This document outlines Dr. Tommy A. Watson's presentation on student motivation and expectations. It discusses three key aspects to fostering high expectations: values, vision/visuals, and verbal affirmations. It provides examples of each, including connecting content to what students value, showing examples of success, and speaking positive words of affirmation to students. The presentation emphasizes that a teacher's expectations have a powerful influence on students and can become self-fulfilling prophecies, for better or worse.
At other times, the child may be told not just what he should do, but what he is. This kind of message is called attribution. You are stupid, You are my little girl, You will never make it etc. These are examples of attributions spoken directly to the child. Their content may be positive or negative.
Roommates matter particularly in college or university. Marcie Tucker, Ph.D./CEO of MyRoomsolution, summarizes the key research on belonging and how roommate relationships are key to student retention. Moreover, all roommate conflict is not the same and in today's age of personalized customer service we want a solution that fits our problem. We have a solution to support students and their development AND helps college/university staff develop a more effective intervention strategy.
Erik Erikson theory ,Psychosocial development, these slides Shows that teachers' should be aware of different stages for child development in order to attain comfortable environment that increase learning capabilities
At other times, the child may be told not just what he should do, but what he is. This kind of message is called attribution. You are stupid, You are my little girl, You will never make it etc. These are examples of attributions spoken directly to the child. Their content may be positive or negative.
Roommates matter particularly in college or university. Marcie Tucker, Ph.D./CEO of MyRoomsolution, summarizes the key research on belonging and how roommate relationships are key to student retention. Moreover, all roommate conflict is not the same and in today's age of personalized customer service we want a solution that fits our problem. We have a solution to support students and their development AND helps college/university staff develop a more effective intervention strategy.
Erik Erikson theory ,Psychosocial development, these slides Shows that teachers' should be aware of different stages for child development in order to attain comfortable environment that increase learning capabilities
On March 28, DepEd Secretary Armin Luistro presented “The State of Education” to the members of the Philippine Business for Education. He
emphasized the trifocalization of education in the Philippines between DepEd, CHED, and TESDA.
Sec. Armin discussed DepEd’s performance indicators, their change agenda, budget trends, resources, current initiatives, and strategic directions. The K + 12 Basic Education Program was identified as a flagship reform strategy. Also discussed were DepEd initiatives to address the shortage on classrooms, teachers, sanitation facilities, textbooks, and school seats. Apart from K + 12, DepEd has focused on adopting the indigenous people education framework,
strengthening the use of ICT in education, and implementing the five key reforms of the Basic Education Reform Agenda: a) school-based management; b)
national learning strategies; c) quality assurance and accountability; d) complementary interventions; and e) institutional culture change.
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4Content ReviewMotivating and Guiding School-Age.docxalinainglis
4
Content Review
Motivating and Guiding School-Age Children and Adolescents (EDUC - 3303 - 1)
Instructor(s): Robin Sachs
Yvonne Abron
Walden University
September 17, 2017
1.Based on the information in the article by Terri Apter, summarize how, when, and why self-doubt typically develops in young people. Then describe one "wrong" way to build self-esteem and one "right" way, explaining why for each.
Self-doubt can begin within childhood experiences, which may include issues with attachment. Positive interactions with teachers can result in a form of security attachment. Giving the child a feeling that they can rely on them. When the child reaches tween years they start to come into their own. They begin to experience life and the ups and downs that come with life. As children reach tween years they are attempting to be more grown up. We as adults should make sure the tween knows there success in life depends on them and the work they put out to be successful in life.
The wrong way to promote self-esteem is by not teaching the child that they are somebody. You have to help build self-esteem by giving compliments not by calling them dumb and they will never be nothing in life. If I child continues to hear negative things it will in term believe them. And feel like what’s the point of going to school. The right way to promote self-esteem would be giving the child choices, let them know no one is perfect among other things. Always let the child know they can achieve any goal if they work hard and stay persistent.
