A presentation Ashley Ransom and I did at the TexAAN conference 2011 and will present at NACADA Region 7 conference 2011. The presentation is about using appreciative advising to help a student overcome bad news and let the experience of choosing a second-choice major be a positive one.
Silver Medals: Helping Student Adjust to a Second-Choice MajorAshley Ransom
This was presented at the Texas Academic Advising Network (TEXAAN) State Conference - College Station, TX February 25, 2011; National Academic Advising Association (NACADA) South Central Region 7 Conference - Oklahoma City, OK March 7th, 2011; NACADA National Conference - Denver, CO October 4th, 2011.
Conference Presentation presented at "The Future is Now: Libraries and Museums in Virtual Worlds," March 2010, http://www.opal-online.org/finschedule.htm,
The document discusses the genre of urban or street literature, also known as hip-hop fiction or gangsta lit. It is characterized by African American characters in gritty, violent urban settings often involving drugs, sex and crime. While some critics say it promotes negative stereotypes, defenders argue it reflects the real-life experiences of readers. The genre is popular among reluctant readers and libraries are encouraged to include some titles to attract new audiences, while evaluating each work individually. Popular authors and publishers in the genre are listed.
Presented in September 2012 to Books 2 Prisoners volunteer librarians to further explore the genres of Urban Fiction and Manga prior to placing numerous books from a grant into circulation. End of presentation focuses on how statistics will be tracked in the jail B2P's jail libraries.
This document summarizes key elements and common themes found in urban fiction novels, including honor, dishonor, drugs, money, killing with guns, and relationships involving hoes, pimps, and pigs. It lists popular urban fiction authors such as Donald Goines, Iceberg Slim, 50 Cent, C Murder, Ashley and JaQuavis, Wahida Clark, Teri Woods, and Eric Jerome Dickey.
Street Smart: Urban Fiction in Public LibrariesVanessa Irvin
This webinar discussed the evolution and characteristics of street literature (street lit) and its place in public libraries. It began with an overview of the goals for the webinar and then traced the origins of street lit back to early 18th century novels about urban poverty. It outlined the development of street lit through historical periods and genres. Key characteristics of street lit like gritty urban settings and risky lifestyles were examined. A distinction was made between street lit and similar urban fiction. Resources for collection development and readers advisory were also provided.
The document provides an overview of literature from Australia, including prominent themes such as Aboriginality, mateship, and national identity. It discusses several famous Australian authors such as Banjo Paterson, Christopher Brennan, Adam Lindsay Gordon, C.J. Dennis, Dorothea Mackellar, Mary Gilmore, A.D. Hope, Judith Wright, Gwen Harwood, and Les Murray. For each author, it lists some of their notable poems and biographical information.
The document summarizes a presentation about academic advising. It introduces Joe Murray and Peter Schoepflin as presenters. It discusses appreciative advising, which focuses on students' strengths and partnering to accomplish goals. It also outlines the six phases of appreciative advising: disarm, discover, dream, design, deliver, and don't settle. Finally, it discusses important advisor behaviors and a comprehensive retention framework.
Silver Medals: Helping Student Adjust to a Second-Choice MajorAshley Ransom
This was presented at the Texas Academic Advising Network (TEXAAN) State Conference - College Station, TX February 25, 2011; National Academic Advising Association (NACADA) South Central Region 7 Conference - Oklahoma City, OK March 7th, 2011; NACADA National Conference - Denver, CO October 4th, 2011.
Conference Presentation presented at "The Future is Now: Libraries and Museums in Virtual Worlds," March 2010, http://www.opal-online.org/finschedule.htm,
The document discusses the genre of urban or street literature, also known as hip-hop fiction or gangsta lit. It is characterized by African American characters in gritty, violent urban settings often involving drugs, sex and crime. While some critics say it promotes negative stereotypes, defenders argue it reflects the real-life experiences of readers. The genre is popular among reluctant readers and libraries are encouraged to include some titles to attract new audiences, while evaluating each work individually. Popular authors and publishers in the genre are listed.
Presented in September 2012 to Books 2 Prisoners volunteer librarians to further explore the genres of Urban Fiction and Manga prior to placing numerous books from a grant into circulation. End of presentation focuses on how statistics will be tracked in the jail B2P's jail libraries.
