tag:blogger.com,1999:blog-21792600979481179522024-03-13T01:07:07.946-07:00 The Pragmatic TV Teacher The change to improve instruction starts with relevant resources.
I will write what people want to read.
Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.comBlogger75125tag:blogger.com,1999:blog-2179260097948117952.post-13224596173310466432016-11-16T05:08:00.000-08:002016-11-16T05:08:13.788-08:005 Reasons For Educators To Embrace Blogging<br />
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The internet is an amorphous blob of personal space and
public domain. Few things can be said to
embody both concepts. Upon the internet
becoming the internet, conceptual understanding progressed at a snail’s pace because
people were asking what the internet can do before asking what the internet
was. The same thing is happening to the
blogosphere. To steal a concept from <a href="http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1018&context=apme">Mark
O’Donnell: people are asking what blogs can do before asking what blogs really are.</a><o:p></o:p></div>
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In my opinion, the two ideas, what blogs are and what blogs
can do, are inseparable because embedded in the identity of blogging is what it
allows you to do. As an anology: what I
do is teach, I consider my identity- what I am- a teacher. I am what I do.<o:p></o:p></div>
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Blogs are what they allow people to do. </div>
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The following 5 benefits refer to professional
articles as a result of blogging rather than a rambling personal diary reminiscent
of a Bret Easton Ellis publication- but blogs are also blogs because they allow
for this as well…<o:p></o:p></div>
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<b>Blogging holds you
accountable. </b>Beliefs, opinions, criticisms,
and thoughts need to be organized and presented clearly if one is to convey a
message. A thought is forced through a
mental pruning algorithm where only the main concepts survive. The writer is forced to ask themselves : “<i>Does this idea add to the argument? Yes.. I’ll Keep it… No… I’ll toss it.”</i> As the thought progresses, it becomes refined
and polished. <a href="https://www.amazon.com/Bird-Some-Instructions-Writing-Life/dp/0385480016">Ann
Lemott, in her fantastic book on writing</a>, clearly indicates that a writer
often doesn’t know what they are trying to communicate until the project is
complete. Said differently, the writing
process forces the writer to hash out their idea into a finished product. Writing, as a process, refines ideas.<o:p></o:p></div>
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<b>Blogging helps a
teacher find their voice. </b>Many of us
call our teaching philosophy our teaching voice. What do you stand for? How is your classroom evidence of this
stance? What do you tolerate? What do
you expect? How, in your teacher
heart-of-hearts, do you believe a child learns?<o:p></o:p></div>
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Just as blogging holds the writer accountable, it also aids
in <span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;">self-discovery</span>. Your identity as a teacher is the cornerstone
to your professional career. Writing
your thoughts, and further making them public, enables you to communicate what
you truly feel is right about teaching. You
communicate these identity characteristics not only to the world, but also to yourself.<o:p></o:p></div>
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<b>Writing is teaching. </b>When learning to write, turn to no other
resource than <a href="https://www.amazon.com/Sense-Style-Thinking-Persons-Writing/dp/0143127799">Steven
Pinker’s The Sense of Style.</a> Pinker
imprinted on me an idea bordering on epiphany: authors write to teach. It is so simple yet so powerful. Fiction or nonfiction, at the core of
authorship is teaching other people. Check
out your favorite blog- why to you return to it? You return to it because you learn things and
the blog’s author is a fantastic teacher.
<a href="http://thepragmatictvteacher.blogspot.com/2014/12/to-become-better-teacher-become-better.html">To
become a better teacher, become a better writer</a>. To practice writing, blog.<o:p></o:p></div>
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<b>Blogging is
communicating, and communicating is learning.
</b>The core of may educational philosophies is the ability to use
language to communicate an idea. Writing
provides evidence that a concept is retained and recalled. This translates to a powerful activity for
classrooms. While it takes time an
energy, incorporating blogging as a student exercise has powerful implications.
Whether in a creative writing or advanced
molecular genetics course, writing in the form of a blog is a great way to
demonstrate learning.<o:p></o:p></div>
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<b>Blogging is considered a pedagogical construct in its own right.<o:p></o:p></b></div>
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Writing and blogging as an activity has traditionally been
seen as an activity to support self-improvement or learning. While it still needs a bit of development, the idea of blogging
as a pedagogical construct <span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;">is
emerging.</span> <a href="http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1018&context=apme">In
a VERY readable paper, Mark O’Donnell</a> reviews traditional blogging theory
and adds that blogging is beginning to take the shape of a pedagogy on its own. Pedagogical practices are different from
teacher to teacher. However, effective communication
skills are a central them to all.
Blogging and making your thoughts public is a way to strengthen and
develop the communication skills central to your pedagogy.<o:p></o:p></div>
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<b>Why do I blog? </b>On a more personal note- I blog because I
feel the need to hold myself accountable for what I learn while reading. Writing and synthesizing new ideas gives my
excessive reading habit purpose. In
other words, I get more from reading when I write. In the end, reading helps my writing and
writing strengthens my reading. <o:p></o:p></div>
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Why do you blog?<o:p></o:p></div>
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Thanks for reading!<o:p></o:p></div>
Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com2tag:blogger.com,1999:blog-2179260097948117952.post-39013920198473170792016-11-16T05:07:00.003-08:002016-11-16T05:07:39.046-08:00The Best Advice I've Ever Received From A New Teacher"<i> Well, I did it!</i>" Ms. Sims exclaimed. She was referring to her first year as an educator and we were sitting down for the end of the year mentor-mentee meeting. <a href="http://thepragmatictvteacher.blogspot.com/2015/09/why-first-year-of-teaching-should-be.html">We met a frustrated Ms. Sims a couple months ago.</a><br />
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" I realized that <i>there is SO MUCH STUFF... in teaching... there is so much to do, to remember, and I realized that I couldn't do it all. I found myself cutting back and learning everything separately."</i><br />
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She was truly exuberant. I was happy for her, I wasn't sure that she would make it.<br />
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"<i>Can you give me an example- a cutting back and learn everything separately example?</i>" I questioned.<br />
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<i>"I wanted to be the best teacher in the school from day one, and put everything into practice that I learned from school and student teaching. I quickly found that to be impossible."</i><br />
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Ms. Sims reached into her bag and pulled out her plan book.<br />
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<i>"So I began to realize that teaching is a bunch of skills... and the skills can't be learned and implemented together, that my best bet was to identify what I wanted to be good at and then practice each one of those things separately rather than trying, and failing, to do everything at once."</i><br />
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<i>"That is an interesting point of view..." </i>I said.<br />
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<i>"Yeah, and it helped I think. So as an example..."</i> she pointed to a green block in her planning book... <i>"...during this week, I practiced strong class openings, like, confident, bold, and direct introductions. And the following week I practiced strong class closures. So by the end of the two weeks, I was OK at opening and closing class."</i><br />
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<i>"That's fantastic!"</i> I exclaimed.<br />
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<i>"Yeah it helped, I actually got the idea from a book-- <a href="https://www.amazon.com/How-Read-Book-Intelligent-Touchstone/dp/0671212095">How To Read A Book</a>-- there is a passage where it talks about all the skills needed to read a book and how, when practiced and learned separately, eventually fuse together."</i><br />
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<i>"How To Read A Book? That is the title of a book?"</i> I gave her a puzzled look.<br />
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<i>"Yup, and it's fantastic!"</i><br />
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Book recommendations come from the weirdest places :)<br />
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But Ms. Sims was right about two things: first, <a href="https://www.amazon.com/How-Read-Book-Intelligent-Touchstone/dp/0671212095">How To Read A Book</a> is absolutely amazing. Second, to learn a complex skill, like teaching, prioritizing the many smaller skills and learning them individually is an efficient way at learning the complex skill.<br />
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The passage from <i>How To Read A Book</i> helps:<br />
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Referring to a mastering a complex act (skill) as a series of smaller acts (skills ) "you must learn to forget the separate acts in order to perform all of them, and indeed, any of them, well. But in order <i>to forget them as separate acts, you have to learn them first as separate acts." (</i><span style="font-size: xx-small;">Italics found in the original)</span><br />
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To master a skill as complex as teaching, first realize that it is a series of smaller skills working in conjunction. Perform and perfect the smaller skills individually. As you become more proficient, you'll notice that the skills flow into and support one another.<br />
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Like Ms. Sims, start by listing the skills you feel are important to teaching. Make each skill an actionable behavior. Start small, practice, and prioritize each- start with one week. <br />
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I acknowledge that there are hundreds of desirable teaching skills. But there are also 40 weeks in a school year. That means that using the above formula, at the end of the first year teaching, you could have 40 skills practiced and perfected. That is an incredible feat and one that I would argue gets you off to a fantastic start.<br />
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Inspiration comes from funny places. During a meeting with my mentee, I walked away as the beneficiary and have personally implemented Ms. Sims' recipe for success. I've already practiced one desirable characteristic- 100% attention while I speak, and plan, next week to start a second- visiting each student at least once during each laboratory activity.<br />
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Thank you Ms. Sims :)<br />
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Are you a new teacher with advice to share? If so connect with The Pragmatic TV Teacher and share it!<br />
<br />
Thanks for reading!Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com0tag:blogger.com,1999:blog-2179260097948117952.post-72581453588413950942016-11-16T05:07:00.001-08:002016-11-16T05:07:17.151-08:00The Fab New COI Model Of Learning<div class="MsoNormal">
I’ve been on a theory binge lately. It began several weeks ago when I re-read <a href="http://iws.collin.edu/amiller/William%20James%20-%20Pragmatism.pdf">Pragmatism</a>
by William James—what a gem. Very few
ideas are as applicable as pedagogy that is pragmatic. I thought that I was a pragmatic teacher by
nature- hence the title for this website. Until I came across a
relatively new model called the Community of Inquiry (COI).<o:p></o:p></div>
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Theory junkies hold on- this model is the real deal.<o:p></o:p></div>
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This article is about one facet of the COI model: teacher presence. I have two goals. First, describe teacher presence and how it has pragmatic origins. Second, hold myself accountable for what I’ve read and hopefully learned regarding the COI model.</div>
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The Community of Inquiry model was originally developed to
describe themes central to the learning process mediated by computers-
essentially distance learning. In the
late 1990s and early 2000s, distance learning experienced RAPID growth and its
use as an educational option is now considered ubiquitous.<o:p></o:p></div>
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There was, and is, no doubt that learning at a distance is
different than the traditional desk and classroom setting. But how?
