The document discusses issues with the current school system and proposes an alternative approach. It argues that many students feel disengaged from school due to a negative experience and lack of perceived potential for success. The author proposes redesigning schooling to focus on making tasks meaningful and promoting a sense of progression in students' abilities rather than competition. Teachers at the author's school trialed this approach and found students became more engaged with learning.
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.
Nobility of the Teaching Profession (July 12)Mann Rentoy
The document discusses the nobility and importance of the teaching profession. It provides several quotes emphasizing that teachers have a lifelong impact on students and shape the future. It also notes that teaching should be considered a mission or calling rather than just a job. The document encourages teachers by outlining the four stages of teaching and emphasizing that impact teachers make a difference in students' lives.
The document discusses interviews with several teachers about the future of education and their philosophies. The teachers believe that education will become more technology-focused. They also think there will be less standardized testing due to backlash. The teachers say having their own children helped them understand how difficult parenting can be and changed their views to be less judgmental of parents. Their life experiences, such as facing challenges in different education systems, shaped their philosophies that students should not be limited by government mandates and that environment affects learning.
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.
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
When your child is special elaine l. wilmorejzamora3521
The document discusses inclusion of special needs students in mainstream classrooms from the perspective of a former teacher, principal, and parent of a learning disabled child. It outlines both the arguments for and against inclusion, and acknowledges that there are good reasons on both sides. It concludes that inclusion should be determined on a case-by-case basis considering the individual student's needs and the resources and support available to teachers.
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.
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.
Nobility of the Teaching Profession (July 12)Mann Rentoy
The document discusses the nobility and importance of the teaching profession. It provides several quotes emphasizing that teachers have a lifelong impact on students and shape the future. It also notes that teaching should be considered a mission or calling rather than just a job. The document encourages teachers by outlining the four stages of teaching and emphasizing that impact teachers make a difference in students' lives.
The document discusses interviews with several teachers about the future of education and their philosophies. The teachers believe that education will become more technology-focused. They also think there will be less standardized testing due to backlash. The teachers say having their own children helped them understand how difficult parenting can be and changed their views to be less judgmental of parents. Their life experiences, such as facing challenges in different education systems, shaped their philosophies that students should not be limited by government mandates and that environment affects learning.
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.
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
When your child is special elaine l. wilmorejzamora3521
The document discusses inclusion of special needs students in mainstream classrooms from the perspective of a former teacher, principal, and parent of a learning disabled child. It outlines both the arguments for and against inclusion, and acknowledges that there are good reasons on both sides. It concludes that inclusion should be determined on a case-by-case basis considering the individual student's needs and the resources and support available to teachers.
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.
The document discusses strategies for improving character education and school climate. It outlines three main strategies: 1) Increasing staff involvement through professional development on topics like cooperative learning. 2) Engaging students through activities like class meetings and giving them leadership roles to address issues like bullying. 3) Building partnerships with parents by communicating the character education program and providing ways for parents to participate and support lessons at home. The overall message is that a comprehensive, whole-school approach to character education that involves and coordinates efforts of staff, students, and parents can help address issues like empathy decline, bullying, and improve academic and social outcomes for students.
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.
Students’ comments as a tool for teaching reflectionA Faiz
This document summarizes a teacher's experience running an after-school English club for junior high students in Indonesia. Some key points:
- The teacher used games and fun activities to motivate the students and help them learn English. This helped the students stay engaged.
- Students provided feedback on the teacher's instruction at the end of the semester. The feedback was categorized as positive, negative, or no comment on the teaching method.
- While the student feedback was not as reliable as feedback from experts, it still provided valuable perspective on what did and didn't work from the students' point of view. The teacher aimed to continuously improve their teaching.
1) The essay discusses how a teacher's relationship with a student can impact the student's academic performance and outlook. Personal experiences are provided as examples.
2) Key psychological concepts are examined, including the Pygmalion effect, self-fulfilling prophecies, and experimenter expectancy effects. Rosenthal and Jacobsen's 1966 study is also discussed.
3) Bronfenbrenner's ecological systems theory is applied, specifically the microsystem and mesosystem. It is argued that positive teacher-student relationships support student motivation and learning, while negative relationships can undermine it.
