This document discusses the negative impact of traditional schooling practices on student learning and self-esteem. It summarizes interviews with 109 people about their school experiences and identifies 7 common "wounds" inflicted by schools, such as feeling one's creativity was stifled. It argues schools often view ability as innate rather than developed through effort. The document calls for reforms to make learning more joyful, give students more choice and control, and match schooling approaches to current skills needs and learning realities.
The document discusses the negative impacts ("wounds") that schooling can have on students. It describes 7 types of wounds like numbing of creativity and feelings of underestimation. It also discusses how school experiences shape students' self-concepts and the lack of discussion around these wounds. The author advocates for rethinking practices that harm students and supporting those that encourage student agency and cooperation among teachers.
This document from the Mississippi State Department of Health provides lesson plans and activities for teaching adolescent development. It includes exercises for students to create "circles of community" diagrams identifying the different communities they feel connected to. Another activity has students discuss body image by brainstorming body parts people often dislike and creating collages of attractive people. The document also includes lessons on self-esteem, with activities like having students identify events that may damage their "IALAC sign" representing feelings of self-worth. It aims to help students understand adolescent development topics and reflect on their communities, bodies, and self-esteem.
This document discusses intergroup relations and cooperative learning in education. It covers topics like mandated school desegregation in the 1950s-60s, the effects of desegregation on achievement, intergroup relations and self-esteem. It also discusses factors that influence intergroup interaction outcomes, like social identity theory and contact theory. Additionally, it examines cooperative learning techniques and their benefits, like improving intergroup relations, achievement and self-esteem. The document poses discussion questions on various related topics.
The Six Skills of Interest are based on two decades of research into when learning is fun for people and target helping students develop motivation and personal purpose for learning.
Character Education Through Literature: Teaching Techniques Using StoriesMann Rentoy
Presented by Mr. Rutch Regencia of PAREF Northfield School
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
The document discusses the importance of understanding students as whole individuals and addressing their diverse needs, interests, and learning styles. It notes that teachers, parents, and students often have differing perspectives on a child's educational experience. The summary emphasizes creating open communication between these groups to best support each student's growth and potential.
The document discusses social understanding interventions for learners with autism spectrum disorders. It mentions theories of social learning, cognitive styles, social stories and semantic maps to develop social knowledge. It also discusses strategies like clarity of expectations, feedback and interaction to support social skills development for individuals with autism.
The document discusses the negative impacts ("wounds") that schooling can have on students. It describes 7 types of wounds like numbing of creativity and feelings of underestimation. It also discusses how school experiences shape students' self-concepts and the lack of discussion around these wounds. The author advocates for rethinking practices that harm students and supporting those that encourage student agency and cooperation among teachers.
This document from the Mississippi State Department of Health provides lesson plans and activities for teaching adolescent development. It includes exercises for students to create "circles of community" diagrams identifying the different communities they feel connected to. Another activity has students discuss body image by brainstorming body parts people often dislike and creating collages of attractive people. The document also includes lessons on self-esteem, with activities like having students identify events that may damage their "IALAC sign" representing feelings of self-worth. It aims to help students understand adolescent development topics and reflect on their communities, bodies, and self-esteem.
This document discusses intergroup relations and cooperative learning in education. It covers topics like mandated school desegregation in the 1950s-60s, the effects of desegregation on achievement, intergroup relations and self-esteem. It also discusses factors that influence intergroup interaction outcomes, like social identity theory and contact theory. Additionally, it examines cooperative learning techniques and their benefits, like improving intergroup relations, achievement and self-esteem. The document poses discussion questions on various related topics.
The Six Skills of Interest are based on two decades of research into when learning is fun for people and target helping students develop motivation and personal purpose for learning.
Character Education Through Literature: Teaching Techniques Using StoriesMann Rentoy
Presented by Mr. Rutch Regencia of PAREF Northfield School
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
The document discusses the importance of understanding students as whole individuals and addressing their diverse needs, interests, and learning styles. It notes that teachers, parents, and students often have differing perspectives on a child's educational experience. The summary emphasizes creating open communication between these groups to best support each student's growth and potential.
The document discusses social understanding interventions for learners with autism spectrum disorders. It mentions theories of social learning, cognitive styles, social stories and semantic maps to develop social knowledge. It also discusses strategies like clarity of expectations, feedback and interaction to support social skills development for individuals with autism.
Engaging boys in the literacy of a changing worldbgalloway
The document discusses the problem of intellectual disengagement among many young adolescent males in middle school classrooms today. It notes that boys are more likely to have learning disabilities, require speech pathology, receive suspensions, and be prescribed Ritalin. However, there is little evidence on how to instructionally design quality learning that will deeply engage these students in a way that allows them to construct their own meaning while acquiring 21st century skills.
This document discusses disability ministry and provides information about starting a ministry to support those with disabilities. It notes that disability ministry aims to meet the needs of people with disabilities who often feel unwelcome or undervalued in the church. Approximately 1 in 5 Americans have some type of disability. The document then provides statistics on various disabilities in the US and discusses why churches should establish disability ministries to be more inclusive. It also addresses common needs and challenges faced by those with disabilities and their families.
Herbert Kohl was a teacher who taught 6th grade in Harlem in the 1960s. He became interested in advocating for education reform and social justice for poor and minority students. He published several books discussing these issues, including 36 Children which described the stories and challenges faced by the Black children in his classroom. Kohl believed the school system failed students by not adapting to their needs and depriving them of choices. He experimented with more open and progressive teaching methods focused on student interests to try to change the system from within.