This document summarizes key elements and common themes found in urban fiction novels, including honor, dishonor, drugs, money, killing with guns, and relationships involving hoes, pimps, and pigs. It lists popular urban fiction authors such as Donald Goines, Iceberg Slim, 50 Cent, C Murder, Ashley and JaQuavis, Wahida Clark, Teri Woods, and Eric Jerome Dickey.
Street Smart: Urban Fiction in Public LibrariesVanessa Irvin
This webinar discussed the evolution and characteristics of street literature (street lit) and its place in public libraries. It began with an overview of the goals for the webinar and then traced the origins of street lit back to early 18th century novels about urban poverty. It outlined the development of street lit through historical periods and genres. Key characteristics of street lit like gritty urban settings and risky lifestyles were examined. A distinction was made between street lit and similar urban fiction. Resources for collection development and readers advisory were also provided.
The document provides an overview of literature from Australia, including prominent themes such as Aboriginality, mateship, and national identity. It discusses several famous Australian authors such as Banjo Paterson, Christopher Brennan, Adam Lindsay Gordon, C.J. Dennis, Dorothea Mackellar, Mary Gilmore, A.D. Hope, Judith Wright, Gwen Harwood, and Les Murray. For each author, it lists some of their notable poems and biographical information.
The document summarizes a presentation about academic advising. It introduces Joe Murray and Peter Schoepflin as presenters. It discusses appreciative advising, which focuses on students' strengths and partnering to accomplish goals. It also outlines the six phases of appreciative advising: disarm, discover, dream, design, deliver, and don't settle. Finally, it discusses important advisor behaviors and a comprehensive retention framework.
Why is it important to foster children’s creativityLisa Logan
The presentation discusses creativity in education. It defines creativity as using imagination and original ideas to create something new. The presentation notes that creativity develops important life skills like problem solving and that engaging learners in creative activities gives them a sense of achievement and intrinsic motivation. However, the presentation states that creativity scores have declined since the 1990s due to factors like fast-paced curriculums and lack of focus on arts in schools. The presentation provides suggestions for teachers to foster creativity in the classroom such as designing creative spaces, using creative teaching methods, and stimulating divergent thinking through activities like role playing scenarios.
This document discusses strategies for successful thinking. It defines successful thinking as a combination of creative and critical thinking. Creative thinking involves generating new ideas, while critical thinking relies on reason, evidence, and open-mindedness. Characteristics of successful thinkers are outlined, including exposing oneself to new information, taking action on ideas, maintaining a positive mindset, and spending time with like-minded people. Mental exercises are recommended to stimulate thinking and enhance memory, with examples including puzzles, learning a new skill, and changing routines. Roadblocks to successful thinking can be overcome through recognizing limiting beliefs, taking risks, and following intuitive thoughts.
This document discusses creating a culture of pedagogical learning by changing perceptions around teaching. It recommends providing knowledge resources on teaching techniques, making participation easy through teaching circles, and using principles from "The Tipping Point" to make pedagogical learning popular through influential advocates and a supportive community. Stickiness comes from focusing on learners' interests and allowing exploration, sharing experiences and feedback in a dedicated community. The culture change can work by meeting instructors' convenience and offering incentives like teaching awards.
This document outlines a career guidance module for grade 11 students. It includes several activities and discussions around career planning and decision making. The objectives are for students to name pros and cons of career decisions and formulate ways to address challenges. Activities include prioritizing concerns, analyzing factors to consider in career choice like opportunities and financial needs, and creating an action plan. The module provides guidance on setting goals and overcoming obstacles to help students plan their career paths.
The document discusses facilitating positive experiences for students through humor, novelty, awe, and fascination. It suggests incorporating routines, rituals, music, spontaneity, and dedicated time for student exploration of their interests to boost engagement and well-being. Specific strategies proposed include using humor to celebrate mistakes, evoking curiosity, helping students reframe challenges, and cultivating gratitude. The overall goal is to immunize students against stress and negativity through brief activities that trigger positive emotions.