The student teacher reflects on their experience, noting they gained confidence and strengthened their belief in nurturing the whole child. Their classroom management style evolved to match their cooperating teacher's approach. They appreciated the support of a team of teachers and mentors. The experience reinforced the importance of implementing new standards thoughtfully and providing real-world applications. While more responsibilities await as a full teacher, the student feels prepared to take on tasks like student placement. Overall, the student is grateful for the learning experience and support at their school.
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.
Radians School News Lettter Issue # 2
Features:
Why our Learning Platform is Different!
Non Traditional Game-Based Teaching at Radians School!
Parents and Teachers Working as a Team.
This document summarizes Elizabeth Kloskin's teaching portfolio and strategies. It describes how she had 4th grade students research important early 21st century figures by choosing a person to study, conducting research, and writing a biography profile in the form of a Facebook page. It also discusses how she used learning centers, thinking partners, a classroom library, guided reading, and an Everglades research project to engage students and reinforce lessons in an interactive way. Feedback to students and parents included using a red folder system to communicate about student progress.
Paula Ezpeleta reflects on her kindergarten practicum experience in a rural public school through the lens of the four dimensions of reflective learning: thinking back, thinking forward, thinking inward, and thinking outward. She realized that the realities of teaching did not always align with her theoretical ideals and she gained insights into challenges like children's mistreatment and lack of needs being met. Looking forward, she will focus on her goals as a teacher while being aware of colleagues' attitudes, and promote awareness of social inequalities impacting children's learning. Inward reflection showed abilities and traits she did not know she had for teaching. Thinking outwardly, she questions how children can learn when needs are not met and hopes to work with
This document is Susan Wang's annual report from 2011 summarizing her work as a Chinese language teacher assistant at Keysborough Secondary College Banksia Campus. The summary highlights that Susan worked with over 280 students from years 7 to 12, believes in treating students equally regardless of ability or background, and helped increase the number of year 10 students studying Chinese from 2 to 40. She organized cultural activities like the Chinese Cultural Day and Chinese Cuisine Festival and hopes to continue improving the embedded language environment and cultural opportunities at the school.
This document discusses the challenges and strategies for teaching a "lower ability" class in a rural Malaysian school where literacy levels are low. The teacher describes taking over a class of 27 students who exhibited disruptive behaviors and learning difficulties. Through patience, repetition, creative lesson plans, and getting to know each student individually, the teacher was able to gain control of the classroom and start making progress with reading, writing, and speaking skills. Small achievements like a student answering a question correctly or participating in role play brought joy. While progress is slow, the teacher finds reward in seeing improvements and building the students' confidence through continual experimentation with new teaching approaches.
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.
In our time, the image of the teacher has become so thoroughly the product of a professionalized, highly result oriented, institutionalized context that is increasingly difficult to imagine radically different alternatives of what a teacher might be.
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 outlines the objectives, theoretical framework, methodology, and limitations of a research study exploring patterns of student-teacher interaction in elementary public schools in Lebanon and how these interactions relate to student attitudes toward school. The study will use a multiple case study design combining qualitative interviews and observations of teachers with quantitative student questionnaires to understand classroom environments from the perspectives of students, teachers, and an outside observer. Analysis will involve within-case and cross-case comparisons to identify patterns in expectations, feedback, and use of student ideas.
(May 31) CREATING SCHOOLS OF CHARACTER: 11 Principles for AccreditationMann Rentoy
This document provides an overview of Character Education Partnership's (CEP) schools of character program and framework. The program offers schools a path to improvement through high-quality character education. Schools implement CEP's 11 principles which guide character development. The principles cover areas like defining character comprehensively, taking an intentional approach, creating a caring community, providing opportunities for moral action, and fostering shared leadership. Examples of evidence schools may provide to demonstrate implementing each principle are also discussed.
A Vision For Elementary Learning - Tacoma School District Todd Ferking, AIA
1. The document outlines Tacoma Public Schools' vision for building elementary learning environments that foster the needs of 21st century learners.
2. The vision is guided by principles identified through workshops with thought leaders, including challenging and supporting students, engaging the community, and promoting health, safety, and lifelong learning.
3. The document emphasizes the importance of understanding the surrounding community through asset mapping and partnering with existing resources, in order to build schools that are integrated with and enhance the surrounding culture.
Coleen Walls has over 15 years of experience in banking and finance. She currently works as a Fraud Analyst at Bank of America where she handles fraud investigations, credit line increases, and customer service issues. Previously she held roles as a Claims Analyst, Credit Analyst, and Payment Researcher at Bank of America and Wells Fargo where she analyzed applications, reviewed disputes and payments, and ensured compliance. Walls has a BA in English/Journalism from the University of Delaware and is proficient in various software programs.