It was tough to describe- and many theorists gave it a shot. We were left with a lot of valid thoughts
from a lot of influential thinkers.
Whether it was <a href="https://en.wikipedia.org/wiki/Otto_Peters">Otto
Peters</a> extending the industrialized model of education to distance learning
or <a href="https://en.wikipedia.org/wiki/Michael_G._Moore">Michael Graham
Moore</a> coining the term Transactional Distance, something was missing.<o:p></o:p></div>
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Randy Garrison, Terry Anderson, and Walter Archer took a
stab at describing learning at a distance and their COI model was found to be
so… let’s say pragmatic <span style="font-family: "wingdings"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-char-type: symbol; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-symbol-font-family: Wingdings;">J</span>…
that we now find ourselves applying the theory to traditional education settings
as well.<o:p></o:p></div>
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As simple as one can state it, according to the COI model
learning occurs when appropriate levels of three components are found in an
educational setting, teacher presence, cognitive presence, and social
presence. Cognitive presence refers to
the process of constructing meaning through communication. Social presence alludes to how the setting
allows a learner to be ‘real’, or in other words feel at home during the
learning process. Teacher presence has
two subcomponents, and has been the focus of my theoretical attention. <o:p></o:p></div>
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(<a href="http://www.anitacrawley.net/Articles/GarrisonAndersonArcher2010.pdf">Garrison,
Anderson, and Archer do a nice job summarizing the ideas and clarify their idea
as time passes.</a>)<o:p></o:p></div>
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The first ingredient to ensure appropriate levels of teacher
presence is a thoughtful design of the educational experience. That is a vague statement, but it boils down
to this: a teacher can increase their presence by <a href="https://www.researchgate.net/profile/Peter_Shea/publication/222555956_A_study_of_teaching_presence_and_student_sense_of_learning_community_in_fully_online_and_web-enhanced_college_courses/links/02e7e53bee2255c3c5000000.pdf">“setting
curriculum, designing methods, establishing time parameters, utilizing the
medium effectively, and establishing group norms.”</a> In other words, planning.<o:p></o:p></div>
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I know what you are thinking- <i>“no duh, of course planning helps!”
</i>This isn’t your typical planning and is far beyond your little green
scheduler. This is the nuts and bolts of
your teaching methodology.<o:p></o:p></div>
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Consider the exoskeleton of an insect. Without it, the bug would be a puddle of
mush. With an intact exoskeleton, the
insect is kept functioning.<o:p></o:p></div>
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Course design is the foundation and frame of a house, the
infrastructure of utility systems, or the storyboard of an animation. It is the frame in which you conduct your
business.<o:p></o:p></div>
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Define your design and be specific. Communicate the design to your students. They will feel like their time is well spent
if they understand how the course is set up.<o:p></o:p></div>
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Organization is half the battle- <a href="https://thepragmatictvteacher.blogspot.com/2015/05/do-you-want-your-students-to-like-you.html?showComment=1466930182022">in
fact we’ve discussed how students like teachers that are organized</a>.<o:p></o:p></div>
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Prior to course implementation, be cognizant about course
features that are considered the logistics and spell them out.<o:p></o:p></div>
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The second ingredient, assuming that you have spent the
necessary time to design your course appropriately (and it does take A LOT of
time), to achieve appropriate levels of teacher presence is course
facilitation.<o:p></o:p></div>
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This refers to the teaching aspect of being a teacher <span style="font-family: "wingdings"; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-char-type: symbol; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-symbol-font-family: Wingdings;">J</span><o:p></o:p></div>
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With the exoskeleton in place, the different insect systems
can do their thing to maintain a stable internal environment.<o:p></o:p></div>
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Facilitation, like design, is a broad word. Facilitation involves acknowledgement, asking
questions, probing for deeper answers, prompting discussion, purposeful
argument, and meaningful deliberation.
Discourse is a fun new word that we’ll use to describe any communication
that has purpose.<o:p></o:p></div>
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Prepare your questions, your probing prompts. Have a bag of tricks to extract more from
your students. If they are the engine,
you are the oil that keeps them going. <o:p></o:p></div>
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It is tough to swallow advice that simple says <i>“plan your course and facilitate communication.”</i> But it is these simple ideas that make COI so
approachable and pragmatic. <o:p></o:p></div>
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Novice teachers often visit this site and send me personal
emails- to paraphrase a lot of them: <i>“I
don’t know where to start.”<o:p></o:p></i></div>
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Follow the advice given through the COI model- start with
the exoskeleton of your course- the structure.
Follow up by defining your tools used to communicate with your students. Start slow and focus on specifics.<o:p></o:p></div>
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What theories are catching your eye? Connect with The Pragmatic TV teacher and
share your ideas!<o:p></o:p></div>
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Thanks for reading!<o:p></o:p></div>
Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com1tag:blogger.com,1999:blog-2179260097948117952.post-77017579813996853482016-05-18T04:07:00.003-07:002016-05-18T04:07:52.110-07:002 Effective Steps To Deal With A Disruptive Student<a href="http://www.cbsnews.com/news/gene-therapy-helps-blind-boy-see/">Gene Therapy</a> is an amazing technique in biotechnology used to fix a broken gene that causes a disease (the link leads you to a story about a blind boy how can now see!). For example, the CFTR gene is damaged in an individual suffering from the respiratory illness Cystic Fibrosis. To help the patient utilizing gene therapy, two things must occur:<br />
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First, the damaged gene must be identified.<br />
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Second, the damaged gene must be replaced.<br />
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If they occur, the individual has the potential to see a decrease in symptoms and become healthy.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgosra8Oo7M9BdBFA2hBIO_xr8j3bItVYBHzpPk6NjIihMviGdYzcr7U8Be58a5wDF7WBs8a4T6RntpgDyQ55NbSdLerip0vYJsnrg9NsrcXA3nwByiv4uOPiUXe2eUXMUxw7ipNXdvpip3/s1600/calvin_and_hobbes_001.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgosra8Oo7M9BdBFA2hBIO_xr8j3bItVYBHzpPk6NjIihMviGdYzcr7U8Be58a5wDF7WBs8a4T6RntpgDyQ55NbSdLerip0vYJsnrg9NsrcXA3nwByiv4uOPiUXe2eUXMUxw7ipNXdvpip3/s200/calvin_and_hobbes_001.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://francisallen.files.wordpress.com/2014/03/calvin_and_hobbes_001.jpg">credit</a></td></tr>
</tbody></table>
<br />
The idea of fixing broken genes through a therapeutic process is awe-inspiring, but not the subject of this article. For more information on gene therapy, read <a href="http://www.amazon.com/Forever-Fix-Gene-Therapy-Saved/dp/1250015774">The Forever Fix</a> by Ricki Lewis.<br />
<br />
Identifying a corrosive agent and fixing it by inserting the properly functioning component is a ubiquitous <br />
concept. This article is about applying the idea of gene therapy to classroom management. You'll learn the two step process used by expert teachers to change the behaviors of problem students quickly and efficiently.<br />
<br />
<a name='more'></a><br />
Another familiar example is helpful at this point.<br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrt9oh58nwn1WmIHju6BAbAE3dzarv647Wo8pvXBhyphenhyphenm1H5Am7M1EXod1qgLS7ck9KCincXKB_Q8xhDDKVq-K1CMLU-SyptaCoyqKZ2RZMWDC0Ug2K7bi5U3_qv4M5lXWL7vj3oa8iLkwfR/s1600/4950627297_f8bd45f4ae_b.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrt9oh58nwn1WmIHju6BAbAE3dzarv647Wo8pvXBhyphenhyphenm1H5Am7M1EXod1qgLS7ck9KCincXKB_Q8xhDDKVq-K1CMLU-SyptaCoyqKZ2RZMWDC0Ug2K7bi5U3_qv4M5lXWL7vj3oa8iLkwfR/s320/4950627297_f8bd45f4ae_b.jpg" width="225" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://c1.staticflickr.com/5/4126/4950627297_f8bd45f4ae_b.jpg">credit</a></td></tr>
</tbody></table>
As you drive home from school, you realize your vehicle is under-performing. It lacks power, is making an ominous clunking sound, and as you accelerate, it wheezes.<br />
<br />
Something in the engine is broken.<br />
<br />
You bring it to your mechanic.<br />
<br />
Al, the 95 year old automobile encyclopedia examines your car and says: "Yup, just as I thought, spark plugs gone bad. I'll have er' fixed up in no time and you'll be on your way."<br />
<br />
60 minutes later you are driving home with a car that is working properly and has no symptoms of inefficiency.<br />
<br />
We find it interesting that Al, the mechanic, only replaced the broken component. He DID NOT say: "Yup, just as I thought, spark plugs gone bad. I need to replace the entire engine..."<br />
<br />
Al identified what needed to be fixed, and replaced only the broken plug just as gene therapy identifies the broken gene, and inserts a functioning version in its place.<br />
<br />
