This document provides suggestions for motivating unmotivated students. It discusses six tenants to increase motivation: emphasizing effort, creating hope, respecting power, building relationships, expressing enthusiasm, and using media and movement. For each tenant, specific strategies are outlined, such as giving points for effort, ensuring students have basic skills, involving students in rule-making, sending notes to students, and allowing movement breaks. The goal is to meet students' basic psychological needs, treat them with respect, and engage them using various teaching methods.
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Total interpersonal space devoted to mutual understanding and shared information.
Productivity and interpersonal effectiveness are directly related to the amount of mutually-held information
High Expectations at school are important for achieving success.University of Panama
Teachers should set high expectations at school. They should believe that her or his students can learn. Ideas taken from Wang and Wang´s book "The First Days of School"
Kootenay Columbia - reading & writing with skill & passion Faye Brownlie
Grades 2-5, first of three sessions, focusing on teaching all students to read and write with increased skill and passion. What does the research say? Using Allington and Gabriel's framework of Every Child Every Day, we examine how to put this into practice in the classroom.
Adolescent problems and class room managment Management Concepts - Manu Melw...manumelwinjoy
Total interpersonal space devoted to mutual understanding and shared information.
Productivity and interpersonal effectiveness are directly related to the amount of mutually-held information
The teacher who does his/her job with at most interest and commitment has got to play a vital role in every child’s life at the young age. Teacher is the one who teaches and makes the child to understand the very basic fact of good life.
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Keynote Follow-up: 7 Psychological Keys to Student Success - Troy Dvorak, Minneapolis College
Workshop based upon the book
"Beyond Behavior Management" by J. Bilmes
Throughout the presentation, pages will be referenced from the book. You can purchase the book online.
A presentation on preparing and performing at interview that will assist you in making sure that you stand the best chance of being offered your dream job.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
3. Some ideas to keep in mind
• The is no easy answer of secret
weapon
• Each child is different
• Each educator is different
• These are ideas for grades k-12
4. Required Basic Beliefs
1. All students are capable of learning when
they have the academic and personal tools
to be successful.
2. Students are inherently motivated to learn
to be unmotivated when they repeatedly fail.
3. Learning requires risk taking, so classrooms
need to be safe places physically and
psychologically.
5. Beliefs continued
4. All students have basic needs to belong, to
be competent, and to influence what
happens to them. Motivation to learn most
often occurs when these basic needs are
meet.
5. High self-esteem should not be a goal, but
rather a result that comes with the mastery
of challenging tasks.
6. High motivation for learning in school most
often occurs when adults treat students with
respect and dignity.
6. 6 tenants to increase
motivation
• Emphasizing effort
• Creating hope
• Respecting power
• Building relationships
• Expressing enthusiasm
• Media and movement = motivation
12. Give a reason for effort
• A well know principal of human behavior
is that when we ask someone to do us a
favor, we will be more successful if we
provide a reason
• “ Do at least 5 math problems because
that is the fewest number for practice
that really makes us remember how to
solve these problems”
15. Make Homework a Bonus
• Provide points
• Only mandatory if not passing
quizzes
• Required and optional HW
16. Reflection
1. For students who are unmotivated in
school what do you think motivates
them in other areas of their lives?
2. When you are faced with challenges in
your life, what do you do to muster up
the effort to get the job done?
19. Show how Achievement
Benefits Their Lives.
• Mentor programs
• Guest speakers
• Job shadowing
• Show them the numbers
20. Teach the power of positive
affirmations
• I am my own person and make my own
decions
• I am making good deciouns
• I can smile and feel good whenever I
want
• I can ask questions when I have them
because I am confident and smart
21. Acknowledge your mistakes
• Remember mistakes you made
at their age
• Model how to take ownership
• Model how mistakes do not
define a person
22. Help Students develop
personal goals
1. Determine a goal and time frame
2. Write out the steps
3. Decide on a reward or many small
rewards
4. Check you plan with an adult
5. Do steps one at a time
26. Are you smarter
than a 5th grader?
• G
• H
• M
• B
• L
• N
• A
• K
• I
• O
• C
• E
• J
• D
• F
27. Reflection
1. Remember a former teacher who made you
feel special. Picture that person and write
down what it was that they said or did that
made you feel special.
2. Think of a student who is not living up to his
potential. What would it take for you to
become that special teacher in his life?
29. Involve students in Rules and
Consequences
• Have the class brain storm class rules
consequences and rewards
30. Defer to student power
• Let them know that they have the
power to make good choices
1. “We both know that you have the
power to______.”
2. “Thanks for using it.”
31. Ask For an Opinion
• Ask them about what topic to cover in a
certain class
• Ask them what you could do to get more
students to follow a specific rule
33. Use the PEP Method
• Privacy
• Eye Contact
• Proximity
34. Call home to problem Solve
• This means the student not the parent
• Don’t be afraid to call home more than
once
• Remember to call home with praise
when it is working well
35. Offer real choices
• Keep in mind the outcome that you
desire
– “Answer 3 of the 6 problems.”
– “I know that you have the power of when
your work gets done. Would you like to do
it now or choose to have your work time
during recess?”
36. Reflection Time
1. List all of the classroom
responsibilities that you face
tomorrow. Put an asterisk nest to
those that you must do yourself.
Assign all the others to your students,
particularly to those who seek power
in an appropriate ways.
38. Building Relationships
• Be honest and quenuine
• Remind students that they are most
important that what they do
39. Know their inspirations and
aspirations
• Do personal interview with your
students
• Have students do their own
interviews
40. Ideas for interview questions
1. What is your favorite way to spend time
after school?
2. What is your idea of a perfect vacation?
3. What do you collect?
4. What is your most important possession
and why?
5. If you could write a book about anything
what would it be?
6. What is subject or an area of interest that
you would like to know more about.
41. Be open to their feedback
1. “What can I do to be a better teacher
for you?”
2. “How can I help you be successful?”
3. “Two things that I say or do that you
think that I should continue doing?”
4. “Two things that I say or do that you
which I would do less of are?
42. Send notes to students
• Notes can be delivered in school or at
home
• They can be only to the student or also
to the parent
• They should always start with
something positive and then followed by
a concern or question
• Offer continuous conversation
43. Use Humor
• Many students see use as inhuman
• Humor is a universal language
44. The Letterman Top 10
Reason to go to school
10. If you’ve never been caught passing notes
in school there is a job for you at the FBI
9. If you survive a school sponsored field trip,
you should be favored to win the next
“Survivor”
8. If yu can leave the principal’s office without
crying, you will laugh at simon when he
says you were lousy
7. By learning t o wake up quickly and dress in
less than a minute to get to school, you’ll
qualify as a great firefighter
45. Top 10
6. By learning to ride your school’s bus system
you’ll be ready for the New York Subway
system
5. By carrying heavy backpacks through
school hallways, you’ll be conditioned to
move your own furniture throughout your
lifetime
4. By mastering the art of pretending to be
interested, you will be prepared for years of
dating conversations
46. Top 10
3. By learning to accept you teachers’
criticism, you can laugh when Donald
Trump says, “You're Fired”
2. By waiting for bathroom breaks, you will be
able to train your bladder to endure long
business meetings
1. By learning to consume cafeteria food, you
will be able to win the food competion in
“Fear Factor”
47. Now it is your turn!
• Everyone create at least one reason
why student should come to school……
(You can do this with your class and
watch you list get better and better
every year.)
55. Allow movement that does not
interfere with the learning
environment
• Allow breaks
• It’s O.K. for children to stand at their
desks
• Experiment with fidget toys
56. Reflection
1. How are you already using media and
movement in your classes?
2. What could you add?