2.In the "The Strive of It" and "Joy in School" Kathleen Cushman and Steven Wolk each discuss how to motivate students by allowing them to choose their own pursuits. How do the strategies presented in these articles relate to the ideas of the Circle of Courage, as described by Martin Brokenleg and Tim McDonald? Explain at least two specific ways that ideas presented in one or both of these articles fulfill some or all of the values of the Circle of Courage.
As talked about in the articles Independence becomes a main form of the child developing who they are. A sense of belonging getting joy out of learning and being around others and interacting in a learning environment. The mastery would be taking on a new project and being the one best at the task at hand. If a task looks fun and interesting the child will jump aboard the learning experience. Generosity will close the circle by giving back to other students what the child has learned outside school. Making the task at hand seem more worth completing.
For example in the article “The Strive of It” by Kathleen Chusman it talks about children taking a trip to Washington D.C. Students interview embassies and nongovernment organization later to have a discussion with other students on questions to be answered. This allows the children to have a sense of belonging, as well as the generosity to share with others allowing them to grow and master the task that has been sit for them.
Early Literacy and closing the GAPJazmine BrownleeWalden UEvonCanales257
Early Literacy and closing the GAP
Jazmine Brownlee
Walden University
EDDD 8085/EDSD 7085: Inspired Leadership, Informed Advocacy, and Improved Policy
Dr. Beryl Watnick
August 1, 2022
1
Outline
As you go through the presentation, you all will understand my purpose for conducting this professional development. I will provide a general overview of why following each step is imperative to closing the literacy gap. I will discuss how teaching resilience, building relationships, building culturally responsive classrooms, and RTI supports closing the literacy gap among young children. Finally, resources will be provided in order to support educators in closing the gap.
2
Purpose
General Overview
Teaching Resilience
Closing the Literacy Gap
Building Relationships
Resources
Building Culturally Responsive Classrooms
My Purpose
Advocating for young children should be a leader’s main priority to ensure that they become lifelong learners beyond the classroom. There are a plethora of ways to ensure success amongst young learners. Many leaders advocate for change in ways that they see as best or are passionate about. When someone is passionate about a particular change, they will do what is needed to promote change. I have always been passionate about closing the literacy gap amongst young readers. I have noticed that there is a major gap in literacy, especially in low economically challenged communities. I have taught second-grade EIP self-contained classrooms for years. Every year, I have heard from the administration that I should expect little to no growth from these students because they are too far behind or not capable of making real growth. I couldn’t believe what I heard because all children are capable of learning if given the necessary tools to succeed. Therefore, I am providing this professional development to give teachers tools for advocating for young children and supporting closing the literacy gap. This will hopefully change the mindset of all educators as well as administrators who believe children are just too far behind to catch up or able to learn.
3
Advocating for Young Children
Closing the Literacy Gap
All Children are Capable of Learning
Changing the Mindset of Educators
Overview of Closing the literacy gap!
Building Relationships
Advocating for closing the literacy gaps amongst all children is important for children, families, professionals, and the field of early childhood education. By aiding in closing the literacy gap, it can support more children in becoming lifelong learners beyond the classroom and minimize the number of high school dropouts. It also teaches the students how to be resilient and bounce back from adversity. Furthermore, it can also provide families with peace of mind that their child is getting the best possible education and support needed to help their child at home. Having a home-school relationship can also help bridge the literacy gap in primary-aged chil ...
The red coler with file are very importantAttached Files Fixedv.docxhelen23456789
The red coler with file are very important
Attached Files:
FixedvsGrowth.pdf
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384.466 KB
)
Read the short (seriously, it took me like 20 mins tops) article and do a write up (150 words minimum) on it.
Ideas for write up portion:
What kind of learner identity are you? Why do do you identify as that kind of learner? What is your relationship with struggling in school? How do you deal with struggle? When do you see things as a learning oportunity?
Points: 20 (which is a lot in this class)
(Do not forget I am international student, please)
http://www.nais.org/about/index.cfm?ItemNumber=145867
You can see these information on wibsite and I will put on this page because you have to read this a story.