20 pomysłów na content social media lub bloga / personal branding / prowcaPRowca
Haiku Deck is a presentation platform that allows users to create Haiku-style slideshows. The document encourages the reader to get started creating their own Haiku Deck presentation on SlideShare by providing a link to do so. It suggests the reader may find inspiration to create a Haiku Deck presentation on SlideShare.
The thesis prepared by Arjun Sukumar Menon for the degree of Master of Science in Mechanical Engineering at Santa Clara University is recommended for acceptance. The thesis is titled "Autonomous Control of ROV with Coordinated Surface Vessel Operations" and was prepared under the supervision of Christopher Kitts. The thesis details the conversion of Santa Clara University's Triton ROV to support computerized control and integration of an acoustic tracking system. Several automated controllers were implemented to improve navigation and operational effectiveness, including heading lock, depth lock, path lock, autonomous point-to-point navigation, and coordinated control with a robotic kayak. Field testing demonstrated the effectiveness of the new control capabilities.
Subhas Chandra Bose was an influential Indian nationalist leader who advocated for full independence from Britain through both non-violent and violent means. He led the Indian National Army against British forces during World War II with assistance from Nazi Germany and Imperial Japan. Bose believed Gandhi's non-violence tactics would not be enough to achieve independence and disagreed with the Indian National Congress's strategy. After being imprisoned multiple times for his activities, he escaped British surveillance in 1941 and traveled to Germany and Japan seeking alliances to help India gain independence from Britain during their wartime weakness.
The document discusses strategies for improving character education and school climate. It outlines three main strategies: 1) Increasing staff involvement through professional development on topics like cooperative learning. 2) Engaging students through activities like class meetings and giving them leadership roles to address issues like bullying. 3) Building partnerships with parents by communicating the character education program and providing ways for parents to participate and support lessons at home. The overall message is that a comprehensive, whole-school approach to character education that involves and coordinates efforts of staff, students, and parents can help address issues like empathy decline, bullying, and improve academic and social outcomes for students.
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.
Students’ comments as a tool for teaching reflectionA Faiz
This document summarizes a teacher's experience running an after-school English club for junior high students in Indonesia. Some key points:
- The teacher used games and fun activities to motivate the students and help them learn English. This helped the students stay engaged.
- Students provided feedback on the teacher's instruction at the end of the semester. The feedback was categorized as positive, negative, or no comment on the teaching method.
- While the student feedback was not as reliable as feedback from experts, it still provided valuable perspective on what did and didn't work from the students' point of view. The teacher aimed to continuously improve their teaching.
1) The essay discusses how a teacher's relationship with a student can impact the student's academic performance and outlook. Personal experiences are provided as examples.
2) Key psychological concepts are examined, including the Pygmalion effect, self-fulfilling prophecies, and experimenter expectancy effects. Rosenthal and Jacobsen's 1966 study is also discussed.
3) Bronfenbrenner's ecological systems theory is applied, specifically the microsystem and mesosystem. It is argued that positive teacher-student relationships support student motivation and learning, while negative relationships can undermine it.
The student teacher reflects on their experience, noting they gained confidence and strengthened their belief in nurturing the whole child. Their classroom management style evolved to match their cooperating teacher's approach. They appreciated the support of a team of teachers and mentors. The experience reinforced the importance of implementing new standards thoughtfully and providing real-world applications. While more responsibilities await as a full teacher, the student feels prepared to take on tasks like student placement. Overall, the student is grateful for the learning experience and support at their school.
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.
Radians School News Lettter Issue # 2
Features:
Why our Learning Platform is Different!
Non Traditional Game-Based Teaching at Radians School!
Parents and Teachers Working as a Team.
This document summarizes Elizabeth Kloskin's teaching portfolio and strategies. It describes how she had 4th grade students research important early 21st century figures by choosing a person to study, conducting research, and writing a biography profile in the form of a Facebook page. It also discusses how she used learning centers, thinking partners, a classroom library, guided reading, and an Everglades research project to engage students and reinforce lessons in an interactive way. Feedback to students and parents included using a red folder system to communicate about student progress.