This document discusses developing thinking skills in students. It provides various strategies and considerations for supporting the development of thinking skills, including using questioning techniques, cognitive conflict, and non-traditional stimuli like films and artifacts. Developing higher-order thinking in students is important because it allows them to learn how to think, not just what to think. Teachers can support this development by using open-ended questions, group activities, and reflective practices to help students think critically about their own learning.
Day 1 - Start with the WHY (readings, texts, and slides)Corey Topf
Schools are at their best when students learn with and for people, rather than just for themselves. The document discusses how finding purpose and meaning can benefit students' well-being and success. It suggests that teachers can help students discover their sense of purpose by asking about what's important to them, sharing their own purpose, and introducing awe-inspiring topics that place learning in a larger context.
Champs Module 10: Positive Feedback Part 2sephraymond
This document discusses providing positive feedback in the classroom. It defines praise and feedback, noting that praise involves judgement while feedback objectively describes behavior. The document recommends using specific, descriptive feedback focused on the situation, behavior, and impact. It provides examples of encouraging and constructive feedback using this S-B-I model. Feedback should avoid judgements and focus on effort, not ability. Tips are given for practicing this type of feedback and getting better at avoiding judgements.
This document summarizes Elizabeth Howell's analysis of literacy environments and instruction. It discusses the importance of knowing students through assessments and interests. It also outlines texts selected for emergent, beginning, and transitional readers. Finally, it examines literacy perspectives like interactive, critical, and response and provides strategies for each.
HWS STUDENT AFFAIRS JAN 2016 HERE TO THEREDr Fay Maureen
Dr. Fay M Butler presents a "Here to There" model for moving from the current state ("Here") to a desired future state ("There") through progression in three stages - Beginning, Middle, and End. The Beginning focuses inward on personal lenses and outward interactions. The Middle understands best practices, culture, and strategy. The End addresses challenges through hard conversations, joint initiatives, and implementation to create impact and wins. The model is intended to help institutions and individuals understand where they are, what is needed to improve, and how to effectively serve students and communities.
Mindset_ Changing The Way You Think To Fulfill Your Potential, Updated Editio...EarleFernandez
Carol Dweck is a leading researcher in psychology who studies personality, social psychology, and developmental psychology. Her work shows that people can hold one of two mindsets: a fixed mindset, where they believe their qualities are carved in stone, or a growth mindset, where they believe their qualities can be developed through effort. Which mindset people hold has profound effects on their motivation and how they approach challenges. Dweck's research with children who enjoyed challenges changed her view that failure meant lack of ability, and instead showed the power of believing that ability can be cultivated through learning.
FOR EACH SET OF RESPONSES I HAVE THE REQUIRED INSTRUCTIONS.. pleshantayjewison
FOR EACH SET OF RESPONSES I HAVE THE REQUIRED INSTRUCTIONS.. please be sure there are 8 peer responses.. each set has their own instructions
Guided Response:
Respond to at least two of your peers. In responses, provide feedback on how peers’ key skills and qualifications will help get the job to which they are applying. Additionally, provide at least one suggestion on how your peers might emphasize their relevant skills to ensure that they are called in for an interview.
BRANDI’S POST:
Program of study
Bachelor of Arts Degree in Early Childhood Education
The position for which you are applying
Elementary School Teacher
How your field of study has prepared you for this position
My field of study has prepared me to be a teacher by teaching me the necessary skills for educating children. Through the courses that I have taken through this program of study, I have acquired the skills for curriculum planning, inclusion, and collaboration with parents and staff members
A connection you made while volunteering that does not really fit on your resume but will work in your Cover Letter
I volunteered in a second-grade classroom in 2001, while I was in high school, as a teacher’s assistant that gave me great insight into the workings of a classroom environment. This allowed me to see a teacher in action throughout an instructional day and give me the experience of working with children.
MAXINE’S POST:
Program of study:
Bachelors of Arts in Education
The position for which you are applying
Special Education School Teacher
How your field of study has prepared you for this position:
In my field yes and no. Yes because I have learned so much in correct terminology and what our children need in a teacher. No because as a teacher I now Know that I will always be learning new ways to understand our students.