There are massive classroom management implications here.<br />
<br />
We ALL have classes, lessons, <i>students</i>, and components that are less than stellar. And we ALL want to fix them. Can you teach at less than 100%, with the tough class still tough, with the shaky lesson still shaky, with <b>the</b> student still being <b>the</b> student. Sure we can, just as you can drive a car that is slightly broken. Do we want our instruction to operate like a well oiled teaching machine?<br />
<br />
Absolutely.<br />
<br />
And we can, if we take a lesson from the <u>identify and fix it</u> mentality of gene therapy and Al the mechanic.<br />
<br />
Lets use <b>the</b> student as our example. They talk excessively, display rude and disrespectful behavior, and in general are just disruptive.<br />
<br />
Today, <b>the</b> student is on all roll and verbally engaging a neighboring student during some direct instruction. It is time to address the problem and intervene. <br />
<br />
Typically, we may say: 'Stop doing that' or, 'please turn around.'<br />
<br />
But let's use the gene therapy way of managing that situation.<br />
<br />
Step One: Identify the issue. They are talking.<br />
<br />
'You are talking while I am.' Strait, to the point, and direct.<br />
<br />
Step Two: Insert the appropriate behavior:<br />
<br />
'You are talking while I am. Rather than talking, I need you to write down what's on the over-head please.'<br />
<br />
This works for two reasons.<br />
<br />
It first satisfies the golden rule of classroom management- it addresses the student's behavior, not the student personality/identity.<br />
<br />
Second, it is a Goldilocks statement- not to harsh, not too easy, just right. It is fair.<br />
<br />
If <b>the </b>student gives you lip, just repeat it- 'I need you to write down what's on the over-head please.'<br />
<br />
To manage a situation where you desire efficiency, attack the problem from a gene therapy lens- identify the problem (vocalize it if appropriate) and insert the desired behavior.<br />
<br />
It is simple, pragmatic, and something you can start doing <i>tomorrow.</i><br />
<i><br /></i>
Give it a try and let The Pragmatic TV Teacher know how it works!<br />
<br />
Thanks for reading.<br />
<br />Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com2tag:blogger.com,1999:blog-2179260097948117952.post-47691891279944877412016-04-22T07:16:00.000-07:002016-04-22T07:16:04.550-07:00Technology Is Not A Teacher<div class="MsoNormal">
I respect Cal Newport, everything he writes, and take
his advice seriously. Reading <span style="background-color: white;"><a href="http://www.amazon.com/Cal-Newport/e/B001IGNR0U">his resources</a></span>has helped me increase my productivity immensely. However, a recent passage in his new book, <i>Deep Work</i>, caught my breath and made me
give the ‘wait a second’ stink-eye. <o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
<i><span style="font-family: "cambria" , "serif"; font-size: 12.0pt; line-height: 107%;">“The
complex reality of the technologies that real companies leverage to get ahead
emphasizes the absurdity of the now common idea that exposure to simplistic,
consumer-facing products-especially in schools- somehow prepares people to
succeed in a high-tech economy. Giving
students iPads or allowing them to film homework assignments on YouTube
prepares them for a high-tech economy about as much as playing with Hot Wheels
would prepare them to thrive as auto mechanics.”<o:p></o:p></span></i><br />
<i><span style="font-family: "cambria" , "serif"; font-size: 12.0pt; line-height: 107%;"><br /></span></i></div>
<div class="MsoNormal">
I heard my mental microphone yelling <i>“Cal, wait a second, technology in schools is a good thing, iPad,
Chromebooks, they all increase student learning!”</i><o:p></o:p><br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZg66y9ZrqIENNQsIl_CLhFqk4wQzXEEskP0pyPNxxHf_DLeJa739B3DPavDSulY6uozlgK4U9aVTNVlNmd1DOyQPSd-3u9C_wvsF1Oi6OK546NSlGDkUo8LNfCG57EVi5BvK3s7raJpQb/s1600/Brain-and-computer.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="220" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZg66y9ZrqIENNQsIl_CLhFqk4wQzXEEskP0pyPNxxHf_DLeJa739B3DPavDSulY6uozlgK4U9aVTNVlNmd1DOyQPSd-3u9C_wvsF1Oi6OK546NSlGDkUo8LNfCG57EVi5BvK3s7raJpQb/s320/Brain-and-computer.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://controlmind.info/images/stories/Brain-and-computer.jpg">credit</a></td></tr>
</tbody></table>
<br /></div>
<div class="MsoNormal">
Further, he was attacking the very root of integrating
technology into schools- preparing our students for a techno-based economy when
they enter the workforce.<o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
This article is not about disagreeing with Newport. It is about me organizing my thoughts on
technology’s role in education. As
someone who teaches on TV, whose room is LOADED with technology (I’m the guinea
pig in our building for new tech), I need a clear standpoint regarding
technology in the classroom. <o:p></o:p><br />
<br />
<a name='more'></a></div>
<div class="MsoNormal">
So do you, because before we know it, technology will be a
ubiquitous feature in all classrooms.<o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
After being thoughtful, making lists, and digging into
various resources, this is what I developed:<o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
<b>Technologies role in
the classroom is to support and enhance instruction, not replace it.<o:p></o:p></b></div>
<div class="MsoNormal">
<b>The use of technology
in the classroom is to provide a multisensory experience and not to ‘expose our
students to technology so they are better equipped for the real world.’<o:p></o:p></b><br />
<b><br /></b></div>
<div class="MsoNormal">
These ideas are perhaps common sense for you. For me, they were important because I lacked
a concrete stance. Maybe you agree,
maybe you disagree.<o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
So in a sense, I begrudgingly need to note, I agree with
Newport. It is silly to think that slapping
an iPad down in front of a student prepares them for the real world. They won’t make money tapping a screen or
making YouTube videos. They’ll make
money designing the next iPad and a better version of YouTube.<o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
The reasons for including technology in the classroom are
endless. It has become such an
initiative that there are designated professionals called Technology
Integration Specialists; most buildings have one. I suppose, at the heart of the movement to
integrate technology, is student engagement to enhance learning though the real
reasons seem convoluted and increasingly difficult to define. I feel that sometimes technology is pushed
because anything associated with the internet is considered ‘good’.<o:p></o:p><br />
<br />
Lets take a look at common reasons for the use of technology and assess them using the stance I defined earlier.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Why do you use technology?<o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
<i>“I expose my
students to the technology.”</i> If the
reason you are using technology is to expose your students to it, think
again, as Newport emphatically noted. That is not learning-that is
using, and using is not analogous to learning.
I’m not saying that experience isn’t an integral part of learning, it
is. I’m saying that the novelty of new
technology can be used as a springboard for larger activities. <o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
<i>“I’m preparing them
for college, so they know how to navigate the internet and submit assignments.”</i> I argue that a college bound student knows
how to use the internet and any variation of Gmail and Blackboard.com that is
developed or will be developed.<o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
<i>“Technology is used in
my classroom to encourage collaboration”</i>- getting there, but still lacking
and shallow. I would argue that students
need to be taught how to collaborate and how to work cooperatively. <span style="background-color: white;"> <span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;"><a href="http://smallbusiness.chron.com/cellphones-social-skills-28929.html">Technology is one of the reasons students lack basic communicationskills in the first place.</a> Teach them how to work through a cooperative effort first, in person. Subsequently, increase their collaboration by introducing technology.</span></span><o:p></o:p><br />
<span style="background-color: white;"><br /></span></div>
<div class="MsoNormal">
The above shallow responses have one similar characteristic:
They have the technology at the center of the activity and the technology is
the lesson. The technology, in my humble
opinion, should be <b>used to supplement the
lesson.<o:p></o:p></b><br />
<b><br /></b></div>
<div class="MsoNormal">
Exposing content to your students in as many different ways
as possible can be a pragmatic goal of integrating technology because <a href="http://thepragmatictvteacher.blogspot.com/2015/03/teaching-strategies-to-make-your-lesson.html">Multisensory learning is deep and meaningful</a>. We can consider technology
as a multisensory tool.<o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
And a tool technology is.
Tools can make work more efficient and technology is no different. By embracing technology as a multisensory
tool, learning, in a sense, is more efficient.<o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
Consider adding technology to your lesson plans not to
replace your instruction, but to supplement it.
Add technology not for exposure, but to teach engineering and
innovation. Collaboration is an
important skill, but technology can’t teach it, only facilitate cooperative
effort.<o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
To conclude: Technology is awesome, no one is denying
that. But its awesomeness lies not in
the fact that is it ‘technology’ but in the idea that it can give an instructor
endless possibilities to supplement a lesson and make it multisensory. <br />
<u><br /></u>
<u>The technology is there to make YOU a better
teacher, not to be the better teacher.</u><o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
Thanks for reading.