SCHOOL MATTERS
Brainology
Transforming Students’ Motivation to Learn
Carol S. Dweck
Winter 2008
This is an exciting time for our brains. More and more research is showing that our brains change
constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my
research in collaboration with my graduate students, we have shown that what students believe about
their brains — whether they see their intelligence as something that's fixed or
Photoillustration: Michael Northrup
something that can grow and change — has profound effects on their motivation, learning, and school
achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological
worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which
students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most important, can
they be changed? As we answer these questions, you will understand why so many students do not
achieve to their potential, why so many bright students stop working when school becomes
challenging, and why stereotypes have such profound effects on students' achievement. You will also
learn how praise can have a negative effect on students' mindsets, harming their motivation to
learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's
that. We call this a fixed mindset, and, as you will see, students with this mindset worry about
how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for
students (because they believe that their fixed ability may not be up to the task) and it makes
mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their
level of fixed intelligence).
It is the belief that intelligence can be developed that opens students to a love of learning, a
belief in the power of effort and constructive, determined reactions to setbacks.
Other students believe that intelligence is something that can be cultivated through e.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Steve Vitto Bringing out the best in challenging hopme school partberships fo...Steve Vitto
Presentation at the 2013 MATCEI Conference
Strategies for effectively supporting school staff and families in challenging partnerships
Acknowledgments": Karen West
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
Improving the 6th Grade Transition for Middle School Students
This session will present two middle school principals' efforts to improve the middle school transition for rising 6th grade students. Results from a 6th grade parent survey and Summer Bridge Program will be discussed. New school strategies and implementations to ease the 6th grade transition will also be discussed.
Presenters: J. Brent Cooper, Holly Emanuel, Terri Mozingo & Latonya Smith - Durham Public Schools & Brogden Middle School - Durham, NC
Closing the Gap With STEM Education: Why, What, and How
Participants will learn why there is a growing need for STEM education in the United States, what STEM education is, how STEM education at the middle school level contributes to closing the gap, and how to successfully plan and implement a middle school program.
Ken Verburg Project Lead the Way - Lexington, SC
Keeping the Faith: Conversations to Advance the Middle School Concept with Integrity
Many educators continue to provide authentic middle school programs and practices - even when faced with budgetary challenges and public misperceptions. Presenters will share suggestions for articulating and advocating the middle school concept. Using presentation software, audience participants will engage in discussing these issues in an open forum.
Presenters: Bob Houghton, Howard Coleman, Kathleen Roney, Laurie Ramirez & Dave Strahan-Appalachian State University, UNC-Wilmington, & Western Carolina University
What is Your Student’s Writing Telling You?
Join DPI ELA consultants in an interactive session that explores what exemplary 6-8 student writing aligned to the CCSS looks like in ELA classrooms. Participants will look at student writing samples across the three types of writing: argument/opinion, informative/explanatory, and narrative writing and identify techniques aligned to the Standards.
Presenter: Anna Frost - NC Department of Public Instruction - Raleigh, NC
Developmentally Appropriate Practices to Support the Young Adolescent
How do you foster academic growth for students in the middle? Developmentally appropriate practices are critical at all levels for student learning and engagement. Refocusing on the middle school model aligns instructional practices with the unique developmental needs of students ages 11 through 15. Teaming, Advisory, and Content Integration enable teachers to leverage the talents of adolescents. This collaboration strengthens teacher leadership, builds student-teacher relationships, and fosters critical conversations around teaching and learning.
Presenters: Patterson Denise & Stephanie Dischiavi - Northview Middle School - Hickory, NC
Reading Challenge: Engage Your Readers Through Technology
Engaging students in meaningful independent reading is often a daunting task. This session will share a reading challenge that uses technology to motivate students to read and respond to their reading. Discussion boards, digital book talks, and multimedia projects are utilized to enhance, inspire, and empower students in this challenge.