A connection you made while volunteering that does not really fit on your resume but will work in your Cover Letter:
As I moved to Texas I was able to see how families are everything. I was involved in all 3 of my children's learning and afterschool activities as a cares volunteer, substitute teacher, coach or team mom. Being able to see what the teachers are all about helped me to understand as a parent what I needed to do to help my children at home. Now that I am proceeding in the teaching field I learned so many techniques and values from other teachers and coaches.
Respond to Peers:
Review your classmates’ posts, and respond to at least two of your peers by Day 7. When responding to your classmates, please provide feedback on their examples of good and poor critical thinking skills. Discuss additional ways one can think more critically. Each participation post should be a minimum of 75 words.
BRANDON’S POST:
·
Explain at least five elements of critical thinking that you found in the reading material
.
Like I stated in week 1, “Whether you realize it, or not critical thinking is involved in every decision made throug ...
Here are two relevant quotes from The Polyphonic Spree without context:
1. "Just follow the day and reach for the sun."
2. "We marvel as people reach for the tip of that mountain and they will seemingly go far in life."
The document provides instructions for an assignment asking students to engage in prosocial behaviors for a day and reflect on the experience. Students are instructed to note their mood at the beginning and end of the day, record meaningful encounters when helping others, and present a PowerPoint summarizing their experience, connecting it to course concepts, and reflecting on insights gained about interactions and behaviors.
John Yeo outlines his philosophy, vision, and plans for creativity and change leadership. He discusses adopting a philosophy focused on knowledge, imagination, and evaluation. He acknowledges barriers to creativity being valued and proposes making creativity more accessible through education and research. His vision involves finding balance between internal motivations and external drivers while becoming self-actualized and using his talents to help others.
Mindset updated edition changing the way you think to fulfil your potential...EricWalter24
Dweck explains why it's not just our abilities and talent that bring us success-but whether we approach them with a fixed or growth mindset. She makes clear why praising intelligence and ability doesn't foster self-esteem and lead to accomplishment, but may actually jeopardize success. With the right mindset, we can motivate our kids and help them to raise their grades, as well as reach our own goals-personal and professional. Dweck reveals what all great parents, teachers, CEOs, and athletes already know: how a simple idea about the brain can create a love of learning and a resilience that is the basis of great accomplishment in every area.
1. The document discusses strategies for creating a positive classroom environment to maximize student engagement and learning.
2. It recommends incorporating routines, rituals, jobs, music, novelty, spontaneity, fascination, humor, celebration of mistakes, and positive visuals to engage students.
3. The author is inspired by researchers who study the benefits of positive emotions, such as increased cognitive flexibility and the building of long-term resources and abilities in students.
Motivating disengaged students w solution tree symbol tapingAli Ahsan
This document discusses strategies for motivating disengaged students. It begins by explaining common reasons students lack motivation, such as protecting their self-worth and not seeing relevance in their schoolwork. It then identifies practices that can help engage unmotivated students, such as building strong relationships through constructive feedback and focusing on their strengths, using formative assessment to promote a growth mindset, and making lessons more relevant by connecting them to real-world applications. The document advocates for collaborative practices like professional learning communities to help all students learn.
Essay On English 123
My Experience For My Academic Experience
Persuasive Essay On Proposition 123
Essay on Flat Broke with Children by Sharon Hays
Polyphonic Spree Quotes
John Hollands Theory Of Six Personality Theory
123 Test Reflection
My Academic Experience
Black Power Movement: The Black Panthers
Cosmopolitanism Essay
My Teenage Years
Essay about Black Swan
My Journey From College Life To University Life
Persuasive Essay On Mental Illness
A Capstone Research Paper
Cymbalta
How Social Class Influences Empathic Accuracy
Life As a Fashion Designer.
Essay On English 123
My Experience For My Academic Experience
Persuasive Essay On Proposition 123
Essay on Flat Broke with Children by Sharon Hays
Polyphonic Spree Quotes
John Hollands Theory Of Six Personality Theory
123 Test Reflection
My Academic Experience
Black Power Movement: The Black Panthers
Cosmopolitanism Essay
My Teenage Years
Essay about Black Swan
My Journey From College Life To University Life
Persuasive Essay On Mental Illness
A Capstone Research Paper
Cymbalta
How Social Class Influences Empathic Accuracy
Life As a Fashion Designer.