Connect with The Pragmatic TV Teacher to share how you use technology to
support and enhance your instruction.<o:p></o:p></div>
Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com3tag:blogger.com,1999:blog-2179260097948117952.post-67163910416567485992016-04-11T08:44:00.002-07:002016-04-11T08:44:56.980-07:00Why You Should Test Your Students Everyday<i><a href="http://www.scientificamerican.com/article/researchers-find-that-frequent-tests-can-boost-learning/">"Researchers Find That Frequent Tests Can Boost Learning"</a></i>- it's a catchy line, isn't it? But how can this be? Every teacher website, ed-blog, expert, administrator, educator, and parent are screaming that students are being tested too much. Right? We are sick of tests.<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6iK4YvlkLfxRq43SDerCHAB2gbcZ7tE_33acDkBVuG2ZAynlBqFFaU9SaO5-kQUQfDG5SHfvLjatEbkCI0RWZHq3RAi8cAafA0jApN_7W0D8SJNJiQ3kltMQwiVPj8buyBm3k-aIXyolT/s1600/I.forgot.05.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="181" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6iK4YvlkLfxRq43SDerCHAB2gbcZ7tE_33acDkBVuG2ZAynlBqFFaU9SaO5-kQUQfDG5SHfvLjatEbkCI0RWZHq3RAi8cAafA0jApN_7W0D8SJNJiQ3kltMQwiVPj8buyBm3k-aIXyolT/s200/I.forgot.05.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.allthingsclipart.com/06/i.forgot.clipart.htm">credit</a></td></tr>
</tbody></table>
<br />
I bit and read the article --and the copywriters got one more view with this super seductive headline. <br />
<br />
The article by Annie Murphy Paul in the August edition of Scientific American was a disappointment and a surprise. I was disappointed because I was ready for a fight and didn't receive one. I was prepared to start swinging with my '<i>kids are tested too much already</i>' rhetoric but I didn't even get in a small shoving match. I <i>agreed</i> with the arguments presented and that surprised me. I was surprised because Annie Murphy Paul reiterated what every effective educator already understands: recall is as important as content exposure.<br />
<br />
Evidence of memory formation comes in the form of retrieval or recall through some sort of observable behavior. If you teach a dog to sit and you'd like to make sure they learned the behavior, ask them to sit. It they plant their butt on the ground, they were able to retrieve the memory and you were a successful teacher.<br />
<br />
The same can be said in any classroom. Teach the students content. Follow up by engaging them in a behavior that requires them to retrieve and recall that content.<br />
<br />
<a name='more'></a><br />
Is content retrieval synonymous to testing? Yes and no. All tests are acts of retrieval but not all acts of retrieval are 'tests'. To complete a test, a student must search their content 'bank' for bits of knowledge they can weave together for a coherent thought. So yes, a test, in the formal standardized sense, is retrieval. <br />
<br />
However, standardized tests are obviously not the only way to practice retrieving content.<br />
<br />
I can hear your murmurs now- "Practice retrieval? What on Earth do you mean?"<br />
<br />
I mean practice getting the knowledge back OUT of your students brains. Effective techniques pitched at conferences normally discuss how to get information IN. But getting it in is only half the battle. Getting it OUT, or recalling content, needs more attention. <br />
<br />
Annie Murphy Paul and Scientific American, to make their headline catchy, bet that teachers, and people in general, forget the importance of the recalling aspect of learning because teaching is normally analogous to the dissemination of information. By stating that <i>"Researchers Find That Frequent Tests Can Boost Learning"</i>, they were simply saying that researches find that frequent acts of retrieval can boost learning.<br />
<br />
Is there evidence to support this? Does practice recalling content lead to deeper learning?<br />
<br />
Yes, yes it does.<br />
<br />
Hermann Ebbinghaus is a celebrity in the world of psychology. Ebbinghaus developed monumental ideas shedding light on how we remember by investigating how information is forgotten. <br />
<br />
He is most known for his forgetting curve.<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOQ1rkSo0nVxMZyGV5ohCrGedp7QU-na-Ab-_f9wgTeY2WZl4ql88HnWmjEfw-irnbiwkaXIY1aWwBOR92H189hc4DY6ELLrCF4uc-q9YEWM2v_i66JvLdUbHlrt7w-4FJ4Hhy2S0_IeIV/s1600/forgetting1.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="224" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOQ1rkSo0nVxMZyGV5ohCrGedp7QU-na-Ab-_f9wgTeY2WZl4ql88HnWmjEfw-irnbiwkaXIY1aWwBOR92H189hc4DY6ELLrCF4uc-q9YEWM2v_i66JvLdUbHlrt7w-4FJ4Hhy2S0_IeIV/s320/forgetting1.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://peakmemory.me/2013/06/29/hermann-ebbinghaus-and-the-forgetting-curve/">credit</a><br />
<br /></td></tr>
</tbody></table>
The visual is very strait forward. We forget things... fast. Ebbinghaus' insight was to uncover just how fast. We lose memories almost immediately.<br />
<br />
Unless, of course, and hence the purpose of this article, we recall the information frequently. Said differently, we lose a memory quickly unless we practice retrieving it.<br />
<br />
The last sentence in the abstract (and the title) of this very important article says it all:<br />
<br />
<div style="text-align: center;">
<a href="http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.558.9401&rep=rep1&type=pdf">"Repeated retrieval of information is the key to long-term retention."</a></div>
<div style="text-align: center;">
(this article is worth your time and very well-written)</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
Or how about the last line in this abstract:</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: center;">
<a href="http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.495.61&rep=rep1&type=pdf">"The results demonstrate the critical role of retrieval practice in consolidating learning and show that even university students seem unaware of this fact."</a></div>
<div style="text-align: center;">
(another very readable article worth your time)</div>
<div style="text-align: center;">
<br /></div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
Literature is stuffed full of conclusions like the ones cited above. Educators, myself included, often forget about the importance of recall because we are so focused on instruction.</div>
<div style="text-align: left;">
<br /></div>
<a href="http://www.amazon.com/Why-Dont-Students-Like-School/dp/047059196X">Not only does retrieval practice protect against forgetting, it improves a students ability to transfer that knowledge to a different domain and it reinforces the basic skills necessary for more advanced ones.</a><br />
<br />
The bottom line is this: not only do teachers need to take several approaches to getting information IN, but also numerous approaches for helping students get the content OUT. <br />
<br />
<a href="http://thepragmatictvteacher.blogspot.com/2015/05/4-ways-to-make-thinking-easier-for-your.html">Practicing retrieval makes thinking easier.</a><br />
<br />
Engage your students in meaningful activities where they practice recalling information. Make the activity multisensory and mix in a little variation to keep the activities novel (which in its own right is a powerful learning tool).<br />
<br />
How do you pave the retrieval pathway? Connect with the Pragmatic TV Teacher and share you ideas!<br />
<br />
Thanks for reading.<br />
<br />Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com0tag:blogger.com,1999:blog-2179260097948117952.post-78669656743999098032016-03-28T10:39:00.002-07:002016-03-28T10:39:38.723-07:00Understanding Impulsive Student Behavior<i>"Wasn't she a hustler?"</i> belted the student.<br />
<br />
<i>"No, Mother Teresa was an extremely kind and caring person who devoted her life to helping others. That comment was extremely inappropriate. Please step outside, I'll be out to speak to you momentarily " </i>I, as calmly as possible, replied.<br />
<br />
Character education in my Earth Science class is important. Asking the students for an example of an altruistic individual resulted in "Mother Teresa" and as a follow-up I asked "who was mother Teresa" which elicited the above prostitute response.<br />
<br />
After I got the activity underway, I cracked the door to address the comment. I said nothing and received :<br />
<br />
<i>"Mr. R, I'm sorry, I didn't mean to say that. Sometimes I just shout things- and when I think about what I'm saying, I don't know why I'm saying it. I'm really sorry."</i> <br />
<br />
My response was simple: <i>"take a breath next time, it may give you a chance to think"</i> and since the student was on the brink of tears <i>" and take a moment and collect yourself. Join you group when you are ready."</i><br />
<br />
Issue resolved and lesson learned. But wow, the things they say...<br />
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<br />
Reflecting later about the disturbance, I was confused about what the student said. Particularly, the part about shouting things before thinking. We all say things sometimes without thinking and are all prone to impulsive behavior. But teenagers seem more so. They have their "act on impulse dial" turned up- any secondary teacher understands this and has grown to accept it.<br />
<br />
But why? Why are teenagers more impulsive? Is there a psychological explanation?<br />
<br />
Of course there is!<br />
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<a name='more'></a><br /><br />
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The brain, just like all components of the body, works through predictable developmental steps. The brain is somewhat different because while many (not all) components of the body are developed and functional upon birth, the brain is not. Said differently, our brain has some developing to do after we are born. Further, different parts of the brain develop at different times. We care about two parts: the limbic system and the prefrontal cortex.<br />
<br />
The limbic system, among a variety of other things, drives emotion. The prefrontal cortex, again among other things, is the core of impulse control and consequence rationalization.<br />
<br />
So we have one system, the limbic system, which facilitates emotion driven action on one hand. On the other hand, we have another system, the prefrontal contex, that 'considers' the future consequences of behavior and action. One may say that the limbic system is the cause of impulsive behavior and the prefrontal cortex regulates impulsive behavior. When the limbic system wins, an individual is impulsive. When the prefrontal cortex wins, the impulsive behavior is kept in check. <br />
<br />
In teenagers, the limbic system wins more often than the prefrontal cortex. Understanding why this occurs brings us back to developmental stages.<br />
<br />
The limbic system develops in early adolescence while the prefrontal cortex can develop late into the 20s. <u>The reason that teenagers act impulsively is because the area of their brain that drives emotional decision making matures sooner than the area of the brain that controls sound judgement. </u><br />
<br />
There is a maturation disconnect which results in a brain that is highly emotional (limbic) but lacking a mechanism to check and control that hyperactivity (prefrontal cortex).<br />
<br />
They literally do things without thinking because that part of the brain that does the 'thinking' is not yet mature.<br />
<br />
Educators can use this information in a variety of different ways. We should not use it to cut our kids a break when they pull a bone-head move. We can not tell ourselves "<i>Oh, that behavior is OK. It is not their fault, their limbic system is more mature than their prefrontal cortex.</i>" It is not an excuse.<br />
<br />
<span style="background-color: white;">We can use this information, however, to encourage the development of sound decision making. Reminding students to stop and breath will give them time to think through a behavior. Addressing the behavior, not the student (the golden rule of management) also brings to light the consequences of impulsive actions. Advising students by highlighting consequences while addressing an issue can teach them to be thoughtful.</span><br />
<br />
Assist their prefrontal cortex by presenting behavior consequences and help them make the connection between behavior and aftereffect. Just like any skill, development comes with practice.<br />
<br />
Lots of great resources exist for learning more about this maturation disconnect. A great place to start is the Scientific American article called<a href="http://www.scientificamerican.com/article/risky-teen-behavior-is-driven-by-an-imbalance-in-brain-development/"> <b><i>Risky Teen Behavior is Driven By an Imbalance in Brain Development.</i></b></a> <br />
<br />
Thanks for reading.<br />
<br />Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com0tag:blogger.com,1999:blog-2179260097948117952.post-88508400025347284022016-03-21T06:23:00.002-07:002016-03-21T06:23:19.896-07:00Teach Empathy Through BooksAs the weather warms the students become restless and emotions run high at our school. They fight each other... a lot. Today we had three fairly violent altercations before the bell rung for the first class. Fights are, unfortunately, a part of an educational setting. <br />
<br />
Though Spring-time fights are often fueled by relationship issues and amplified by cabin fever, many of the conflicts arise from simple misunderstandings and misinterpretations. <br />
<br />
Communicating through electronics, I feel, has robbed children of an important set of skills: theory of mind. In other words, kids, because they rarely interact face-to-face, don't understand how to interpret the actions of others. They fail to understand how others think and feel.<br />
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Lacking the tools necessary to make social interpretations, the actions of others are often misinterpreted and misunderstood leading to an unnecessary conflict. Being adolescents, their <a href="http://www.scientificamerican.com/article/risky-teen-behavior-is-driven-by-an-imbalance-in-brain-development/">emotion trumps cognition</a> and consequence prediction which leads to physical conflicts.<br />
<br />
How do we teach kids to think about what others are thinking and feeling? How do we teach empathy- the skill of viewing a situation from another point of view to understand feelings?<br />
<br />
<a name='more'></a><br />
<a href="http://content.lib.utah.edu/utils/getfile/collection/etd2/id/321/filename/755.pdf">Many, MANY answers to the empathy question have been developed</a> (the link refers to social work but is a great place to start). But one answer is often overlooked: reading.<br />
<br />
Teach kids how to empathize though books.<br />
<br />
Humans are narrative beasts. We all love to tell a good story. Further, we all love to hear and see a good story. Good stories captivate us because they appeal to our narcissistic selves. We are predisposed to place ourselves in the story as the main character.<br />
<br />
This has huge implications for teaching empathy. By inadvertently becoming the main character of the story, we are placing ourselves in the shoes of someone else. Our perspective is no longer our own and we experience the story through the eyes of another individual. <br />
<br />
In fact we get SO involved with the story <a href="http://www.ibtimes.co.uk/harry-potter-readers-fans-fiction-are-empathetic-use-more-regions-their-brains-1478291">that our brain reacts to the events in the story as if we were experiencing it in real life</a>. There is no distinguishable difference in brain activity between reading about the activity and actually doing the activity. If we are reading about a conflict where the main character is resolving the issue by being empathetic, our brain acts as if we are actually resolving a conflict by embracing a different point of view.<br />
<br />
By reading, we get a chance to practice being empathetic.<br />
<br />
Reading books acts like an empathetic situation dry-run. As the main character in the book (and also the reader) experiences conflicts, the readers gets to practice working through the conflicts which hopefully conclude positively... without fighting.<br />
<br />
It turns out you don't need the "Chicken soup for the ...... soul" series either. The above cited study used Harry Potter.<br />
<br />
The Common Core standards incorporate literacy. We, as the teachers, can take advantage of this shift and not only implement the new literacy ideals, but embrace it as a chance to teach our students empathy.<br />
<br />
How do you encourage empathy in your classroom? Connect with the Pragmatic TV Teacher and share your ideas!<br />
<br />
Thanks for reading!Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com0tag:blogger.com,1999:blog-2179260097948117952.post-51457109715423212162016-03-14T06:31:00.003-07:002016-03-19T06:37:50.971-07:00Regaining Control Of A Rowdy Classroom: The Broken Window Theory Of Classroom Managment<div class="MsoNormal">
The decline of crime in the 1990s throughout New York City is
attributed to a variety of exogenous causes.