The document discusses feedback from educators, students, and parents about Keri Smith and her book Wreck This Journal. Educators praise the book for providing creative, hands-on activities that engage students in non-traditional ways. Students say the book has helped them discover their creativity and think in new ways. Parents are surprised by how much their children, including those who struggle with reading, enjoy the book and spending hours completing the activities. The book is seen as a fun and effective way to bring out students' creative sides.
When I Grow Up: Strategies for Nurturing Curiosity in Elementary StudentsHobsons
Elementary school students are naturally curious about the world around them. Educators have an opportunity to help students see how their personal likes and interests can develop into best-fit education paths and careers. In this webinar, you’ll learn strategies for helping students to foster and realize their aspirations through self-discovery, career exploration and college awareness in developmentally appropriate ways. Participants will also learn how Naviance for Elementary School kindles students’ curiosity.
Conference presentation to school counsellors about DIV:INQ process of secaying identity to offer new and unique opportunities for alternative selves to grow
Gifted 201: A sampler of advanced topics in giftednessCarolyn K.
A sampler of the next topics in Gifted Education:
Social / Emotional Needs
Testing and Assessment
Academic Acceleration
OverExcitabilities (OEs)
Underachievement
by Hoagies' Gifted Education Page
The document describes the author's experience failing to win first place in a business plan competition despite preparing for months. She realized she did not properly prepare for the final presentation because she thought she had it "nailed" without needing more practice. The document then discusses Carol Dweck's research on mindsets, contrasting a fixed mindset that believes talents are innate with a growth mindset that sees abilities as developable through effort. Having a growth mindset was shown to lead to better grades, performance, and persistence among students and relationships. The final sections provide tips for developing a growth mindset, such as focusing on learning goals, embracing challenges, and understanding that abilities grow through continuous effort.
1) The document discusses creating emotionally safe classrooms to improve academic achievement in middle school. It recommends establishing a brain-compatible learning environment that eliminates threats, respects student uniqueness, engages emotions, and provides feedback.
2) Stories provide examples of social-emotional learning (SEL) programs helping students develop empathy, problem-solving skills, and emotional regulation. One student defuses a bullying situation through assertive communication.
3) Educators note benefits of SEL, like improved behavior and staff morale. Students say SEL helps them make good choices and understand different perspectives.
Strategies for Empathy, Grit and Resilience Part 2 of 2Mann Rentoy
This document discusses strategies for developing empathy, resilience, and grit in students. It provides principles for character education from Theodore Roosevelt and Rafe Esquith. Specific strategies are presented for cultivating empathy, including teaching emotional literacy, developing a moral identity, perspective taking, moral imagination, self-regulation, kindness, collaboration, and moral courage. Concrete strategies are outlined for raising caring children, such as looking face-to-face, using emotion words, praising caring actions, capturing caring moments, using real events and books, being a caring role model, and reflecting on kindness. Overall, the document promotes the development of empathy and character in students.
Beyond Academics: Social Emotional Needs of the GiftedCarolyn K.
Meet the social emotional needs of the gifted child. Gain awareness of those needs, how they differ from other children, and how they are the same. Gain insight into your own effect on those needs, as a teacher and/or as a parent.
This document is a theory and practice paper written by Spenser White for a teacher education course. It discusses White's vision for creating a classroom environment that is a "paradise" for students of all abilities. White draws on experiences with an unpleasant 5th grade teacher who undermined their self-confidence as a learner. This motivated White to pursue teaching in order to help students like themself feel supported. The paper outlines White's philosophy of creating a democratic classroom with developmentally appropriate learning centers. It also describes the ideal physical and psychological environment White aims to establish, including preventative classroom management strategies. The overarching goal is to make all students feel capable, cared for, and able to succeed as learners.
This document contains sample responses to questions on the NSF Graduate Research Fellowship application. The sample response discusses the applicant's belief that a career as a research professor will allow them to share their passion for science and discovery with future generations. It describes the applicant's experiences volunteering with the Biomedical Engineering Society to promote their field and support outreach activities. The response also outlines the applicant's honors thesis research and opportunities to present their findings. The overall summary emphasizes a commitment to education, outreach, and benefiting society through research.
The document discusses the benefits of Montessori education and its focus on cultivating independence, innovation, and respect among students. It notes that the Montessori method was developed based on scientific observations of how children naturally learn. Key aspects of the method include mixed-age classrooms, practical learning materials, freedom of movement, and guiding children to help themselves rather than being dependent on teachers. Studies have found Montessori students excel on tests and develop strong social-emotional skills. The document advocates for expanding Montessori options in West Virginia to help develop innovative thinkers and benefit the state's economic growth.
Don’t tell your kids that they are. More than three decades
of research show that a focus on effort—not intelligence or
ability—is key to success in school and in life
CATALYST for Character Formation Association
www.mannrentoy.com
Given on the 27th of October 2018 at the LRC Hall of St. Paul College Pasig
For more information, email catalystpds@gmail.com
Go Out & Play! Geocaching and Other Great Outdoor Ideas for KidsCarolyn K.
Research shows that free time in nature offers huge benefits to kids. Better focus and fewer symptoms of ADHD, higher test scores, better social/emotional skills and self-esteem, better vision, and of course, better physical fitness... Why aren't we sending our kids outside to play?