Why is it important to foster children’s creativityLisa Logan
The presentation discusses creativity in education. It defines creativity as using imagination and original ideas to create something new. The presentation notes that creativity develops important life skills like problem solving and that engaging learners in creative activities gives them a sense of achievement and intrinsic motivation. However, the presentation states that creativity scores have declined since the 1990s due to factors like fast-paced curriculums and lack of focus on arts in schools. The presentation provides suggestions for teachers to foster creativity in the classroom such as designing creative spaces, using creative teaching methods, and stimulating divergent thinking through activities like role playing scenarios.
This document discusses strategies for successful thinking. It defines successful thinking as a combination of creative and critical thinking. Creative thinking involves generating new ideas, while critical thinking relies on reason, evidence, and open-mindedness. Characteristics of successful thinkers are outlined, including exposing oneself to new information, taking action on ideas, maintaining a positive mindset, and spending time with like-minded people. Mental exercises are recommended to stimulate thinking and enhance memory, with examples including puzzles, learning a new skill, and changing routines. Roadblocks to successful thinking can be overcome through recognizing limiting beliefs, taking risks, and following intuitive thoughts.
This document discusses creating a culture of pedagogical learning by changing perceptions around teaching. It recommends providing knowledge resources on teaching techniques, making participation easy through teaching circles, and using principles from "The Tipping Point" to make pedagogical learning popular through influential advocates and a supportive community. Stickiness comes from focusing on learners' interests and allowing exploration, sharing experiences and feedback in a dedicated community. The culture change can work by meeting instructors' convenience and offering incentives like teaching awards.
This document outlines a career guidance module for grade 11 students. It includes several activities and discussions around career planning and decision making. The objectives are for students to name pros and cons of career decisions and formulate ways to address challenges. Activities include prioritizing concerns, analyzing factors to consider in career choice like opportunities and financial needs, and creating an action plan. The module provides guidance on setting goals and overcoming obstacles to help students plan their career paths.
The document discusses facilitating positive experiences for students through humor, novelty, awe, and fascination. It suggests incorporating routines, rituals, music, spontaneity, and dedicated time for student exploration of their interests to boost engagement and well-being. Specific strategies proposed include using humor to celebrate mistakes, evoking curiosity, helping students reframe challenges, and cultivating gratitude. The overall goal is to immunize students against stress and negativity through brief activities that trigger positive emotions.
This document discusses developing thinking skills in students. It provides various strategies and considerations for supporting the development of thinking skills, including using questioning techniques, cognitive conflict, and non-traditional stimuli like films and artifacts. Developing higher-order thinking in students is important because it allows them to learn how to think, not just what to think. Teachers can support this development by using open-ended questions, group activities, and reflective practices to help students think critically about their own learning.
Day 1 - Start with the WHY (readings, texts, and slides)Corey Topf
Schools are at their best when students learn with and for people, rather than just for themselves. The document discusses how finding purpose and meaning can benefit students' well-being and success. It suggests that teachers can help students discover their sense of purpose by asking about what's important to them, sharing their own purpose, and introducing awe-inspiring topics that place learning in a larger context.
Champs Module 10: Positive Feedback Part 2sephraymond
This document discusses providing positive feedback in the classroom. It defines praise and feedback, noting that praise involves judgement while feedback objectively describes behavior. The document recommends using specific, descriptive feedback focused on the situation, behavior, and impact. It provides examples of encouraging and constructive feedback using this S-B-I model. Feedback should avoid judgements and focus on effort, not ability. Tips are given for practicing this type of feedback and getting better at avoiding judgements.
This document summarizes Elizabeth Howell's analysis of literacy environments and instruction. It discusses the importance of knowing students through assessments and interests. It also outlines texts selected for emergent, beginning, and transitional readers. Finally, it examines literacy perspectives like interactive, critical, and response and provides strategies for each.
HWS STUDENT AFFAIRS JAN 2016 HERE TO THEREDr Fay Maureen
Dr. Fay M Butler presents a "Here to There" model for moving from the current state ("Here") to a desired future state ("There") through progression in three stages - Beginning, Middle, and End. The Beginning focuses inward on personal lenses and outward interactions. The Middle understands best practices, culture, and strategy. The End addresses challenges through hard conversations, joint initiatives, and implementation to create impact and wins. The model is intended to help institutions and individuals understand where they are, what is needed to improve, and how to effectively serve students and communities.