Presenter: Erica Preswood - University School - Johnson City, TN
Seminars and Inquiry-based Learning in an Autonomous Learning Environment
Collaboration is essential for developing 21st century skills. This presentation will be an interactive discussion of the logistics of integrating Inquiry-based Learning across the curriculum, using seminars to engage all learners, and the value of collaboration with all subject area teachers. The presenters will reflect on classroom successes and challenges.
Presenters: Liz Everett & Seth Stephens - CW Stanford Middle School - Hillsborough, NC
Durham Public Schools and NC Write: A District-Wide Literacy Initiative
Durham Public Schools has partnered with Measurement Incorporated’s NC Write program to launch a district-wide literacy initiative. With an emphasis on Six Traits of Writing and Understanding by Design, district literacy specialists create digital interdisciplinary performance assessments to measure Common Core ELA standards and empower students to be college/career-ready.
Presenters: Trish Martin, Rhonda Kaye & Heidi Elmoustakim-Measurement Inc- Durham, NC
Teaching Middle... A Spiritual Practice
Teaching is profound, personal, and complex- almost a spiritual practice. Using that metaphor, perhaps we can draw on inner resources which will allow us to remain balanced and compassionate even on our most difficult days. This presentation will not espouse any specific religious tenets but gently look at philosophical underpinnings common to all.
Presenter: Ann Mary Roberts - Radford University - Radford, VA
Different Families Different Dances: Children of Alcoholics in the Classroom
When you live in a family where a parent has an addiction you learn ways of coping to help the family and get your needs met. Sometimes those strategies are counterproductive in the classroom. Participants will learn about Children of Alcoholics and strategies to help students be more successful in school.
Presenter: Ann Mary Roberts - Radford University - Radford, VA
Including Inclusion: Sharing the Classroom for Student Success
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Presenters: Angela Monell & Shakera Wilson - Porter Ridge Middle School - Indian Trail, NC
Portrait of a 21st Century Student
What adjectives would you use to describe a 21st century student? If you are interested in helping students ask deeper questions, collaborate effectively and produce quality projects, this session is for you. We will explore resources and strategies that develop those much need skills for future academic and professional success.
Presenter: Cheryl Ellis - Zaner-Bloser Publishing - Franklin, TN
Is Google DRIVE-ing you Crazy?
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Presenters: Monica Martin, Heather Martin, & Lynn Potter-Caldwell County Schools-Lenoir, NC
Engaging Students in the Common Core through SAS Curriculum Pathways
Are you intimidated by the increasing push to use technology in your classroom? This session will dive into SAS Curriculum Pathways, a free resource, where you can create effective, interactive lessons that engage students to meet Common Core standards. You will walk away with a 21st Century tool and resources for immediate use in your classroom.
Presenters: Julie Stern & Katie Hutchison - East Cary Middle School - Cary, NC
New Interactive Career and College Planning Activities for Middle School
This new set of 21 online activities (7 per grade) includes guided exercises, readings, inventories, videos, and games to help students learn about themselves and options for their future. Please join us to see activities, student work products, and to consider how these free activities from CFNC.org can fit into your school plan.
Presenters: Mark Wiles & Lisa Sommerfeldt - University of North Carolina General Administration - Greensboro, NC
Engaging Students in the Common Core through SAS Curriculum Pathways
Are you intimidated by the increasing push to use technology in your classroom This session will dive into SAS Curriculum Pathways, a free resource, where you can create effective, interactive lessons that engage students to meet Common Core standards. You will walk away with a 21st Century tool and resources for immediate use in your classroom.
Presenters Julie Stern & Katie Hutchison - East Cary Middle School - Cary, NC
Mentor Text: What It Is and How to Use It Effectively
Mentor texts are a valuable way to allow students to integrate literature and student writing. Participants will be exposed to a variety of reading material, helpful texts, and student samples to help with the understanding of what mentor text is and how best it can be used. Participants will also participate in writing exercises that can translate into a positive classroom experience.