For many of us, kids and adults alike, we need a "reason," a motivation to get off the computer and out the door. Geocaching provides that reason, while offering all the social and educational benefits of free time outside!
Building Knowledge of Students to Build Teacher EmpathyRaisingTheBar2015
2015 presentation at the Raising the Bar summit. Addresses teacher knowledge and empathy as part of a strategy to improve academic performance and reduce suspensions.
This document discusses resilience and how it can be developed. It defines resilience as the ability to bounce back from failure or adversity. While resilience was once thought to be innate or only found in some, research shows that resilience can be taught and practiced. Developing grit, which includes ambition, self-discipline and persistence, is key to resilience. Having a growth mindset, passion, support systems, and a sense of purpose can also help people develop resilience in the face of challenges.
Would You Like More? Pleasure in LearningKirsten Olson
This document discusses optimizing pleasure in learning. It begins by looking at wounded learners and how the traditional school system is not well-designed for all students. It then discusses how understanding the brain and implementing practices like mindfulness meditation and play can help increase students' enjoyment of learning. The document advocates training students' awareness of their cognitive states and giving them more choice and control to increase their pleasure and motivation for learning.
Engaging boys in the literacy of a changing worldbgalloway
The document discusses the problem of intellectual disengagement among many young adolescent males in middle school classrooms today. It notes that boys are more likely to have learning disabilities, require speech pathology, receive suspensions, and be prescribed Ritalin. However, there is little evidence on how to instructionally design quality learning that will deeply engage these students in a way that allows them to construct their own meaning while acquiring 21st century skills.
This document discusses disability ministry and provides information about starting a ministry to support those with disabilities. It notes that disability ministry aims to meet the needs of people with disabilities who often feel unwelcome or undervalued in the church. Approximately 1 in 5 Americans have some type of disability. The document then provides statistics on various disabilities in the US and discusses why churches should establish disability ministries to be more inclusive. It also addresses common needs and challenges faced by those with disabilities and their families.
Herbert Kohl was a teacher who taught 6th grade in Harlem in the 1960s. He became interested in advocating for education reform and social justice for poor and minority students. He published several books discussing these issues, including 36 Children which described the stories and challenges faced by the Black children in his classroom. Kohl believed the school system failed students by not adapting to their needs and depriving them of choices. He experimented with more open and progressive teaching methods focused on student interests to try to change the system from within.
The document discusses feedback from educators, students, and parents about Keri Smith and her book Wreck This Journal. Educators praise the book for providing creative, hands-on activities that engage students in non-traditional ways. Students say the book has helped them discover their creativity and think in new ways. Parents are surprised by how much their children, including those who struggle with reading, enjoy the book and spending hours completing the activities. The book is seen as a fun and effective way to bring out students' creative sides.
When I Grow Up: Strategies for Nurturing Curiosity in Elementary StudentsHobsons
Elementary school students are naturally curious about the world around them. Educators have an opportunity to help students see how their personal likes and interests can develop into best-fit education paths and careers. In this webinar, you’ll learn strategies for helping students to foster and realize their aspirations through self-discovery, career exploration and college awareness in developmentally appropriate ways. Participants will also learn how Naviance for Elementary School kindles students’ curiosity.
Conference presentation to school counsellors about DIV:INQ process of secaying identity to offer new and unique opportunities for alternative selves to grow
Gifted 201: A sampler of advanced topics in giftednessCarolyn K.
A sampler of the next topics in Gifted Education:
Social / Emotional Needs
Testing and Assessment
Academic Acceleration
OverExcitabilities (OEs)
Underachievement
by Hoagies' Gifted Education Page
The document describes the author's experience failing to win first place in a business plan competition despite preparing for months. She realized she did not properly prepare for the final presentation because she thought she had it "nailed" without needing more practice. The document then discusses Carol Dweck's research on mindsets, contrasting a fixed mindset that believes talents are innate with a growth mindset that sees abilities as developable through effort. Having a growth mindset was shown to lead to better grades, performance, and persistence among students and relationships. The final sections provide tips for developing a growth mindset, such as focusing on learning goals, embracing challenges, and understanding that abilities grow through continuous effort.
1) The document discusses creating emotionally safe classrooms to improve academic achievement in middle school. It recommends establishing a brain-compatible learning environment that eliminates threats, respects student uniqueness, engages emotions, and provides feedback.
2) Stories provide examples of social-emotional learning (SEL) programs helping students develop empathy, problem-solving skills, and emotional regulation. One student defuses a bullying situation through assertive communication.
3) Educators note benefits of SEL, like improved behavior and staff morale. Students say SEL helps them make good choices and understand different perspectives.
Strategies for Empathy, Grit and Resilience Part 2 of 2Mann Rentoy
This document discusses strategies for developing empathy, resilience, and grit in students. It provides principles for character education from Theodore Roosevelt and Rafe Esquith. Specific strategies are presented for cultivating empathy, including teaching emotional literacy, developing a moral identity, perspective taking, moral imagination, self-regulation, kindness, collaboration, and moral courage. Concrete strategies are outlined for raising caring children, such as looking face-to-face, using emotion words, praising caring actions, capturing caring moments, using real events and books, being a caring role model, and reflecting on kindness. Overall, the document promotes the development of empathy and character in students.
Beyond Academics: Social Emotional Needs of the GiftedCarolyn K.