Mindset_ Changing The Way You Think To Fulfill Your Potential, Updated Editio...EarleFernandez
Carol Dweck is a leading researcher in psychology who studies personality, social psychology, and developmental psychology. Her work shows that people can hold one of two mindsets: a fixed mindset, where they believe their qualities are carved in stone, or a growth mindset, where they believe their qualities can be developed through effort. Which mindset people hold has profound effects on their motivation and how they approach challenges. Dweck's research with children who enjoyed challenges changed her view that failure meant lack of ability, and instead showed the power of believing that ability can be cultivated through learning.
FOR EACH SET OF RESPONSES I HAVE THE REQUIRED INSTRUCTIONS.. pleshantayjewison
FOR EACH SET OF RESPONSES I HAVE THE REQUIRED INSTRUCTIONS.. please be sure there are 8 peer responses.. each set has their own instructions
Guided Response:
Respond to at least two of your peers. In responses, provide feedback on how peers’ key skills and qualifications will help get the job to which they are applying. Additionally, provide at least one suggestion on how your peers might emphasize their relevant skills to ensure that they are called in for an interview.
BRANDI’S POST:
Program of study
Bachelor of Arts Degree in Early Childhood Education
The position for which you are applying
Elementary School Teacher
How your field of study has prepared you for this position
My field of study has prepared me to be a teacher by teaching me the necessary skills for educating children. Through the courses that I have taken through this program of study, I have acquired the skills for curriculum planning, inclusion, and collaboration with parents and staff members
A connection you made while volunteering that does not really fit on your resume but will work in your Cover Letter
I volunteered in a second-grade classroom in 2001, while I was in high school, as a teacher’s assistant that gave me great insight into the workings of a classroom environment. This allowed me to see a teacher in action throughout an instructional day and give me the experience of working with children.
MAXINE’S POST:
Program of study:
Bachelors of Arts in Education
The position for which you are applying
Special Education School Teacher
How your field of study has prepared you for this position:
In my field yes and no. Yes because I have learned so much in correct terminology and what our children need in a teacher. No because as a teacher I now Know that I will always be learning new ways to understand our students.
A connection you made while volunteering that does not really fit on your resume but will work in your Cover Letter:
As I moved to Texas I was able to see how families are everything. I was involved in all 3 of my children's learning and afterschool activities as a cares volunteer, substitute teacher, coach or team mom. Being able to see what the teachers are all about helped me to understand as a parent what I needed to do to help my children at home. Now that I am proceeding in the teaching field I learned so many techniques and values from other teachers and coaches.
Respond to Peers:
Review your classmates’ posts, and respond to at least two of your peers by Day 7. When responding to your classmates, please provide feedback on their examples of good and poor critical thinking skills. Discuss additional ways one can think more critically. Each participation post should be a minimum of 75 words.
BRANDON’S POST:
·
Explain at least five elements of critical thinking that you found in the reading material
.
Like I stated in week 1, “Whether you realize it, or not critical thinking is involved in every decision made throug ...
Here are two relevant quotes from The Polyphonic Spree without context:
1. "Just follow the day and reach for the sun."
2. "We marvel as people reach for the tip of that mountain and they will seemingly go far in life."
The document provides instructions for an assignment asking students to engage in prosocial behaviors for a day and reflect on the experience. Students are instructed to note their mood at the beginning and end of the day, record meaningful encounters when helping others, and present a PowerPoint summarizing their experience, connecting it to course concepts, and reflecting on insights gained about interactions and behaviors.
John Yeo outlines his philosophy, vision, and plans for creativity and change leadership. He discusses adopting a philosophy focused on knowledge, imagination, and evaluation. He acknowledges barriers to creativity being valued and proposes making creativity more accessible through education and research. His vision involves finding balance between internal motivations and external drivers while becoming self-actualized and using his talents to help others.