The most feasible theory is described by James Wilson and George Kelling and thoughtfully articulated by Steven Pinker in <i><a href="http://www.amazon.com/The-Better-Angels-Our-Nature/dp/1491518243">The Better Angels of Our Nature</a></i>. You can also find discussions in <i><a href="http://www.amazon.com/s/ref=nb_sb_ss_sc_3_6?url=search-alias%3Dstripbooks&field-keywords=freakonomics&sprefix=freakonomics%2Cstripbooks%2C174">Freakonomics</a></i> and <i><a href="http://www.amazon.com/Tipping-Point-Little-Things-Difference/dp/0316346624/ref=sr_1_1?s=books&ie=UTF8&qid=1457961663&sr=1-1&keywords=The+Tipping+Point">The Tipping Point</a></i>.<o:p></o:p></div>
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</div>
<div class="MsoNormal">
In short, NYC saw a drastic decrease in crime because they prevented
windows from breaking and immediately fixed them when necessary.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I’m kidding of course, but fixing broken windows is symbolic
of the major ideas discussed in <a href="http://www.theatlantic.com/magazine/archive/1982/03/broken-windows/304465/">Wilson
and Kelling’s article called <i>Broken Windows</i></a><i>. </i>Fixing and controlling
small and seemingly insignificant issues- petty crimes- has a trickle up
effect. Policing and enforcing
littering, loitering, and graffiti crimes will eventually decrease crime
overall. Though painfully oversimplified
for this discussion, there are many facets in this idea which have implications
for managing your classroom.<o:p></o:p></div>
<div class="MsoNormal">
<br />
<a name='more'></a><br /></div>
<div class="MsoNormal">
<b>What is the Broken
Window Theory?</b></div>
<div class="MsoNormal">
To reduce crime, police officers were encouraged to keep order-
however you define it. Rather than patrol in their cruisers, they were told to walk a beat. Their beat was in the same community and was regular. This had several important consequences. The officers were
present, they were listeners, they formed relationships. They mitigated issues when necessary and
worked to prevent issues that could spiral out of retaliatory control. They worked hard to maintain order by
attending to seemingly small issues- a drunk on the street, rowdy teenagers, or
beggars at the bus stop. Small issues
are the ‘broken windows’, and if allowed and tolerated would’ve resulted in more
broken windows. One drunk turns into a
community of substance abusers, a single panhandler turns into a vagrants
around every corner.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Police that were visible and involved in a community shows that laws
are enforced and sends the perception of control and compliance. Broken windows, grafetti etc. give the
perception that order is not maintained and the environment is tolerant of
crime. Said differently, an orderly and neat environment is an important reminder that people care and are dedicated to keeping an area safe. Nuisance crimes are a sign that people lack care and that no one is in charge.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i><a href="http://www.manhattan-institute.org/pdf/_atlantic_monthly-broken_windows.pdf">“Social psychologists and police offers tend to agree that if a window in a building is broken and is left unrepaired, all the rest of the windows will soon be broken… one unrepaired broken window is a signal that no one cares, and so breaking more windows costs nothing.”</a></i><o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
Substitute ‘window’ with ‘rule’ and 'building' with 'classroom' and you have powerful advice on how to manage a classroom.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>How to apply this
idea in our classrooms<o:p></o:p></b></div>
<div class="MsoNormal">
Taking the cue from police officers, try the
following to maintain order in your classroom:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
-Take five minutes at the end of each day and free your room
of graffiti, unwanted markings, and garbage. Better yet- ask a student do it
(hopefully the one drawing or dropping garbage).<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
-Keep your desk impeccable and keep your shared spaced clean (counter tops, common areas etc.). A clean classroom is a sign that people care about the environment.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
-Be visible. <span style="background-color: white;"><a href="http://thepragmatictvteacher.blogspot.com/2015/03/4-proven-classroom-management.html">Use body language to communicate to your students that you are in charge.</a></span>
Don’t hide or take a break during cooperative activities. Wander, meander, and visit groups. Be everywhere at the same time. Be part of their learning community.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
-Address small management issues immediately. Make a student wash a desk they drew on. Ask another to pick up the gum wrapper they
dropped. Address profanity by immediately by offering an alternative. Don’t make a scene and
embarrass the student, ask nicely so they comply. Don’t worry, the other students will notice.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<o:p>-Use the word 'we' to describe the classroom: "We don't use language like that in this classroom." "We pick up laboratory materials after we finish using them." 'We" signifies unity and community.</o:p></div>
<div class="MsoNormal">
<o:p><br /></o:p></div>
<div class="MsoNormal">
<b>Does the broken
window theory of classroom management work?<o:p></o:p></b></div>
<div class="MsoNormal">
Just as the cause of the crime decrease in NYC is tough to
pinpoint, it is difficult to say whether or not it would work as a management
technique. But we do know a couple
things through observation:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Teacher A is unorganized, has a ‘disaster desk’ and has a
messy classroom. During cooperative
activities they park themselves behind their desk and answer emails. They have issues managing their students and learning suffers because of it.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Teacher B is meticulous, organized, and has a space free of
obvious garbage and debris. During
activities the teacher circulates to not only informally assess the students,
but also monitors their level of engagement.
Teacher B has little to no issues managing their students.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Sound like colleagues we know? Absolutely.
Are the observations highlighting a correlation or causation? That is tough to say. But we can say this: it wouldn’t hurt to be
neat, organized, and visual. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Working hard to address the ‘petty management’ issues in
your classroom could have a positive trickle up effect. <a href="http://thepragmatictvteacher.blogspot.com/2015/08/3-tips-on-how-to-mitigate-extreme.html">This idea focuses on preventing management issues rather than mitigating a situation.</a></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
<b>An orderly environment communicates to your students that no only do people care, but misbehavior is not tolerated because someone is in charge.</b><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Try fixing the broken windows in your classroom to manage
student behaviors.<o:p></o:p></div>
<div class="MsoNormal">
<br />
Thanks for reading.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<o:p></o:p></div>
Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com1tag:blogger.com,1999:blog-2179260097948117952.post-66508499302617360652015-12-28T06:25:00.000-08:002015-12-28T06:25:23.570-08:00Teach Like LincolnPrior to the presidential election of 1860 and the history altering affairs that soon followed, Abe Lincoln was a political failure. He wasn't even a consideration for the Republican nomination. Sure he was a great guy from humble beginnings with a decent law practice. But an individual with the potential to run the country amist the most turbulant time in the nations history? Nah!!!!!<br />
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<br />
He was dismissed and people focused their attention on other political upcomers- Edward Bates, Salmon Chase, and William Seward.<br />
<br />
Until they heard Lincoln speak.<br />
<br />
Captivating, intelligent, enthusiastic, and empathetic, Abe would mesmorize his audiences.<br />
<br />
Further, he would TEACH them. Though there are numerous theories surrounding the 1860 Republican nomination and the subsequent presidential election, I believe Abe was successful because he was a good TEACHER.<br />
<br />
In other words, he won the trust of the people because he taught them his ideas. He did so in three ways:<br />
<br />
<a name='more'></a><br />
1. <b> Copius background research</b><br />
<br />
Lack of knowledge for a subject is a sign of a weak individual. Teaching something you don't know is not only wrong, but difficult. An audience, and more-so, students, can see through someone trying to "fluff" their way through a speech or lesson. Prior to addressing the public, Lincoln meticulously and thoroughly versed himself in the subject matter:<br />
<br />
<blockquote class="tr_bq">
<a href="http://www.amazon.com/Team-Rivals-Political-Abraham-Lincoln/dp/0743270754">"Before speaking out against the Nebraska Act, Lincoln spent many hours in the State Library, studying present and past congressional debates so that he could reach back into the stream of American history and tell a clear, reasoned, and compelling tale. He would express no opinion on anything, Herndon obeyed, until he know his subject 'inside and outside, upside-down and downside.' "</a></blockquote>
He mastered the content of his speech. Teachers can learn from this, especially at the secondary level. <br />
<br />
Knowledge of one's subject is translated and communicated to the students through an <a href="http://thepragmatictvteacher.blogspot.com/2015/03/4-proven-classroom-management.html">instructor's body language</a>. They expect you to be an expert of your content and address questions thoughtfully. Further, they need to believe that they are learning from someone who, themselves, understands the material. <br />
<br />
Work hard to continue learning what your subject has to teach. Stay up to date with advances and delve into the history of your subject. Assuming that you've conquered your content because you squeaked by your specialty exam on your way to certification is not enough. Continue and learn with your students.<br />
<br />
2. <b>Metaphors and analogies</b><br />
<br />
Lincoln championed the use of metaphors and analogies to teach the public. As communication tools, they accomplish the same thing: highlight a connection or relationship. <a href="http://thepragmatictvteacher.blogspot.com/2015/08/how-to-use-examples-and-analogies-to.html">We've looked at the effectiveness of analogies as a teaching tool.</a> Analogies and metaphors make your content "sticky" and your students retain that information longer. Connecting new ideas to established knowledge is at the heart of utilizing analogies and metaphors and, in general, learning.<br />
<br />
Abe realized the powerful communication implications of analogies and metaphors and liberally used them while addressing the public:<br />
<br />
<blockquote class="tr_bq">
<a href="http://www.amazon.com/Team-Rivals-Political-Abraham-Lincoln/dp/0743270754">"...Lincoln developed a new metaphor in Hartford to perfectly illustrate his distinction between accepting slavery where it already existed while doing everything possible to curtail its spread. Testing his image in Hartford, he would refine it further in subsequent speeches. 'If I saw a venomous snake crawling into the road,' Lincoln began, 'any man would say I might seize the nearest stick and kill it; but if I found that snake in bed with my children, that would be another question. I might hurt the children more than the snake, and it might bite them...But if there was a bed newly made up, to which the children were to be taken, and it was proposed to take a batch of young snakes and put them there with them, I take it it no man would say there was a any question how I ought to decide!... The new Territories are the newly make bed to which our children are to go, and it lies with the nation to say whether they wall have snakes mixed up with them or not.' "</a></blockquote>