Meet the social emotional needs of the gifted child. Gain awareness of those needs, how they differ from other children, and how they are the same. Gain insight into your own effect on those needs, as a teacher and/or as a parent.
This document is a theory and practice paper written by Spenser White for a teacher education course. It discusses White's vision for creating a classroom environment that is a "paradise" for students of all abilities. White draws on experiences with an unpleasant 5th grade teacher who undermined their self-confidence as a learner. This motivated White to pursue teaching in order to help students like themself feel supported. The paper outlines White's philosophy of creating a democratic classroom with developmentally appropriate learning centers. It also describes the ideal physical and psychological environment White aims to establish, including preventative classroom management strategies. The overarching goal is to make all students feel capable, cared for, and able to succeed as learners.
This document contains sample responses to questions on the NSF Graduate Research Fellowship application. The sample response discusses the applicant's belief that a career as a research professor will allow them to share their passion for science and discovery with future generations. It describes the applicant's experiences volunteering with the Biomedical Engineering Society to promote their field and support outreach activities. The response also outlines the applicant's honors thesis research and opportunities to present their findings. The overall summary emphasizes a commitment to education, outreach, and benefiting society through research.
The document discusses the benefits of Montessori education and its focus on cultivating independence, innovation, and respect among students. It notes that the Montessori method was developed based on scientific observations of how children naturally learn. Key aspects of the method include mixed-age classrooms, practical learning materials, freedom of movement, and guiding children to help themselves rather than being dependent on teachers. Studies have found Montessori students excel on tests and develop strong social-emotional skills. The document advocates for expanding Montessori options in West Virginia to help develop innovative thinkers and benefit the state's economic growth.
Don’t tell your kids that they are. More than three decades
of research show that a focus on effort—not intelligence or
ability—is key to success in school and in life
CATALYST for Character Formation Association
www.mannrentoy.com
Given on the 27th of October 2018 at the LRC Hall of St. Paul College Pasig
For more information, email catalystpds@gmail.com
Go Out & Play! Geocaching and Other Great Outdoor Ideas for KidsCarolyn K.
Research shows that free time in nature offers huge benefits to kids. Better focus and fewer symptoms of ADHD, higher test scores, better social/emotional skills and self-esteem, better vision, and of course, better physical fitness... Why aren't we sending our kids outside to play?
For many of us, kids and adults alike, we need a "reason," a motivation to get off the computer and out the door. Geocaching provides that reason, while offering all the social and educational benefits of free time outside!
Building Knowledge of Students to Build Teacher EmpathyRaisingTheBar2015
2015 presentation at the Raising the Bar summit. Addresses teacher knowledge and empathy as part of a strategy to improve academic performance and reduce suspensions.
This document discusses resilience and how it can be developed. It defines resilience as the ability to bounce back from failure or adversity. While resilience was once thought to be innate or only found in some, research shows that resilience can be taught and practiced. Developing grit, which includes ambition, self-discipline and persistence, is key to resilience. Having a growth mindset, passion, support systems, and a sense of purpose can also help people develop resilience in the face of challenges.
Would You Like More? Pleasure in LearningKirsten Olson
This document discusses optimizing pleasure in learning. It begins by looking at wounded learners and how the traditional school system is not well-designed for all students. It then discusses how understanding the brain and implementing practices like mindfulness meditation and play can help increase students' enjoyment of learning. The document advocates training students' awareness of their cognitive states and giving them more choice and control to increase their pleasure and motivation for learning.
The document discusses various strategies and perspectives on teaching and learning. It provides over 20 quotes from experts on topics like the traits of great teachers, how schools suppress creativity, different learning styles, and moving beyond rote memorization to teaching students how to think. The overall message is that education needs to shift its focus from standardized testing to cultivating lifelong learning and problem-solving skills.
PAGE 6Eisner and Greene Artful CoffeeRunning Head Eisne.docxalfred4lewis58146
The document discusses the educational philosophies of Elliot Eisner and Maxine Greene. It summarizes that both theorists believed in using artistic thinking and the arts in education to allow students to explore multiple perspectives and possibilities. The document also provides biographical details about Eisner and Greene, and discusses how the author aims to apply their ideas in her own teaching through promoting creativity, wide-awakeness, and the idea that learning is an ongoing process of becoming rather than achieving a set outcome.
THE NEA HIGHER EDUCATION JOURNAL 27Few things are more d.docxdennisa15
THE NEA HIGHER EDUCATION JOURNAL | 27
Few things are more difficult than to see outside the bounds of your
own perspective—to be able to identify assumptions that you take as uni-
versal truths but which, instead, have been crafted by your own unique
identity and experiences in the world. We live much of our lives in our
own heads, in a reconfirming dialogue with ourselves. Even when we dis-
cuss crucial issues with others, much of the dialogue is not dialogue: it is
monologue where we work to convince others to understand us or to
adopt our view.
HOW DOES YOUR
POSITIONALITY BIAS YOUR
EPISTEMOLOGY?
by David Takacs
H
ow does your positionality bias your epistemology? I’ve
been asking this question to students, weaving it as a
theme throughout my courses. Of course, a resounding
chorus of bafflement greets the initial question. What I’m asking
is: How does who you are shape what you know about the world?
I think this is one of the most important questions one can ask
during an undergraduate education, and a student’s search for
answers may open up new possibilities for understanding her con-
nections to the world. As a reflective practitioner of the teaching
profession, I constantly grapple with these questions, as well.