Mindset updated edition changing the way you think to fulfil your potential...EricWalter24
Dweck explains why it's not just our abilities and talent that bring us success-but whether we approach them with a fixed or growth mindset. She makes clear why praising intelligence and ability doesn't foster self-esteem and lead to accomplishment, but may actually jeopardize success. With the right mindset, we can motivate our kids and help them to raise their grades, as well as reach our own goals-personal and professional. Dweck reveals what all great parents, teachers, CEOs, and athletes already know: how a simple idea about the brain can create a love of learning and a resilience that is the basis of great accomplishment in every area.
1. The document discusses strategies for creating a positive classroom environment to maximize student engagement and learning.
2. It recommends incorporating routines, rituals, jobs, music, novelty, spontaneity, fascination, humor, celebration of mistakes, and positive visuals to engage students.
3. The author is inspired by researchers who study the benefits of positive emotions, such as increased cognitive flexibility and the building of long-term resources and abilities in students.
Motivating disengaged students w solution tree symbol tapingAli Ahsan
This document discusses strategies for motivating disengaged students. It begins by explaining common reasons students lack motivation, such as protecting their self-worth and not seeing relevance in their schoolwork. It then identifies practices that can help engage unmotivated students, such as building strong relationships through constructive feedback and focusing on their strengths, using formative assessment to promote a growth mindset, and making lessons more relevant by connecting them to real-world applications. The document advocates for collaborative practices like professional learning communities to help all students learn.
Essay On English 123
My Experience For My Academic Experience
Persuasive Essay On Proposition 123
Essay on Flat Broke with Children by Sharon Hays
Polyphonic Spree Quotes
John Hollands Theory Of Six Personality Theory
123 Test Reflection
My Academic Experience
Black Power Movement: The Black Panthers
Cosmopolitanism Essay
My Teenage Years
Essay about Black Swan
My Journey From College Life To University Life
Persuasive Essay On Mental Illness
A Capstone Research Paper
Cymbalta
How Social Class Influences Empathic Accuracy
Life As a Fashion Designer.
Essay On English 123
My Experience For My Academic Experience
Persuasive Essay On Proposition 123
Essay on Flat Broke with Children by Sharon Hays
Polyphonic Spree Quotes
John Hollands Theory Of Six Personality Theory
123 Test Reflection
My Academic Experience
Black Power Movement: The Black Panthers
Cosmopolitanism Essay
My Teenage Years
Essay about Black Swan
My Journey From College Life To University Life
Persuasive Essay On Mental Illness
A Capstone Research Paper
Cymbalta
How Social Class Influences Empathic Accuracy
Life As a Fashion Designer.
1. Silver medals Helping Students Adjust to a Second-Choice Major Patrick Morton – Texas State University – Round Rock Higher Education Center Ashley Ransom – Texas State University – San Marcos
2. Outline: Introduction Appreciative Advising Delivering the “Bad News” Helping Students Adjust to a Second-Choice Major Conclusion Questions?
3. Appreciative Advising: An Overview A series of steps or phases that “intentionally use positive, active, and attentive listening and questioning strategies to build trust and rapport with students.” Bloom, J.L., Hutson, B.L., & He, Y. (2008) The Appreciative Advising Revolution. Champaign, IL: Stipes Publishing
4. Appreciative Advising Phases Disarm – Put the student at ease by a warm welcome, a professional and comforting environment and giving your full attention Discover – An attempt to find the values and strengths of the student by using positive inquiry and open-ended questions, active listening and reinforcement Bloom, J.L., Hutson, B.L., & He, Y. (2008) The Appreciative Advising Revolution. Champaign, IL: Stipes Publishing
5. Appreciative Advising Phases Dream – Encourage the student to let go of everything else and simply wish, then connect the dream with the values and strengths of the Discover phase Design – Determine actionable goals and incremental steps needed to achieve what is put forth in the Dream phase Bloom, J.L., Hutson, B.L., & He, Y. (2008) The Appreciative Advising Revolution. Champaign, IL: Stipes Publishing
6. Appreciative Advising Phases Deliver – The follow-through of the Design phase, give the student positive support and encouragement as they move toward their goals Don’t Settle – Encourage and help the student forward in the goals, a time to challenge the student to exceed their own expectations rather than simply meet them Bloom, J.L., Hutson, B.L., & He, Y. (2008) The Appreciative Advising Revolution. Champaign, IL: Stipes Publishing
7. Share Think of a time when you may have used Appreciative Advising…
8. *Disarm you with a smile… The Disarm Phase should be used every time you interact with a student but it is crucial when delivering bad news. Advisor Tips: Greet them warmly with your full body facing the student 2. Smile 3. Good posture, but not rigid 4. Remove distractions Bloom, J.L., Hutson, B.L., & He, Y. (2008) The Appreciative Advising Revolution. Champaign, IL: Stipes Publishing *Smashing Pumpkins. (1993). Siamese Dream.