Follow suit and do the same. Construct and organize an analogy or metaphor. Work through it slowly and facilitate the connection within your students.<br />
<br />
3. <b>Stories</b><br />
<br />
Narratives are an effective teaching tool because the listener immediately places themselves in the shoes of the main character. When the narrative includes your content and a heavy dose of emotion, you have a seamless way to sneak your content into your students' mind.<br />
<br />
Lincoln used stories for a variety of reasons and <a href="http://opinionator.blogs.nytimes.com/2012/01/27/lincoln-tells-a-story/?_r=0">his passion for telling a tale is at the center of his personality.</a> A humorous story disarms an aggressive adversary. A tale regarding a hard childhood lesson illustrates a core value. A fictitious narrative can transform a complex concept into something simple and understandable. <br />
<br />
A politician requires exquisite communication skills because they must navigate the hostile territory of public life and image. A teacher must posses exemplary communication skills because they must teach content to students who do not want to be taught. Stories give both the politician and teacher an advantage and if used appropriately, will win supporters and learners.<br />
<br />
The task before a teacher is arguably must less treacherous but equally as important as the task Lincoln experienced. Though we are not trying to prevent Union dissolution and American chaos, teachers are facing an uphill battle where everything is seemingly an obstacle. If we take a lesson from Lincoln, we learn that that battle can be fought with metaphors, narratives, and content knowledge.<br />
<br />
By the way, read <a href="http://www.amazon.com/Team-Rivals-Political-Abraham-Lincoln/dp/0743270754"><i>Team Of Rivals</i></a> by Doris Kearns Goodwin. You will not be disappointed and you'll be astonished to learn that it is a book about teaching.<br />
<br />
Thanks for reading.<br />
<br />Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com0tag:blogger.com,1999:blog-2179260097948117952.post-68668630532646184012015-11-22T15:16:00.001-08:002015-12-03T07:25:25.190-08:00Parent Communication Made EASY<a class="twitter-share-button" data-via="chris__reddy" href="https://twitter.com/share">Tweet</a>
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At a recent brainstorming session with new educators, a list was developed highlighting the most pressing and nerve-racking obstacles that a new teacher faces. The list contains a few unique and humorous answers:<br />
<br />
- <i>dealing with the aches and pains resulting from standing all day</i><br />
-<i>talking to friends and family as if they were a student</i><br />
<br />
and my favorite: <i> </i><i>remembering to eat and use the bathroom</i><br />
<br />
These are all legitimate concerns, but our time is better spent helping new teachers with methodological and pedagogical issues.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhk-8EPVKrKyIsfjVJnE0MOf7Nfec50C57znMvjkdhppn04Q_uJZST91spaMrlmmdbXBngygd_U8Flk8v5bjGKy8Wg4EmNubdAiUAuzcennJ5kxMP17gg7rctw8nd_7pQMi39k_Pyf9srxG/s1600/Unknown.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhk-8EPVKrKyIsfjVJnE0MOf7Nfec50C57znMvjkdhppn04Q_uJZST91spaMrlmmdbXBngygd_U8Flk8v5bjGKy8Wg4EmNubdAiUAuzcennJ5kxMP17gg7rctw8nd_7pQMi39k_Pyf9srxG/s1600/Unknown.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.teachhub.com/poverty-elephant-classroom">Credit</a></td></tr>
</tbody></table>
Also on the list was <i>time management, over preparation, and classroom management. </i>It took some time before the elephant in the room was finally identified:<br />
<br />
"<i>Well," </i>a participant timidly squeaked, "<i>I'm afraid of parents, like calling them and talking to them."</i><br />
<br />
A unanimous <i>"Ohhhhh yeah me too!</i>" resounded from the group.<br />
<br />
As a development project, we decided that was our area of focus- the dreaded parent contact.<br />
<br />
As a group they developed a protocol for addressing parents, which I will not share with you. What I will share with you, that I did not share with them (YET!) is an easy way to not only get parents on your side, but communicate with them weekly and encourage positive interactions.<br />
<br />
This works for all parents, even the most ornery ones:)<br />
<br />
It only takes five minutes a week and virtually alleviates the stress caused by parent contact.<br />
<br />
Its called the <u>(Put your content here) Update Email</u>. For example: <b>Earth Science Update Email</b>.<br />
<br />
This article discusses the strengths and benefits of a weekly parent email in a list of observations.<br />
<br />
<a name='more'></a>The weekly email has a simple format: two sentences describing what their child is currently working through, one sentence reminding them that grades are available for them to review, and one sentence encouraging them to contact you with any questions or concerns. You also give them the homework for the week and a list of conversation starters (discussed in a bit). Below is an example of my most recent update email.<br />
<br />
<span style="background-color: white; color: #222222; font-family: "arial" , sans-serif; font-size: 13px;"><i>Good Morning!</i></span><br />
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<i><br /></i></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<i>We are currently working through a series of activities that demonstrate the causes of the seasons. Our next laboratory investigates the duration and angle of isolation.</i></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<i><br /></i></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<i>New Q2 grades are posted. Topic 3 group and individual assessments are included.</i></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<i><br /></i></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<i>Please contact me with questions or concerns!</i></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<i><br /></i></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<i>Mr. R</i></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<i><br /></i></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<i>HW due WED 11/25/15</i></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<i>1. Sun's Path take home quiz</i></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<i>2. Flash Cards: coriolis effect, foucault pendulum, star trail, rotation, revolution, duration of insolation, period of revolution, period of rotation</i></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<i><br /></i></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<i>Conversation starters- ask them to:</i></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<i>-give the number of daylight hours on 12/21,3/21,6/21,9/21 (9,12,15,12)</i></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<i>-describe the tilt of the Earth related to the four seasons (Summer-toward, Winter- away, Fall/Spring- parallel)</i></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<br /></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<br /></div>
1.<i> </i><b>The weekly emails encourage parent communication</b><br />
You want parents on your side. What better way to do that then to keep them in the loop. Everyone feels foolish when they are uninformed. <br />
<br />
An example may help:<br />
<br />
You need to tell a parent you wrote their kid up. This isn't something easy for the teacher to say and for the parent to swallow. To break the ice and <u>remind the parent of the positive relationship between the two of you already established,</u> you begin by referencing the update emails. They are reminded that <u>you are on their side and trying to help the child.</u><br />
<br />
<i>"Hello Mrs. Smith, this is Mr. R from the high school, do you have a minute to talk about Zachary?"</i><br />
<br />
<i>"Hello Mr. R, yes I do, what is he up to now?"</i><br />
<br />
<i>"First I want to make sure you're still receiving the update emails, have they been helpful?"</i><br />
<br />
<i>"Oh yes! Extremely! I appreciate the effort and I like knowing what Zachary is doing in class!"</i><br />
<br />
<i>"That's great to hear! I'm glad you find them useful. My reason for contacting you is because I unfortunately had to submit a discipline referral today regarding Zachary..."</i><br />
<br />
It truly works and the tough conversation is much less confrontational.<br />
<div>
<br /></div>
2. <b>You establish familiarity during a parent/ teacher conference</b><br />
At parent/teacher meetings, this is an often experienced exchange<br />
<br />
<i>"Good morning, I'm Mr. R you daughter's science teacher."</i><br />
<i><br /></i>
<i>"Oh Mr. R, the one who sends the weekly updates, yes of course, I love them by the way"</i><br />
<br />
Most importantly, this is said with other teachers and administrators present- you look like a rock star.<br />
<br />
You start the often uncomfortable parent/teacher conference with the parent on your side.<br />
<br />
3. <b>The students know that an email is sent home once a week...</b><br />
... so they are more likely to do what they need to. The <i>"please complete this so I don't have to speak to your parents"</i> isn't an empty threat.<br />
<br />
I often hear between friends "<i>Dude, just do the homework, he emails our parents once a week!"</i><br />
<br />
Further, give the parent some responsibility and include the homework assignments in the email. Rather than a parent saying: <i>"did you do your science homework?"</i> to their child, they can say <i>"did you make the four drawings Mr. R is asking you to do for science homework?"</i><br />
<br />
Watch your homework completion rate increase once you send update emails on a regular basis.<br />
<br />
4. <b>The weekly emails decrease the frequency of phone calls</b><br />
When initiating the call, an instructor can prepare. When receiving a call from a parent, the instructor is often left scrambling.<br />
<br />
The weekly emails allow the parent to simply hit "reply" to inquire about their child. An email response can be drafted, checked and sent. You maintain control over the parent/teacher/child relationship when you have time to prepare for interactions. <br />
<br />
5.<b>Conversation starters...</b><br />
... get your students talking about your content at home.<br />
<br />
A conversation starter is a bit of content given to the parents in the form of a question regarding a concept recently taught in class. You also give them the answer.<br />
<br />
For example (taken directly from a weekly update email)<br />
<br />
<i>Conversation starters-ask them to:</i><br />
<i>-describe the relationship between luminosity and star size (as size increases, luminosity increases)</i><br />
<i>-list the characteristics found on the HR Diagram (color, temp, luminosity, size)</i><br />
<br />
Nightly, the following exchange happens at the dinner table:<br />
<br />
Parent<i> "Steven, how was school today?</i>"<br />
Steven <i>"Fine."</i><br />
<i><br /></i>
OR<br />
<i><br /></i>
Parent <i>"Kimberly, what did you do in school today?"</i><br />
Kimberly <i>"Nothing."</i><br />
<i><br /></i>
Readers with high school aged students are nodding their heads.<br />
<br />
The conversation starters give parents dinner table ammo... rather than the bland and expected <i>"how was your school day?"</i> a parent can say <i>"I hear your looking at planetary motion in school, what shape is the Earth's revolution?"</i><br />
<i><br /></i>
Parents <b>LOVE </b>this because it encourages parent/child connection. I love conversation starters because the students hear the concept an additional time outside of my classroom.<br />
