increased productivity, satisfaction, and overall success.
Is your favorite ring slipping and sliding on your finger? You're not alone. Must Read this Guide on What To Do If Your Ring Is Too Big as shared by the experts of Andrews Jewelers.
La transidentité, un sujet qui fractionne les FrançaisIpsos France
Ipsos, l’une des principales sociétés mondiales d’études de marché dévoile les résultats de son étude Ipsos Global Advisor “Pride 2024”. De ses débuts aux Etats-Unis et désormais dans de très nombreux pays, le mois de juin est traditionnellement consacré aux « Marches des Fiertés » et à des événements festifs autour du concept de Pride. A cette occasion, Ipsos a réalisé une enquête dans vingt-six pays dressant plusieurs constats. Les clivages des opinions entre générations s’accentuent tandis que le soutien à des mesures sociétales et d’inclusion en faveur des LGBT+ notamment transgenres continue de s’effriter.
5. What were the concerns?
• Victorian
• Value laden
• Preconceptions of Character Education
• Time spent ‘away’ from curriculum study
• There is a specific focus on Character Education built into
Curriculum for Excellence
• Character Education should be informed by underlying
philosophy or values approach
6.
7.
8.
9.
10. Which values should we focus on?
0
5
10
15
20
25
30
35
40
45
50
Moral Performance Civic Intellectual
Series 1
Column1
Column2
11. Workings
• Moral (46): Kindness x 2, empathy x 12, honesty x 6, courage/strength x 2,
fairness, integrity x 8, personal responsibility x 6, compassion x 5, trust x 2, grace,
morality
• Performance (27): resilience x 6, confidence x 3, perseverance x 3, targets/goals
x 2, resourcefulness, self-reliance, solution-focussed, ambition, motivation,
commitment x 2, enthusiasm, initiative, fulfil potential, communication x 2,
flexibility
• Civic (49): Mutually supportive x 2, cooperation, committed to greater good,
respect x 8, tolerance x 2, freedom to express opinions, acceptance x
2/treatment/celebration of others, diversity x 3, equality, harmony, agreement,
dialogue, opportunities to do good, reciprocity, shared/mutual responsibility x 2,
caring x 2, inclusive, supportive, positive interdependence, selflessness, person-
centered, giving x 2, ownership, service, outgoing, family x 2, shared values,
participation, wider world, community, fairness (others)
• Intellectual (21): Reflection x 6, love of learning, intellectual rigour, curiosity x 2,
scepticism, open-mindedness, debate, constructive criticism, learning/thinking
dispositions, understanding x 2, forthcoming, ethical judgement, fairness (self)
12. Character Education as pedagogy
Boyd’s report A Common Weal Education (2014) asks us to examine
“…the role of schooling in creating a civilised society. It looks at the aims
of education and emphasises the importance of ‘the New Basics’ like the
ability to think – critically and creatively - empathy, working with others,
problem-solving and resilience in a modern economy and society.”
Kelly (2004) argues that a ‘process curriculum’ starts from “…a concern
with the nature of the child and with his or her development as a human
being” and should be “an overtly value-laden and ideological model”.
13. Questions & Issues raised from pre-event
survey
Terminology
• What is a ‘positive moral ethos’?
Community approach
• Links with other influences in young people’s lives
• Teachers being asked to do work previously done by families, communities,
churches etc
• Schools should support this work and expect wider communities to do the same
• Responsibility lies with many people
• Diversity of belief
• Schools adding value to communities – young people having pride in school
because of this – data linking this with improved behaviours
• Shared understanding of how we live and work together
Professionalism
• CE and values provide a key lever for school improvement
• Tension between engaging in areas of ‘right and wrong’ and teachers putting
across own moral position
14. Questions & Issues
Character Education principles
• What is the ultimate good?
• ‘Good character’ – who decides?
• Focus on the moral is simplistic
• Character Education is about the capacity to make choices of ‘right’ and ‘wrong’
• How do we account for cultural bias?
• What is Character Education? Is it a subject or an approach to curriculum?
• What to do in terms of assessment and measurement?
• How prescriptive should it be? How much emphasis?
• Partnership working e.g. CLD – schools shaping communities – we are missing this opportunity
• Values-based or principle centred?
• Recognition of Wider Achievement
• Keep integrity of RME intact
• Danger of assuming moral superiority
• Values approach shouldn’t be separated from morality
• Character Education as development, not a new ‘initiative’
• Approaches to character & ethics without didactic/proselytising approach
• In what ways can CE be an academic enabler AS WELL AS building character? Is that a false distinction?
• Character of organisation vs character of individuals
• Nature vs nurture
• CE as another blot on or passing fad with short shelf life
• What are schools currently doing? Existing models from other countries?
• CE given a ‘Scottish’ slant?
• “There are so many approaches to achieve the same ends- is it useful to have another one and if so what is it's particular
contribution?”
• Inspiration AND aspiration
• Get values ‘off the wall’
15. Challenges in schools where character &
values could play a role
Pupils & teachers
• Lack of confidence: perseverance, confidence, courage
• Senior School students do not feel their views are taken into account, they don’t
feel valued
• Pupils under huge pressure of exams, tend to be critical about everything
• Learned helplessness, working with others, lack of ambition & intrinsic motivation,
pupils ‘trained out of creativity’
• Number and scale of competing challenges facing teachers
• Acting with integrity, ‘doing the right thing’ rather than ‘doing things right’
• Self-regulation in education and work settings
• Respect, integrity, giving people a chance, putting personal opinions to one side,
gratitude, equality
• Low aspirations, limiting beliefs
• Enthusiasm, moral background, integrity
• Development mindset, seeing mistakes as learning opportunity, conflict resolution
• Encouraging commitment & consistency with young volunteers
• Exploring own values vs agreeing school values? Shared values/conduct between
staff and pupils? Pupil ownership?
• YP desperate to do good? Unconditional positive regard?
16. Challenges
Health & Wellbeing
• Developing wellbeing curriculum – resilience model – can this be linked with CE?
• Behaviour: ‘foul’ language, litter, bullying, lack of empathy for diversity
• Stress
Culture
• We live in a compliance culture, more concern about what we are seen to do than what we
actually do
• Achievement: Extrinsic motivation ‘winning’ over intrinsic
• Growth mindset vs fixed ‘cultural’ mindset
• Financial constraints
• Opportunities for challenge
• Ethics to negotiate the moral/social questions of modern world
• Moving from vision to measurable steps towards it
• Engagement of those who feel let down by the system
• Home environment not encouraging good character vs doing good as part of school
curriculum
• Getting parents on board
• Competing priorities, CE seen as another pressure, convincing headteachers
• Role of parents/families?