9. Advisor Tips continued 4. Maintain eye contact 5. Call student by name 6. Use teamwork pronouns when possible – “we” “us” 7. Small talk 8. Treat the student as you would have your son or daughter or best friend treated Disarm Phase Bloom, J.L., Hutson, B.L., & He, Y. (2008) The Appreciative Advising Revolution. Champaign, IL: Stipes Publishing
10. Delivering Bad News Stick to the facts If relevant use personal disclosure, it shows empathy and triumph over adversity Focus on their potential, be sure to discuss the courses where they did well
11. Let Them Grieve “If advisors quickly dismiss students’ voluntary or involuntary abandonment of their plans for the future and encourage students to move on, advisors trivialize the predicament most students confront. Perhaps in hindsight, most students will see their loss as “minor,” but for most it’s anything but as they confront it.” ~ Maura Reynolds Reynolds, M. M. (2004). Now What? Some thoughts on advising students in selective majors from a faculty member with no training as a counselor. Retrieved from NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/SelectiveMajors.htm
12. Recover with Discover For the current advisor: “I think we need to figure out a Plan B” For the new advisor: “I need to know what other majors are out there.”
13. Recover with Discover How to utilize the Discover Phase Use open-ended questions to discuss their passions and strengths: “What do you like to do?” Let them ramble and actively listen, feed it back to them Be non-judgmental and be authentic Bloom, J.L., Hutson, B.L., & He, Y. (2008) The Appreciative Advising Revolution. Champaign, IL: Stipes Publishing
14. Recover with Discover Disclose when appropriate Affirm/rephrase what they say: “I am impressed by…” Highlight initiative, praise proactive behavior Don’t be afraid of silence Emphasis on their potential Bloom, J.L., Hutson, B.L., & He, Y. (2008) The Appreciative Advising Revolution. Champaign, IL: Stipes Publishing
15. Discover Phase Activity Pair up and discuss the following: Tell me about a time where you feel you made a difference. Describe your most important accomplishment as an advisor.
16. Discover Phase Questions for the Student Describe three life events that have made you who you are Since coming to this institution, what is something you have accomplished that you are proud of? Who are the most important role models in your life? Why? What qualities in these people do you hope to emulate? Bloom, J.L., Hutson, B.L., & He, Y. (2008) The Appreciative Advising Revolution. Champaign, IL: Stipes Publishing
18. LISTEN Remind the student to be open to possibilities; there is more than one way to achieve their dreams Looking for connections to the values and strengths revealed in Discover Phase Dream Phase Tips for Advisors Bloom, J.L., Hutson, B.L., & He, Y. (2008) The Appreciative Advising Revolution. Champaign, IL: Stipes Publishing
19. Dream Activity Think about one of your wildest dreams Narrow that down to a part you think would actually be achievable Now, what would you need to know/have in order to actually achieve this part of the dream? Name one step that you could do next week that would move you towards your own dream
20. Dream Phase Questions for Students Twenty years from now, you are on the cover of a magazine. What magazine is it? When you were in grade school, what did you say you wanted to be when you grew up? What about now? If salary, education and time were irrelevant, what would be your ideal job? Bloom, J.L., Hutson, B.L., & He, Y. (2008) The Appreciative Advising Revolution. Champaign, IL: Stipes Publishing
24. Resources: Bloom, J.L., Hutson, B.L., & He, Y. (2008) The Appreciative Advising Revolution. Champaign, IL: Stipes Publishing Reynolds, M. M. (2004). Now What? Some thoughts on advising students in selective majors from a faculty member with no training as a counselor. Retrieved from NACADA Clearinghouse of Academic Advising Resources Web site: http:// www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/SelectiveMajors.htm