Start building community and culture in your classroom. Sarah Brown Wessling shares 14 ways she creates chemistry with her students
Mary Perfitt-Nelson's insight:
"After all, when Community and Culture take their rightful places in the desks of our classrooms, we can look forward to a June when we didn’t just finish a school year, but put learning in its rightful place: their heads and our shared ideals."
It's important for educators to examine their own biases so they connect more deeply with each child in their classrooms.
Mary Perfitt-Nelson's insight:
It starts with relationships! Be intentional about the culture you create!
" that you'll reach across that perceived chasm and get to know the person on the other side. I hope that you'll find out who he is and what he loves to do and how you might be able to make his daily life just a little bit easier. I hope that you'll recognize your own fears and apprehension, perhaps fears of the unknown or the "other" or fears of your own limitations to help. And I hope you'll reach out anyway."
Students bring their culture to our schools and classrooms. The teaching staff become part of that culture. The challenge is to create, collaboratively, a culture of learning within the space given.
We are excited to offer a comprehensive array of opportunities to help district staff become more intentional about the experiences they design. The overall vision of the series was created collaboratively with Oakland County teachers and Oakland Schools staff from School Quality and Special Education who considered the crosswalk between teacher evaluation, important frameworks and the thinking of leading researchers in the field. The series is sure to offer something for everyone. Preventative or responsive; Saturdays, half-days, virtual and face -to –face opportunities will exist.
Created by an international team of architects and designers concerned about our failing education system, The Third Teacher explores the critical link between the school environment and how children learn, and offers 79 practical design ideas, both gre
Social Emotional Learning has become an important focus in schools , of late. Many refer to social skills as soft skills. There is also a movement to measure these skills in students. Accountability for teachers and schools will likely become part of this.
An interesting few paragraphs caution people about the genetic component of personality. To me, this means we must consider "riding the pony in the direction it is facing" and keep expectations realistic and appropriately challenging for the individual.
The article goes on to give practical advice for educators who want to support soft skill growth in students. The highlights?
Focus on behavior, not traits and dispositions;
Teach, acknowledge and provide opportunities for respectful social interactions;
Measure growth using naturally occurring and useful feedback;
Establish priorities for students who are 'off track";
Focus on places and spaces (and people) with whom student has difficulties;
A teacher’s own identity, values and beliefs help form the basis from which flourishing cultures of learning may (or may not) grow. The focus of this two-day reflective experience is on exploring and clarifying our identities, values and beliefs around teaching and learning; demystifying what it takes to create the space/place we want and making our vision transparent for cultural transformation. Designed/Facilitated by: Dalyce Beegle, Bryan Dean, Mary Perfitt-Nelson and Holly Zimmerman.Cohort 1: 12/3/15 and 1/12/16 http://tinyurl.com/oao3on5 Cohort 2: 3/9/16 and 3/28/16 http://tinyurl.com/otc647v to 3 pm $35 per person includes materials, lunch and snacks
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