Paula Ezpeleta reflects on her kindergarten practicum experience in a rural public school through the lens of the four dimensions of reflective learning: thinking back, thinking forward, thinking inward, and thinking outward. She realized that the realities of teaching did not always align with her theoretical ideals and she gained insights into challenges like children's mistreatment and lack of needs being met. Looking forward, she will focus on her goals as a teacher while being aware of colleagues' attitudes, and promote awareness of social inequalities impacting children's learning. Inward reflection showed abilities and traits she did not know she had for teaching. Thinking outwardly, she questions how children can learn when needs are not met and hopes to work with
This document is Susan Wang's annual report from 2011 summarizing her work as a Chinese language teacher assistant at Keysborough Secondary College Banksia Campus. The summary highlights that Susan worked with over 280 students from years 7 to 12, believes in treating students equally regardless of ability or background, and helped increase the number of year 10 students studying Chinese from 2 to 40. She organized cultural activities like the Chinese Cultural Day and Chinese Cuisine Festival and hopes to continue improving the embedded language environment and cultural opportunities at the school.
This document discusses the challenges and strategies for teaching a "lower ability" class in a rural Malaysian school where literacy levels are low. The teacher describes taking over a class of 27 students who exhibited disruptive behaviors and learning difficulties. Through patience, repetition, creative lesson plans, and getting to know each student individually, the teacher was able to gain control of the classroom and start making progress with reading, writing, and speaking skills. Small achievements like a student answering a question correctly or participating in role play brought joy. While progress is slow, the teacher finds reward in seeing improvements and building the students' confidence through continual experimentation with new teaching approaches.
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.
In our time, the image of the teacher has become so thoroughly the product of a professionalized, highly result oriented, institutionalized context that is increasingly difficult to imagine radically different alternatives of what a teacher might be.
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 outlines the objectives, theoretical framework, methodology, and limitations of a research study exploring patterns of student-teacher interaction in elementary public schools in Lebanon and how these interactions relate to student attitudes toward school. The study will use a multiple case study design combining qualitative interviews and observations of teachers with quantitative student questionnaires to understand classroom environments from the perspectives of students, teachers, and an outside observer. Analysis will involve within-case and cross-case comparisons to identify patterns in expectations, feedback, and use of student ideas.
(May 31) CREATING SCHOOLS OF CHARACTER: 11 Principles for AccreditationMann Rentoy
This document provides an overview of Character Education Partnership's (CEP) schools of character program and framework. The program offers schools a path to improvement through high-quality character education. Schools implement CEP's 11 principles which guide character development. The principles cover areas like defining character comprehensively, taking an intentional approach, creating a caring community, providing opportunities for moral action, and fostering shared leadership. Examples of evidence schools may provide to demonstrate implementing each principle are also discussed.
A Vision For Elementary Learning - Tacoma School District Todd Ferking, AIA
1. The document outlines Tacoma Public Schools' vision for building elementary learning environments that foster the needs of 21st century learners.
2. The vision is guided by principles identified through workshops with thought leaders, including challenging and supporting students, engaging the community, and promoting health, safety, and lifelong learning.
3. The document emphasizes the importance of understanding the surrounding community through asset mapping and partnering with existing resources, in order to build schools that are integrated with and enhance the surrounding culture.
Coleen Walls has over 15 years of experience in banking and finance. She currently works as a Fraud Analyst at Bank of America where she handles fraud investigations, credit line increases, and customer service issues. Previously she held roles as a Claims Analyst, Credit Analyst, and Payment Researcher at Bank of America and Wells Fargo where she analyzed applications, reviewed disputes and payments, and ensured compliance. Walls has a BA in English/Journalism from the University of Delaware and is proficient in various software programs.
20 pomysłów na content social media lub bloga / personal branding / prowcaPRowca
Haiku Deck is a presentation platform that allows users to create Haiku-style slideshows. The document encourages the reader to get started creating their own Haiku Deck presentation on SlideShare by providing a link to do so. It suggests the reader may find inspiration to create a Haiku Deck presentation on SlideShare.
The thesis prepared by Arjun Sukumar Menon for the degree of Master of Science in Mechanical Engineering at Santa Clara University is recommended for acceptance. The thesis is titled "Autonomous Control of ROV with Coordinated Surface Vessel Operations" and was prepared under the supervision of Christopher Kitts. The thesis details the conversion of Santa Clara University's Triton ROV to support computerized control and integration of an acoustic tracking system. Several automated controllers were implemented to improve navigation and operational effectiveness, including heading lock, depth lock, path lock, autonomous point-to-point navigation, and coordinated control with a robotic kayak. Field testing demonstrated the effectiveness of the new control capabilities.