David Takacs is an associate professor in the Department of Earth Systems Science &
Policy at California State University Monterey Bay, where he teaches courses in the envi-
ronmental humanities. He is the author of The Idea of Biodiversity.
28 | Thought & Action SUMMER 2003
Simply acknowledging that one’s views are not inevitable—that one’s
positionality can bias one’s epistemology—is itself a leap for many peo-
ple, one that can help make us more open to the world’s possibilities.
When we develop the skill of understanding how we know what we
know, we acquire a key to lifelong learning. When we teach this skill, we
help students sample the rigors and delights of the examined life. When
we ask students to learn to think for themselves and to understand them-
selves as thinkers—rather than telling them what to think and have them
recite it back—we help foster habits
of introspection, analysis, and open,
joyous communication.
Unfortunately, many studentscome to college without some
of the skills they need to succeed in
academic work. In California, the
richest state in the richest country the
world has ever known, we skulk in
the bottom fifth among states in per
capita spending on education. The
state system has shortchanged many
students who live in poorer school
districts. Crammed into overcrowded classrooms, led by underpaid teach-
ers who labor in crumbling infrastructure, many students do not get the
quality education they deserve. To compound this misfortune, some col-
lege administrators and professors view these students—often poor, often
minority, sometimes bilingual—as “deficits.” These students pose prob-
lems for our teaching; we have to spend lots of money to “compensate”
for their “deficiencies.”
.
The document discusses the importance of relationships in middle years education. It argues that building trusting relationships with students will positively impact their learning, behavior, and future choices. It provides strategies for teachers to develop relationships, including getting to know students personally, acting as mentors, building a supportive classroom culture, and avoiding actions that damage trust. The key is for teachers to understand themselves and their students in order to best support adolescents through this developmental period.
'Complaining is easy, but taking actions is not.'
If you care about our university,
our education,
our city, and
our future,
you should probably stay here and read.
In this super-long slideshow, I share two things:
my rough thoughts on education in Hong Kong and
how education-students are trained in my university.
I'm nobody, but a crazy student in CUHK who think I can change the world with education.
A humble sharing from a Year 4 ELED student.Ritchie Wong
'Complaining is easy, but taking actions is not.'
If you care about our university,
our education,
our city, and
our future,
you should probably stay here and read.
In this super-long slideshow, I share two things:
my rough thoughts on education in Hong Kong and
how education-students are trained in my university.
I'm nobody, but a crazy student who think I can change the world with education.
www.CourageRenewal.org 1 The Heart of a Teacher Identit.docxAASTHA76
www.CourageRenewal.org 1
The Heart of a Teacher
Identity and Integrity in Teaching
by Parker J. Palmer
We Teach Who We Are
I am a teacher at heart, and there are moments in the classroom when I can hardly
hold the joy. When my students and I discover uncharted territory to explore, when the
pathway out of a thicket opens up before us, when our experience is illumined by the
lightning-life of the mind—then teaching is the finest work I know.
But at other moments, the classroom is so lifeless or painful or confused—and I am so
powerless to do anything about it that my claim to be a teacher seems a transparent sham.
Then the enemy is everywhere: in those students from some alien planet, in that subject I
thought I knew, and in the personal pathology that keeps me earning my living this way.
What a fool I was to imagine that I had mastered this occult art—harder to divine than tea
leaves and impossible for mortals to do even passably well!
The tangles of teaching have three important sources. The first two are commonplace,
but the third, and most fundamental, is rarely given its due. First, the subjects we teach
are as large and complex as life, so our knowledge of them is always flawed and partial.
No matter how we devote ourselves to reading and research, teaching requires a
command of content that always eludes our grasp. Second, the students we teach are
larger than life and even more complex. To see them clearly and see them whole, and
respond to them wisely in the moment, requires a fusion of Freud and Solomon that few
of us achieve.
If students and subjects accounted for all the complexities of teaching, our standard
ways of coping would do—keep up with our fields as best we can, and learn enough
techniques to stay ahead of the student psyche. But there is another reason for these
complexities: we teach who we are.
Teaching, like any truly human activity, emerges from one’s inwardness, for better or
worse. As I teach, I project the condition of my soul onto my students, my subject, and
our way of being together. The entanglements I experience in the classroom are often no
more or less than the convolutions of my inner life. Viewed from this angle, teaching
holds a mirror to the soul. If I am willing to look in that mirror, and not run from what I
see, I have a chance to gain self-knowledge—and knowing myself is as crucial to good
teaching as knowing my students and my subject.
In fact, knowing my students and my subject depends heavily on self-knowledge. When
I do not know myself, I cannot know who my students are. I will see them through a glass
2 www.CourageRenewal.org
darkly, in the shadows of my unexamined life—and when I cannot see them clearly I
cannot teach them well. When I do not know myself, I cannot know my subject—not at
the deepest levels of embodied, personal meaning. I will know it only abstractly, from a
distance, a congeries of concepts as far removed from the world .
This document discusses student engagement in three acts. Act 1 describes how some students lose motivation and engagement in reading between grades 3-4. It also shows how lack of engagement can lead to avoidance, loss of self-esteem, and lack of improvement. Act 2 reveals that engagement has dimensions including flow, compliance, and non-compliance. It asks how teachers can foster engagement. Act 3 suggests building schools around wonder and provocation rather than tasks. It discusses seeing students from a perspective of care, commitment to their potential, and not giving up on them.