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Give Your Students a Voice With Interactive Notebooks
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3. Overview
Interactive time together (Like Southern Baptist Church
Experience)
I hope that you like your neighbor
Message: Our expectations matter
Share my story of hope and educators who helped me to
be motivated
Research on expectations
Interactive questions
3VS to student motivation
Short Q & A
4. The Educator’s Creed
Above all, do nothing to diminish hope.
What does it mean to have hope?
What are the benefits?
5. My Story…
Dr. Tommy A. Watson
web: www.tawatson.com
Bestselling Book: A Face of Courage
Twitter @DrInspiration1
6. Denver post news
Tommy Watson doesn't blink when I ask for his
parents' names. He just asks me not to print them.
The names give me access to their criminal records,
and as I leaf through them, I wonder how Tommy
Watson made it…
7. The Power of a Teacher
by Haim Ginott
I’ve come to a frightening conclusion that
I am the decisive element in the classroom.
It’s my personal approach that creates the climate.
It’s my daily mood that makes the weather.
As a teacher, I possess a tremendous power to
make a child’s life miserable or joyous. I can be a
tool of torture or an instrument of inspiration. I
can humiliate or humor, hurt, or heal.
In all situations, it is my response that decides
whether a crisis will be escalated or de-escalated
and a child humanized or de-humanized.
8. What do you see?
http://capitalogix.typepad.com/public/2010/1
0/awareness-test-your-attention-span-is-shorterthan-you-think.html
What did we expect to focus on starting out?
We see what we are directed to see.
How often do we do the same with our
students?
Do we see students as At-risk or At-resilient?
How do we see ourselves?
9. Research on Expectations
Our expectations become self-fulfilling prophecy
Pygmalion In Classroom (Ground breaking study on expectations,
1968 Rosenthal and Jacobson)
High expectations always trump circumstances
People w/ poor expectations internalize their label (blue-eyed vs.
Brown-eyed Experiment (Jane Elliott)
Educators/schools with low expectations blame school failure on
student behavior, poverty, lack of support from administration,
inferior facilities, uninvolved parents, and bureaucracy at the district
level.
Educators w/ high expectations focus on student learning, building
relationships, classroom management, and professional development
to support their efforts.
Students live up to or down to educator expectations
Students most impacted by low expectations: Black/Latino, male, lowincome, special education
High Expectations= High Demand & High Care
11. Values
Connecting content and future to value of students
Uninterested #1 reason for dropping out of school
The value one puts on the perceived outcome or reward.
What’s in it for me?
Relevance—when they think the learning goals and assessments
are meaningful and worth learning (Marzano, 1992)
Must have clarity of individual needs, desires, goals, dreams
Belief in value of outcome
My example
How do you (will you) find out what your students value
(interest/dreams) and connect those things to content and to
their future?
12. Vision/Visual
Search Institute identified: Positive Personal view of future (key
asset)
Showing students a clear path
Providing students with examples of people who have been in
similar circumstances
Is the belief that if I complete certain actions then I will meet my
achieved outcome (Clear Path).
In the classroom-Clearly state expectations and evaluation for
expectations upfront
Task clarity—when they clearly understand the learning goal and
know how teachers will evaluate their learning (Marzano, 1992)
Students are provided with work examples and rubrics for
academic outcomes Vision of what is possible
My example
In what ways have you or will you provide examples of success
(inside and outside of the classroom) to your students?
13. Verbal Affirmations
dominate our language
Research shows: Negative words
Letting students know that you believe in them
“Look at a man the way he is, he only becomes worst. But
look at him as if he were what he could be, then becomes
what he should be.” Johann Goethe
Does the person making the request believe in me?
Speaking positive words into the life of your student
(greatness, over-comer, college, etc.)
Examples: My example, Ryan Vernosh- I am Somebody,
Harvest Prep School, CDF Freedom Schools Something
Inside so Strong :
http://www.youtube.com/watch?v=WGi02rGwuQY
What words of encouragement (poems/song) do you (or
would you like to) share with your students to let them
know that they are capable of meeting the desired
outcomes and that their efforts matter?