Subhas Chandra Bose was an influential Indian nationalist leader who advocated for full independence from Britain through both non-violent and violent means. He led the Indian National Army against British forces during World War II with assistance from Nazi Germany and Imperial Japan. Bose believed Gandhi's non-violence tactics would not be enough to achieve independence and disagreed with the Indian National Congress's strategy. After being imprisoned multiple times for his activities, he escaped British surveillance in 1941 and traveled to Germany and Japan seeking alliances to help India gain independence from Britain during their wartime weakness.
10 rad dotyczących content marketingu / prowcaPRowca
Haiku Deck is a presentation tool that allows users to create Haiku style slideshows. The tool encourages users to get started making their own Haiku Deck presentations which can be shared on SlideShare. A call to action is given to users to get started creating their own Haiku Deck presentations.
This document provides a summary of user information and training completed for Ihsan Bawadekji on the EnergyUniversity system. It shows that Ihsan is a student user who has been active on the system since 2014. It also lists the various online courses Ihsan has completed, including course names, dates completed, scores and time spent. The courses cover topics related to energy efficiency, power distribution, data center infrastructure and controls.
La Unión Europea ha propuesto un nuevo paquete de sanciones contra Rusia que incluye un embargo al petróleo. El embargo prohibiría las importaciones de petróleo ruso por mar y por oleoducto, aunque se concederían exenciones temporales a Hungría y Eslovaquia. Este sexto paquete de sanciones de la UE pretende aumentar la presión económica sobre Rusia para que ponga fin a su invasión de Ucrania.
El documento describe cómo la falta de atención de los padres puede influir negativamente en el comportamiento e interés en el aprendizaje de un niño. Específicamente, cuando los padres no prestan atención a un niño, él puede volverse indisciplinado en la escuela y el hogar, desarrollar un vocabulario vulgar y perder el interés en realizar sus actividades escolares.
The document discusses sound intensity and power. It defines intensity as the power delivered per unit area and provides the formula I=P/A. It also gives an alternative formula for intensity: I=(1/2)pv(w)2S2, where p is mass density, v is wave speed, w is angular frequency, and Sm is amplitude. It notes that the decibel scale is used to measure sound levels logarithmically, with 0 dB corresponding to an intensity of 10-12 W/m2. It provides an example calculation of converting between intensity in W/m2 and decibels.
1. The document discusses how banks can better utilize web 2.0 technologies like social media to engage with customers, especially younger generation C customers.
2. It recommends banks create blogs, participate in online discussions and forums, and use videos to better explain products and services in order to improve communication, reduce costs, and restore customer confidence.
3. The document also briefly defines web 3.0 as the continued evolution of web 2.0 through more connected data, concepts and people.
Monumento antiguo que aun prevalece en sinaloaBianka Luna
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1. Script for Ockham’s razor
1.
‘School sux’ or so says too many kids and a lot of other people.
Kids, parents, teachers, bureaucrats, academics and business people all complain about schools. I’ll
bet you can guess who made each of these complaints.
Schools are boring and meaningless!
Schools are being dumbed down.
Schools don’t deliver the outcomes we want!
Schools stress my child out! She doesn’t want to go any more.
School is for nerds!
School doesn’t teach kids the basics any more!
Schools are so hard to work in! Kids make your life miserable!
Kids don’t want to learn any more! They just want to muck around.
Schools don’t teach values like they used to!
2.
What do all these complaints tell us about schools? Either:
• Most teachers are just plain terrible at their jobs, or
• Schools just don’t work well for kids in their present form.
3.
Now, I know I’m “just” a teacher and my opinion is therefore less important than some others, but
one thing I do know is that most teachers are NOT terrible at their jobs. What I think, is that
teachers are hamstrung by some demands of our schooling system.
4.
Schooling in its present form has been around a long time and it still sux. In other words, with all
the changes we have made to schooling so far, there is still a large proportion of students who come
out at the end with poor self esteem and inadequate achievement. It’s gone on so long that most
people just accept that it has to be that way. A number of real innovators like A. S. Neill in his book
Summerhill, have tried to show us what the good William of Ockham would probably have seen
immediately – that there is something fundamentally wrong with the way schools are set up. Not
with the bricks and mortar but with the psychology.
5.