The document provides an overview of a session on mindful leadership practices for transforming oneself and one's school. It discusses the benefits of mindfulness for educational leaders based on research showing how mindfulness can improve focus, decision-making, resilience and relationships. It then guides participants through mindfulness exercises such as deep listening and sharing challenges in a compassionate way. The goal is to help leaders renew themselves through daily mindfulness practices in order to better handle stress and complexity while cultivating trust within their schools.
The document discusses the concept of "slow leadership" and argues that moving too quickly can be counterproductive for developing leadership skills and managing stress. It recommends that leaders slow down by incorporating more reflection, reducing cognitive overload, and avoiding an overemphasis on efficiency. Practicing slow leadership allows time for developmental growth, complex thinking, and avoiding burnout from constantly putting out fires. The document provides examples of incorporating brief pauses and slowing the pace of meetings to model slow leadership.
The document discusses the importance of listening skills for educators. It notes that a school leader realized their job was mostly about listening to staff, teachers, parents, and the community. The document then provides exercises and discussions around developing deep listening skills, including recalling a time when one felt deeply listened to, qualities of deep listening, open and honest questioning techniques, and practicing a triad protocol involving listening without judgment. The overall message is that listening may be the most useful skill for educators.
This document discusses three school leaders who practice mindfulness. Leader 1 practices breath meditation three times a day as a superintendent facing budget and performance pressures. Leader 2 practices daily meditation, breathwork, and body scans, and starts staff meetings with pauses as a charter school chief academic officer with declining test scores. Leader 3 made mindfulness a professional development focus for two years, involving key staff and students in programs, as an independent K-12 school head facing performance pressures. The document advocates for mindfulness practice to help attention, awareness, decision-making, and replacing unhelpful habits, and provides mindfulness resources.
Listening As a Radical Act of Leadership for EducatorsKirsten Olson
This document discusses the importance of listening, particularly in educational settings. It argues that listening is a radical and revolutionary act that is all too rare. Several quotes emphasize how impactful being listened to can feel for students and how it can accelerate learning and development. Specific poor listening habits are identified, and reasons why listening is difficult are explored. The document suggests that deep, compassionate listening with curiosity and without judgment can create pathways for complex thinking. Listening is presented as an essential leadership skill and a priority that requires daily practice.
Kirsten Olson provides a historical overview of the American education system from the 17th century to present day. Some key points:
1) The old model of standardized, test-based education is ending as new conditions like the internet have emerged, challenging traditional schools.
2) Teachers feel overburdened by standardized testing and bureaucracy, leading many to leave the profession early.
3) The skills taught in traditional schools no longer match those needed in today's economy, such as creativity and collaboration.
4) New models of education are emerging online and outside traditional schools to meet changing needs, but the system has struggled to adapt.
What I've Learned Since Writing Wounded By SchoolKirsten Olson
This document discusses the problems with the current K-12 education system and envisions possibilities for transformation. It outlines pockets of innovative schools doing brilliant work and argues we need to organize and showcase these models. The document also presents three paradoxes: that pleasure in learning leads to tough intellectual work; community and place will matter more as education is untethered from school; and we must invest in community as worldwide learning increases. It believes transformation will occur through diverse grassroots means upholding core values. Learning is profoundly influenced by context, and state control of content will diminish while commitment to caring places for youth increases. Markets privilege privilege and choice masks cynical individualism; the moral conversation around children's caring and effectiveness must be reclaimed.
The document summarizes Kirsten Olson's presentation on democratic education at the Alternative Educator's Resource Organization annual conference in Portland, Oregon in August 2011. It defines some key principles of democratic education, including shared decision-making, participatory learning, student interests driving project-based work, and an equitable approach where all students can achieve at high levels. The goals of democratic education are described as higher achievement, greater engagement, more cooperation, increased relevance for students, and more social justice.
Differentiation: From Orator to FacilitatorKirsten Olson
This document discusses differentiation in education. It provides examples of how different students learn best in different ways. Effective differentiation allows students choice in how they explore content and demonstrate their learning. It involves gradual release of responsibility to students and grouping students strategically based on their needs. Differentiation has been shown to improve student engagement and achievement when implemented properly through varied instructional techniques, activities, and assessments. The document offers advice on planning and tools to help teachers differentiate instruction.
Schools were not designed to help all students succeed. They were created more like the meat packing industry to sort and label students according to their perceived abilities and send them into the workforce. The hidden curriculum of schools teaches racist, classist, and competitive values and presents this as normal. Much of our most valuable learning occurs outside of formal school settings, while traditional schooling dulls students and wastes their time.
The document discusses the isolation that educational leaders can experience in their roles and provides suggestions for mitigating feelings of loneliness and building connections. It notes that leadership roles often involve wounding, misunderstanding, and being misperceived by staff. Leaders are encouraged to seek critical feedback, find support networks outside of work, and prioritize self-care.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Recapturing Joy in Learning!
1. Recapturing Joy in Learning! Kirsten Olson, Ed.D. Hillside School April 21, 2010
2. These Days Whatever you have to say, leave the roots on, let them dangle And the dirt Just to make clear where they come from -Charles Olson (1910-1970)
3. My Own Learning Story… Although middle class and privileged, I always had the sense of hiding out in school Sense of “wrongness” of early grouping; awareness these practices were damaging Kids were labeling themselves I was wary, self-protective Children of color silent, marginalized; no children of color in my honors courses
5. Highly accomplished learners Artisan and virtuoso learners Unconventional learners Literature on “flow” and creativity “My real learning never was in school.”