<br />
Win win.<br />
<br />
6. <b><i>"I don't want to be the limiting factor in your involvement with your child's education."</i></b><br />
<b><i><br /></i></b>
Some parents monitor the progress of their child with falcon like sensitivity. Others let their child bump and roll through school hopefully finding their way. <br />
<br />
The bottom line is this: I want to give my parent a choice. The weekly emails keep my parents informed whether they want to be up-front and center with their child's education or lurking in the background.<br />
<br />
I will not be the reason a parent is not involved.<br />
<br />
They appreciate that and recognize the effort.<br />
<br />
How do you communicate with the parents of your students? Connect with The Pragmatic TV Teacher and share your ideas!<br />
<br />
Thanks for reading!Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com0tag:blogger.com,1999:blog-2179260097948117952.post-82819882634527061502015-10-25T11:02:00.000-07:002015-10-25T11:02:09.792-07:00How To Get Through The Mid-Year Grind<a class="twitter-share-button" data-via="chris__reddy" href="https://twitter.com/share">Tweet</a>
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The honeymoon is over. Six weeks into the school year and the novelty of "being back in school" has worn off. The grind is on.<br />
<br />
The Late Fall and Winter school season is the make it or break it point. Most teachers (and students) settle into self-sustainment and mediocrity. They weather the storm that is November through March by looking forward to the promised breaks.<br />
<br />
This mood doesn't need articulation, you can observe it in the body language of those that surround you. They come to work a little later, leave a little earlier. They flip through a phone rather than complete their daily reflection. Dress down Friday becomes dress down Wednesday-Friday and as dress down Friday becomes wear sweat pants to school day.<br />
<br />
As appalling as it sounds, this is the mid-year grind, and it is all to easy to fall into this vacuous trap. We can all picture teachers that embody this idea.<br />
<br />
This is no way to teach. I'm terrified that as I age and become more a veteran teacher, I'll slip into just "putting up with it." I'm so scared in fact, that I consciously make a decision to re-motivate myself at the start of November each year; a fantastic piece of advice from my fantastic mentor.<br />
<br />
Last year, I read a series of autobiographies describing people with an unquenchable work ethic (John D. Rockefeller and Steve Jobs). It worked and I powered through Winter and blossomed into Spring unscathed and teaching with a purpose. <br />
<br />
This year, my motivation came a bit earlier, but none the less I am embracing it. A small passage from my favorite book caught my attention and immediately refueled my tanks. The purpose of this article is to do two things. First, convince you that NOW is the time to rev your engine (as I hopefully did above) and second, to share my motivational passage.<br />
<br />
<a name='more'></a><a href="http://www.amazon.com/Meditations-Thrift-Editions-Marcus-Aurelius/dp/048629823X">Mediations</a> by Marcus Aurelius is a book I continuously read. As soon as I find myself on its final page, I return to the beginning and continue reading. The number of times I've finished the book is uncountable. <u>Meditations</u> is important to me.<br />
<br />
The first portion of Aurelius' thoughts is titled Book 1: Debts and Lessons. Aurelius pay homage to mentors and thanks them. The fifth person he thanks is his first teacher. He writes:<br />
<br />
<i>"Not to support this side or that in chariot-racing, this fighter or that in the games. To put up with discomfort and not make demands. To do my own work, mind my own business, and have no time for slanderers."</i><br />
<i><br /></i>
The eighth individual he thanks is Apollonius. Regarding Apollonius he remarks:<br />
<br />
<i>"...His patience in teaching. And to have seen someone who clearly viewed his expertise and ability as a teacher as the humblest of virtues."</i><br />
<br />
Aurelius' fist teacher embodies a spirt we should all strive to have; levelheadedness, fairness, and wisdom. Aurelius learned to do his own work and mind his own business- an important lesson for midyear teachers. Despite what others do, despite how easily others slide and become complacent, keep working. Let them carry the burden of not giving it their all. Sleep tight at night because you are both mentally and physically exhausted from a purposeful day in the classroom.<br />
<br />
Further, don't waste the mental energy concerning yourself with their behaviors. Focus on not only maintaining your vigor through the Winter, but improving yourself.<br />
<br />
<i>"...have no time for slanderers" </i>always catches me off-guard. As we enter the doldrums of the Winter, we start to sweat the little stuff. Perseverance makes big deals where it shouldn't, and we become overly critical and sensitive. Aurelius reminds us to look past the pettiness of people who think negatively. You entered teaching to help kids; a Debbie Downer deserves no mental attention.<br />
<br />
<i>"... ability as a teacher as the humblest of virtues." </i>Aurelius identifies teaching as a virtue. I agree. <u>This is the idea that will help me power through the most difficult part of the year</u>. <br />
<br />
Do I consider what we do as a profession worthwhile? <br />
<br />
Absolutely. <br />
<br />
Something worth your time where helping others is the core purpose for the action is virtuous. <br />
<br />
Therefore, teaching is virtuous. That makes me thankful and happy:)<br />
<br />
How do you reenergize? Connect with The Pragmatic TV Teacher and share!<br />
<br />
Thanks for reading.Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com0tag:blogger.com,1999:blog-2179260097948117952.post-79866426569974803172015-10-21T15:19:00.002-07:002015-11-05T07:06:23.129-08:00Advice To Leaders On Who To Hire And To Teachers On How To Get Hired<a class="twitter-share-button" data-via="chris__reddy" href="https://twitter.com/share">Tweet</a><br />
<br />
In our quest to find educators with the "get it" factor, we find ourselves at the start of the process: hiring a potential rockstar. Today's discussion deals less with what the applicant offers, and more with your mindset, as a leader, sitting across the table from them.<br />
<br />
We aso discuss the characteristics of how to "get it" if you are a new or beginning teacher. This article will show you how to feel confident sitting across the table from the suits. <br />
<a name='more'></a><b>Advice to leaders on who to hire</b><br />
<b><br /></b>
<a href="http://thepragmatictvteacher.blogspot.com/2015/02/happiness-success-retaining-young.html" target="_blank">The Pragmatic TV Teacher has discussed identifying and keeping exceptional young teachers</a>.<br />
<br />
Here is the advice: <b>hire for strengths rather than for a lack of weaknesses</b>.<br />
<br />
If we want to find rockstar teachers, we need to find the Outliers, as Malcom Gladwell calls them. They are the individuals on the very tips of our bell curves.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7Anv7DMQHWTzrHA1jAssDXPKliVwIWoUf6_QExyUmyS8DIwuC7QS6PBf-uoaDCxz4MMQqgFuGnOvF1UtuEI674SFqaNuTqkx0qn_Elyd_BZzDxjWpLGyutKiTJbGSvlLnMX0Gz7JcaN7Y/s1600/oulier.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="197" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7Anv7DMQHWTzrHA1jAssDXPKliVwIWoUf6_QExyUmyS8DIwuC7QS6PBf-uoaDCxz4MMQqgFuGnOvF1UtuEI674SFqaNuTqkx0qn_Elyd_BZzDxjWpLGyutKiTJbGSvlLnMX0Gz7JcaN7Y/s400/oulier.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">http://intellectualcapitalconsulting.blogspot.com/2011/10/creating-culture-of-recognition.html</td></tr>
</tbody></table>
Settling for an applicant that lacks weaknesses is playing it safe. Doing so will land you a mediocre, solid teacher. But we want better. We want classroom changing, school climate altering educators; not someone simply who shows up every day on time and that "works hard."<br />
<br />
An outlier educator will have weaknesses, but also very visible and apparent strengths.<br />
<br />
<i>"Well... an outlier can be opposite from a rockstar and be terrible" </i>I'm sure you're thinking. <br />
<br />
This is what I'm thinking: being a trained educator, you're an expert at finding the opposite of superior; trust your gut.<br />
<br />
30 minutes is very little time to dig deep into your applicants and chances are a solid, mediocre applicant won't exhibit an obvious weaknesses. But everybody has a weakness. Don't assume that because you were unable to identify a weakness, that the applicant fails to have one. Assume that they are somehow flawed (<i>yes I know the saying about assuming</i>).<br />
<br />
Find someone that shines because they have jaw-dropping strengths that can truly improve your school. Accept that they will have weaknesses and do your best to focus on what they have to offer.<br />
<br />
<b>Advice to teachers on how to get hired</b><br />
<br />
Leaders are looking for educators with the "get it" factor.<br />
<br />
<i>"What is the get it factor?"</i> you're asking.<br />
<br />
Good question, but a place to start is <a href="http://thepragmatictvteacher.blogspot.com/2015/05/the-sign-of-amateur-educator.html" target="_blank">here</a>. You need to separate yourself from the rest of the applicants. The applicants for THE job, yourself included, already passed the eye exam: you look good enough on paper to interview.<br />
<br />
Inherently, there is nothing obviously wrong with you, and you are all safe bets.<br />
<br />
Here is the advice to separate yourself from the other applicants: <b>focus on your strengths and communicate them effectively.</b><br />
<b><br /></b>
Everybody has weaknesses and a sign of a mature educator is not only acknowledging your weaknesses, but working to improve them. The school leaders interviewing you assume that, as a new teacher, you'll need to develop.<br />
<br />
So don't be ashamed or embarrassed that you have deficiencies, everybody is expected to need help when they begin teaching.<br />
<br />
So rather than shying around your weaknesses, acknowledge them and move on to highlight your strengths.<br />
<br />
Leaders aren't looking for a solid educator. They are looking to get WOWED and excited by an applicant. <br />
<br />
Knock them off their seats by effectively communicating the aspects of teaching you have already mastered.<br />
<br />
<b>A little more...</b><br />
<b><br /></b>
For those of you that are thinking there is something more to the puzzle, this extension is for you.<br />
<br />
This discussion has a hint of <a href="http://en.wikipedia.org/wiki/Decision_theory" target="_blank">decision theory</a>.<br />
<br />
The proposed construct is an example of <a href="http://en.wikipedia.org/wiki/Loss_aversion" target="_blank">loss aversion</a>.<br />
<br />
Loss aversion is everywhere and refers to the fact that deciders prefer to avoid losses rather than acquire gains.<br />
<br />
We are cognitively predisposed to play it safe and choose the individual with no apparent weakness. Lacking weaknesses appeals to our cognitive bias: being loss aversive, we are more likely to focus on the absence or presence of weaknesses because we place more value in them. <br />
<br />
In essence, we want to avoid losses.<br />
<br />
Hiring someone is a risk and we'd like to avoid their downside. Hiring someone without apparent weaknesses is the manifestation of this bias.<br />
<br />
That thinking is flawed because everybody needs improvement. You'll never hire the perfect employee. Knowing that everybody will need a bit of help, you should target the applicants that shine above the rest.<br />
<br />
Focus on individuals who have apparent strengths and stay away from those that don't appear to have any weaknesses.<br />
<br />