In the rest of this talk I would like listeners to keep in mind two things. The years of schooling up to
about age 15 is the focus age group, and when I use the word schooling, I mean everything that
happens to a child at school, what happens in class, what they are meant to learn, the way they are
taught, their relationships with teachers and others, the testing and reporting processes, etc.
6.
One thing is obvious in most of the previous complaints about schooling. They are about feelings,
and it is in this domain of feelings and psychology that I believe we haven’t yet looked carefully
enough for solutions. I believe that we need a radical change to schooling, one of those paradigm
shifts that are bandied around in academic circles.
7.
My thesis is that poor student engagement, their lack of desire to learn, is the primary cause of low
achievement in most students who don’t succeed, and more importantly, that this disengagement is
primarily a result of a negative schooling experience beginning in their early years. And so
schooling needs to change in order to nurture a positive sense of schooling in ALL students and
consequently a desire to continue learning.
8.
Some might be tempted to suggest that trying to make all students feel good about themselves at
school falls into the ‘hug-a-tree’ category, in other words all warm and fuzzy but not important in
real life.
On the contrary, improving students’ perceptions of themselves in schooling is not only critical to
their success at school but is also vitally important in real life.
9.
There is plenty of evidence to support this. Andrew Fuller, a psychologist specialising in
adolescents in education, said at the Association for the Welfare of Child Health conference in 2005
that many adolescent boys ‘feel that they are a part of a system that pushes people around and in
the process label themselves as resentful victims or depressed failures’. And in his research he says,
2. ‘Why do we persist with a standardised, homogenised approach to education when growing
evidence suggests that is not suited to the majority of children?’
In its Longitudinal Surveys of Australian Youth, the Australian Council for Education Research and
the Department of Education, Science and Training found that: student perceptions of school
climate and self-concept of ability were found to have an effect on individual engagement.
10.
In other words, how students feel about themselves at school affects their engagement in the work,
and how much they engage affects their results. Well ‘DOH!’!
11.
We need to think in terms of redesigning the schooling experience for students and teachers so
that the best outcomes follow. Specifically, schooling needs to be redesigned so that ALL students
feel that school is positive for them and ALL teachers can teach in a way that nurtures students
without losing the important goals of schooling.
12.
Well, what needs to happen to make students feel good at school? There are many factors, but I
believe the two most significant are
1. that students perceive their tasks to be interesting and relevant and
2. that students perceive themselves as having the potential for success.
13.
Most people would agree that everyone, not just adolescents, will engage with a task when they
perceive it as meaningful or valuable AND they have the potential to be successful at it. The
Sisyphus of Greek mythology is the only person I can think of who would keep doing the same
meaningless, unsuccessful task over and over again, and that was a punishment from the old gods
anyway.
14.
To redesign schooling so that ALL students perceive themselves as having the potential for success
is a fairly contentious issue considering statements by ex-education minister Brendan Nelson in
2005. Minister Nelson advocated a return to the ‘good old days’, with more stringent control of
curriculum and teaching, and a stringent pass-fail assessment and reporting system, clearly implying
that more control of teachers and students will solve what he perceives to be falling standards.
15.
I believe he and the old Greek gods have it completely wrong, more control and sanctions will not
improve standards, and in fact will only add to the present disenchantment and disengagement
experienced by too many students.
16.
This is not just a pretty theory by a tree hugging, chardonnay quaffing, bleeding heart teacher (I’ve
gone off chardonnay lately anyway). Because I am a teacher, actually standing in front of students
all day and every day, in an everyday school with everyday kids, I get to test my ideas.
17.
The teachers in the science faculty at Bremer State High School in Ipswich, Queensland have been
putting these ideas to the test for the past 7 years. Bremer is just an ordinary high school in the State
system. It takes ALL students regardless of their previous problems and abilities, and the teachers
work hard to give them the best education they can. Our students cover the full gamut of
possibilities, ranging from high achievers to those with learning difficulties as well as a significant
proportion with social problems.
18.
We designed a new framework for pedagogy and assessment specifically to increase engagement in
Science learning by focussing on individualisation of curriculum and a changed paradigm of
assessment and reporting.
19.
We trialled the framework in an action research approach, collaborating and supporting each other
to make changes and then interpret and act on the findings. The results we have seen are promising
and support my original thesis. We have seen in our classes that: students have become more
engaged and easier to get on with. and… There seems to be less disruption in the class room and
more willingness to work together with the teacher to achieve valuable outcomes for each student.
3. 20.