6. Too many students Weren’t thriving Were “lost” in school Were rebellious, angry Were checked out Were silent
7. Barely half of minority students complete high school in four years Only 15% of low-income students earn a college degree within nine years of starting high school
8. Even among “highly successful” learners Sense of disconnection from learning Cynicism Perfectionism High achieving students experiencing unprecedented pressure to be successful
9. Paradoxes of education Education more vital than ever Go to school longer, more intensively Yet many students turned off to learning, diminished in school Energy directed to opposition and “not learning” Happens for even high attainment students who are “successful”
10. Listening to students(without judgment) “Teachers don’t like me.” “The work is so, so boring.” “No one cares if I’m here or not.”
11. My research 109 semi-structured autobiographical interviews over 4 years “Portraiture” method (Lawrence Lightfoot, 1997) Initial interviews from 1-3 hours Cross section of class, gender, race Subjects ages ranged from 11-67 Themes generated from transcripts of interviews
12. 7 “types” of wounds Creativity Compliance Rebelliousness Average Numbness Underestimation Perfectionism
13. “I went to kindergarten as a happy child. Throughout my years in the educational system, I lost a lot of my happiness, imagination and enthusiasm. It all faded away, confined to the labels of the outside world, based on the concept of intelligence. The school system was focused on organizing and labeling students based on so called innate abilities. If you get good grades, test well, you are intelligent. This pierced my self-esteem armor over and over to the point of self-hatred.”
14. “There was always something mechanical about school, a mold I never fit into, never quite understood. Although I knew inside that my writing was powerful and artistic, I was unwilling to make myself vulnerable to someone else’s critique. The years of frustration and failures had taken a toll on my confidence and I found myself unable to trust my own ability in the classroom.”
15. “I’m bored in school most of the time. Photography is the one time when I’m really interested.”
16. “I failed math throughout elementary school. I failed Spanish twice in high school. During sophomore year biology we learned about the circulatory system. When test day arrived I failed because I got my left mixed up with the top and my ventricles confused with my aortas, but I knew it! These events mark an angry theme throughout my life. I proceeded to cheat all the way through high school. I started buying my science projects a year in advance after the previous grade’s science fair.”
17. “I’m really good at school, but I’m very secretive about making mistakes. I always want to be right, and have the right answer. Otherwise, people think you are dumb.”
18. “ I told my teacher I wanted to go to college. He said I’d be pregnant and drop out in two years.”
19. “The rich kids always knew how to be good kids. So I guess it’s natural that the schools wanted to work with them more than the rest of us.”
20. “I can remember my first experience of tracking. It was in the third grade. I got put into a math class with all the working class kids, and kids of color, just like me. We were the dumb kids. My self esteem remains there to some extent to this day.”
23. What does “school wounding” mean to you? Does anyone you know have school wounds? Do you? What should we do about this?
24. School wounds:Interactions with the institution that lead students to believe: They aren’t “smart” “Ability” is inborn and fixed Learning is boring Mistakes show lack of ability
25. “Global” feedback “You’ll be lucky to finish high school.” “You’ll be flipping burgers for a living.” “Some people never learn math.” “You’re a smart one.” “Everyone in the Smith family does well in school.”
26. Effect on manystudents Reduced effort Lower persistence in face of difficulty Less self-discipline Attributions of success based on ability, not effort Learned helplessness
27. Less courage in learning “I just started to doubt myself.” “I don’t respond well to situations that aren’t well defined.”
28. Disconnection from pleasure in learning “I stopped caring about why I had to learn something. Just tell me how to get the answer.”
29. Incredible impact of early school experiences on individuals “That is like a moral shame at the kernel of my being. I don’t like to talk about it with anyone.”
33. For many, school is the “crucible” in which self-concept is formed “For twenty-four of my thirty-six years, I was a student, and I was good at it… My success in school defined me—I was ‘smart’ and ‘a good student,’ and I reveled in that identity.”
34. Underestimation of the effects of educational experiences on self- concept “Kids who struggle are so sensitive to moments--especially bad ones. These moments shape their whole lives, their sense of themselves. Teachers’ little comments had huge effect on me.”
37. To help heal the institution and make it better “The reason why expression is so important is because without a voice people don’t get represented. Once someone is exposed they have the choice to live in ignorance or fight for freedom.”
45. The road is bumpy, not a Hollywood story… “I needed a string of successes to start to believe in myself.”
46. “I needed to go somewhere else, somewhere new. If I was around anyone who knew me from my old school I would go back to being that screw up.” An external change…
47. Context Matters “Back in Utah, people got mad at me all the time for blurting things out, being rude…Now in graduate school, I’m pretty much the same guy, doing the same things, but here I’m considered brilliant, witty and insightful.”
48. “I had to learn how to believe in me.” Resilience can be “taught” Learned to identify cognitive distortions Locus of control: I have a choice about how to react to this Helping others
49. Joy in Learning Again “I started to have the confidence to enjoy learning. I discovered I was good at it.”
53. Neurobiology of learning Stress and anxiety reduce capacity for retention and higher-level thinking Pleasure in learning linked to creativity, attention, metacognitivecompetence Low-level, routinized work turns off the brain Sources: Willis, J. (2007), The neuroscience of joyful education. Educational Leadership, Summer 2007, Vol. 64; Medina, J. (2008) Brain rules. Seattle, WA: Pear Press.
54. Trapped in an old fashioned institution “Mass education was the ingenious machine constructed by industrialism to produce the kind of adults it needed…the solution was an educational system that, in its very structure, simulated this new world…the regimentation, lack of individualization, the rigid systems of seating, grouping and marking, the authoritarian style of the teacher--are precisely those that made mass public education so effective as an adaptation for its time and place.” -Alvin Toffler, Future Shock, 1970
56. Skills that mattered Memorization Categorization Compliance Understanding of hierarchy Attention to authority
57. New skills needed Ability to work in teams Synthesize huge amounts of information Self-manage and motivate Exercise discipline and creativity in undefined situations
58. Old Fashioned School vs. New Realities Information scarcity Teacher in control Teacher as source of knowledge Learning happens in school Memorization, categorization Information abundance Learning happens everywhere Teacher as guide/coach Always plugged in Multimodal, synthetic information creation
59. “If you had to design an environment that was going to most effectively turn off the human brain, it would be the contemporary classroom.” -John Medina, Brain Rules
67. System still lacks knowledge about the core of its business: how people learn
68.
69. “School Connectedness” Belief by students that adults and peers care about them as individuals and learners Promotes wellness and better educational outcomes in every arena
70. Fostering Love of Learning in Your Child “We had a sense of play at home that balanced school.”
73. Ghosts in the Classroom “The line between me and my kid at that moment didn’t exist. I was hyper-vigilant, hyper-protective. They weren’t going to hurt my boy.”
76. “Flow” in learning “A state in which people are so involved in an activity that nothing else seems to matter; the experience itself is so enjoyable that people will do it at even great cost, for the sheer sake of doing it.” -MihalyCsikszentmihalyi (1990)
77. FLOW: Focused concentration vs. “messing around” Challenge just right Task is deeply relevant We have “task pleasure:” The way we are learning is pleasurable We are bored when we are underchallenged High challengeon boringtasksdoes not produce engagement -David Shernoff, “Flow States and Student Engagement in the Classroom” (2002)
79. Become Your Child’s “Chief Learning Officer” Learning happens everywhere Notice all kinds of learning Support passions Non-competitive Mistakes a part of learning Enthusiasm!
83. “Children who undertake to do things, like my five-year-old-friend Vita who is beginning the very serious study of the violin, do not think in terms of success or failure but of effort and adventure. It is only when pleasing adults becomes important that the sharp line between success and failure appears.” -John Holt, 1980
85. Cognitive literatureonimportance of play Lack of play linked to anxiety, depression Lack of play reduces high-level cognitive growth (Brown, et al 2008)
86. Play IS learning “The activity of learning involves doing what you do not know how to do, which is not the same as pretending you know what you are doing.” -Unscripted Learning: Using Improv Activities Across the K-8 Curriculum, Lobman and Lundquist (2007)
87. “We don’t stop playing because we grow old; we grow old because we stop playing.” -George Bernard Shaw (1856-1950)
89. What Kind of Learner Does Your Child See You Being?
90. “Is there something you’ve always wanted to do but were afraid you weren’t good at? Make a plan to do it.”
91. Become an “effort” theorist From fixed to growth mindset Human ability grows over the lifespan GRIT: persistence, self-discipline, ambition
92.
93. Examine Your Language Practices Abandoning “bright” and “dumb” labels Don’t compare children Children are surprising! We never know someone’s “potential” Feedback is most powerful grounded in evidence 5to 1
94. The dangers of “smart.” Dear Kirsten, People decided I was “smart” when I was young. What that meant for me in school was that my relative strengths and weaknesses went unnoticed and unsupported. Admitting I needed help with anything put my self-concept on tenuous ground. Perhaps I wasn’t smart after all. Likewise, the importance of my discipline and hard work were consistently minimized. After all, I was born “smart.” What more was needed. Living up to smart is a pressure I carry today with an Ivy League doctorate and a position of authority. Duck and cover. Minimize mistakes. Stay “smart.” Nobody likes smart. -Superintendent at one of my workshops, September 2009
95. Labeling Labels shape perception and create experience “Labels are the lazy man’s way of thinking…”
97. Self Knowledge What are my “ghosts?” What is the purpose of education? Do we agree as a couple? In what situations do I tend to get activated? What is the best way to support THIS learner?
98. Check your ego atthe door Not the moment for you to work out your own issues Your child’s well-being is your purpose Is what I am doing helping my child?
99. Frustrations are real… Positive, supportive interactions are always more effective than negative, adversarial
100. Proactive and knowledgeable Know a lot Network Get help Be prepared to (respectfully) describe best practices to school personnel What else can we do to support this child’s learning?
105. Last resort Move on Believe in your child Change of scene can be enormously beneficial
106. “Through all my bruises and battles, I found my inner warrior. Whether we know it or not, the warrior developed over years of fighting for our identities in school--surrounded by families who fought side by side with us--and in our struggles in the workplace and society. In the end, this is who we are.” -Jonathan Mooney, bestselling author and learning differences advocate
107. “No one knows your child like you do. Never, never give up on your kid. They always need you to be their wise advocate, to believe in them, and to believe in their love of learning.”-Parent in Wounded By School