There were several distinctive design features of our framework.
1. Firstly students did jobs that were meaningful TO THEM and they had some say in the
topics and task in collaboration with their teacher.
2. Teachers and students worked together to plan the course that would give EACH student
the best outcomes from school.
3. Teachers had ownership of their classes. They had the same classes for a whole year
allowing them to establish a quality relationship with each student.
4. Teachers were trained to look for success in what students did in class as they researched
and completed their task. They didn’t give meaningless, disconnected exams or tests.
5. Student reports gave parents ACCURATE and HONEST information about each student’s
performance in a way that is WITHOUT any implication of failure.
6. Students were rated against a FIXED scale that began in preschool and continued to year 10
as described in the current Queensland science syllabus. This meant that the definition of
success changed from ‘passing the same grade as everyone else’ to ‘trying to progress
through the levels’.
21.
To explain what I mean by defining success as progression through levels, I would like you to
close your eyes and first imagine this scenario in a school using A, B, C, D, E, which is the
assessment system that most of us worked under, and still happens in most schools and which the
Federal Government advocates.
22.
Close your eyes now. You’re in grade 4. You found it difficult to learn to read for some reason in
the beginning and this affects all of your work. So you get a lot of Ds. Teacher is nice and kind and
tries to make you feel good and says if you work hard you can get a C. So you do work hard. But
so does everyone else and next year you will probably get a D again because it’s actually harder to
get a C in year 5 than year 4, naturally enough. You eventually get locked into a D and you label
yourself as a ‘D’ student and give up trying. OK open your eyes. How do you feel about school?
Not at all OK I suspect.
23.
Obviously this scenario doesn’t happen for ALL students, but high schools are full of grade 8
students whose first comment is ‘I can’t do science or I can’t do maths, or whatever.’ And who
are often turned off ALL of school as a consequence.
24.
To understand an alternative approach that defines success as progression, consider this idea:
Instead of having A, B, C, D, E for each grade that gets harder and harder through the years, we use
a FIXED scale that starts in grade 1 at say level 1 and finishes in grade 10 at say, level 6.
25.
Now close your eyes again and imagine yourself as that same year 4 student. You still have the
same problems with reading. So you do work that matches level 2 while some students are working
at level 3. Next year, although these students are now beginning to work at level 4, you (and
probably some others) are beginning to be successful at level 3.
Open your eyes now. So how do you feel this time? My guess is that that though you aren’t doing
as well as some students, you’re feeling OK because trying hard is obviously working and you can
see you are improving.
26.
This change in feeling from disappointment in getting a D all the time leading to disengagement, to
feeling OK about moving from level 2 to 3 to 4 etc and thus remaining engaged, has been borne out
in discussions and questionnaires with students who have recently been through the current system.
For example, one young person said he ‘failed science and maths all through primary school and
gave up trying in year 8’. He then said ‘I wouldn’t care that I didn’t do as well as another student
as long as I could feel that I was getting better’. And then when I explained my ideas, he said,
4. ‘Yeah, that would work for me.’
27.
Some people argue against this alternative form of assessment and reporting because they don’t
understand how it can be done. Some argue against it on ideological grounds, the most common
example being the statement that kids have to fail to make them try harder. In all my 25 years of
teaching, I have not noticed that consistent failure makes students more resilient and willing to keep
trying. In fact the opposite is true. Most students who fail repeatedly give up, and become one of a
variety of dropouts – uninvolved, rebellious, withdrawn or aggressive.
28.
On the other hand, I have seen that students who feel successful and are engaged through the kinds
of ideas and methods I suggest, develop more resilience and willingness to continue to engage with
the learning process.
29.
We can have our cake and eat it too. There are ways to redesign schooling that will give us happy
and productive kids without dumbing down the system; that will deliver the outcomes we want
and teach kids values and the basics, where school becomes a place where teachers and kids want to
go, and a place that kids don’t have to pretend ‘is for nerds’ in order to hide their own sense of
failure.
30.
As I said at the beginning, we need a complete paradigm shift. Not just more of the same, but
different and better for the sake of our children and society. Let’s get above politics and all work
together to redesign the education system in Australia, to give ALL our children a positive and
productive time at school.
If we can get students to change their thinking from ‘school sux’ to ‘school rocks’, then I believe
that we will see evidence of happier students and higher standards. Then, maybe parents,
employers, teachers and even politicians will think that ‘school rocks’ too.