What advice can you give to teachers looking for a job? Connect with The Pragmatic TV Teacher and share your thoughts!<br />
<br />
Thanks for reading.Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com1tag:blogger.com,1999:blog-2179260097948117952.post-33011061425420636002015-10-07T15:04:00.002-07:002016-10-05T05:10:13.495-07:00When Best Practices Become Too Much Of A Good Thing<a class="twitter-share-button" data-via="chris__reddy" href="https://twitter.com/share">Tweet</a>
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Much of my inspiration is drawn from conversations held with other educators. It seems that talking with other teachers, along with writing, helps me organize my many thoughts concerning education.<br />
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This discussion starts as many others: a quote from a meeting during a conference dedicated to sharing unique classroom best practices.</div>
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<br /></div>
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(I shared how writing proves to be not only therapeutic, but also as a development tool to improve professionally)</div>
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My colleague began:<br />
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<div>
"<i>So there is this book by Daniel Pink, its called <a href="http://www.amazon.com/Drive-Surprising-Truth-About-Motivates/dp/1594484805">Drive</a>. In it he describes the necessary factors to encourage and promote productivity. One of the factors is autonomy. When given freedom, employees and subordinates are more productive. Just look at GOOGLE!" </i><br />
<i><br /></i>
(Drive is a resource worth your time)<br />
<br />
He continued:</div>
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<br /></div>
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"<i>So I've reflected on how this autonomy idea can be incorporated into my classroom, and from the start of school, I've given more freedom to my students. I give them a list of activities for each topic and they choose which activities to do and when to do them. I let them choose their cooperative groups and their homework. I even let them choose when their work is due."</i></div>
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<br /></div>
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<i>"Really, wow. That seems exciting. I'm assuming it is going well if you're sharing it?</i>" my supervisor probed. </div>
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<br /></div>
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<i>"Well, no. My classroom is an absolute train-wreck" </i>the educator replied in a somber voice.</div>
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<br /></div>
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"<i>It seems that too much of a good thing can be bad..."</i><br />
<i><br /></i>
This article is about finding the balance between using a best practice and using it too much.</div>
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<i></i><br />
<a name='more'></a><i><br /></i></div>
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The phrase <i>"too much of a good thing"</i> hit me like a 2x4 across the forehead. I had heard it in two places: from my grandmother growing up:</div>
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<i>"You don't want to eat all of your Halloween candy now, that's too much of a good thing and you wont like it!</i>" I of course didn't listen and got sick... terribly sick,</div>
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<br /></div>
<div>
and a<a href="http://knowledge.wharton.upenn.edu/article/david-goliath-malcolm-gladwell-advantages-disadvantages/"> recent interview with Malcom Gladwell</a> concerning his book <i><a href="http://www.amazon.com/David-Goliath-Underdogs-Misfits-Battling/dp/0316204374/ref=sr_1_1?s=books&ie=UTF8&qid=1444215467&sr=1-1&keywords=david+and+goliath">David and Golaith</a>.</i> Adam Grant, the interviewer, referring to a study he authored said: "<i>Everything we thought might be valuable-whether it is practice or generosity or pretty much any virtue- if you had too much of it, it turned negative"</i></div>
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<i><br /></i></div>
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Did my colleague's plan to give his students autonomous flexibility fail because he gave them freedom in <u>every</u> domain of his classroom?</div>
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I think, yes. Adam Grant and Barry Schwartz agree with me and they call it the inverted U effect.</div>
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://theprimitiveyou.com/everything-has-a-sweet-spot/">Photo Credit</a></td></tr>
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<br /></div>
<div>
Grant and Schwartz authored a very readable paper called <a href="http://pps.sagepub.com/content/6/1/61.abstract">Too Much of a Good Thing: Challenge and Opportunity of the Inverted U.</a><br />
<br />
Though it does not specifically address autonomy in the classroom, it's implications are far reaching.<br />
<br />
They state :<br />
<br />
<i>"All positive traits, states, and experiences have costs that at high levels may begin to outweigh their benefits, creating the nonmonotonicity of an inverted U."</i><br />
<i><br /></i>
In other words: too much of a good thing can be bad. <br />
<br />
There appears to be a point of diminishing return. As you continue to be more of the good thing, the positive consequences begin to diminish and eventually the behavior (state of mind, disposition) becomes a hindrance and flaw.<br />
<br />
Ray Dalio, CEO of Bridgewater Associates, agrees.<br />
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From<i> </i>Dalio:<br />
<i><br /></i>
<i><a href="http://www.bwater.com/Uploads/FileManager/Principles/Bridgewater-Associates-Ray-Dalio-Principles.pdf">"It is natural that it should be this way—i.e., that our lives are not satisfied by obtaining our goals rather than by striving for them—because of the law of diminishing returns. For example, suppose making a lot of money is your goal and suppose you make enough so that making more has no marginal utility. Then it would be foolish to continue to have making money be your goal. People who acquire things beyond their usefulness not only will derive little or no marginal gains from these acquisitions, but they also will experience negative consequences, as with any form of gluttony. So, because of the law of diminishing returns, it is only natural that seeking something new, or seeking new depths of something old, is required to bring us satisfaction."</a></i></div>
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<i><br /></i></div>
<div>
Dalio further argues that the action itself should be the motivation for the doing the activity- always a pragmatic perspective for educators.<br />
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The solution is to find the productive mean between too much and too little of the good thing. Just like anything that has an optimum functioning level, this requires trial and error. All or nothing is not a practice that works.<br />
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My colleague enthusiastically, and naively, thought that implementing his new found "good thing" in every facet of his classroom would have significant positive effects. He was ignorant of the fact that too much of a good thing results in diminishing returns and eventual apathy. <br />
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His students were apathetic because they had been given too much autonomy.</div>
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The take away point is this: <b>best practices are just like anything else in life: effective when used in moderation.</b> <br />
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Sit down and make a list of what you do in your classroom that works. Now consider how often you implement those practices. I'm willing to bet that their use is spaced and sporadic. I'd also be willing to bet that the reason your list of best practices works is because you <u>don't</u> use them all the time.<br />
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If you'd like to adopt a new practice within your classroom, start small and gradually increase the frequency of use. Pay close attention to the behavior of your students; they'll "tell" you when diminishing returns begin to creep up. When they do, scale back a bit and continue to tweak the good practice implemented.<br />
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Do you have any all or nothing implementation stories? If so, share them with The Pragmatic TV Teacher!<br />
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Thanks for reading.</div>
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<br /></div>
Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com0tag:blogger.com,1999:blog-2179260097948117952.post-41319090407770329832015-09-30T12:57:00.001-07:002015-09-30T12:57:42.851-07:00Why Your First Year Of Teaching Should Be Difficult Part 2<a class="twitter-share-button" data-via="chris__reddy" href="https://twitter.com/share">Tweet</a>
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In our last discussion, we established that not only should the first year of teaching be difficult, but that the difficulty associated with the first year is crucial for learning. We understand that mistakes foster creative solutions, failure is a productive process, and self esteem can be managed by rethinking our goals.<br />
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In this discussion, we'll consider three important psychological perspectives to help you power through your first year in the classroom.<br />
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This article will discuss Carol Dweck's popular concept of the growth mindset, Angela Duckwork's work on grit and persistence, and Mihaly Csikszentmihalyi's idea of optimal performance and flow.<br />
<a name='more'></a><br />
<b>The first year and the growth mindset</b><br />
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Ms. Sims, in our previous discussion, attributed her lack of success to her intelligence: she pulled the "I'm not smart enough" card.<br />
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We know better than that and we'll chalk up her expression as an act of desperation.<br />
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<a href="http://www.amazon.com/Mindset-The-New-Psychology-Success/dp/0345472322">Intelligence is not fixed, and a growing body of evidence states that you can increase your intelligence by believing that you can increase it.</a><br />
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Carol Dweck has championed the idea that student achievement can be cultivated if you foster and embody the growth mindset. Believing that work ethic can overcome deficits in intelligence is the central idea behind her message. Praising students for their effort over intelligence communicates to them that success and effort are correlated and that success is not dependent on intelligence.<br />
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<a href="https://www.brainpickings.org/2014/01/29/carol-dweck-mindset/">A good summary is offered by Maria Popova on her incredible Brain Pickings website.</a><br />
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We need to take our own medicine- or at least communicate this idea to new teachers like Ms. Sims. Struggling the first year IS NOT due to your lack of intelligence. Struggling the first year is due to the fact that learning is difficult, and that you learn <i>everything</i> the first year teaching.<br />
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To new teachers I say this: <i>The first year of teaching is supposed to be difficult because <u>it is the first year teaching</u>. The act of learning everything the first time is overwhelming. You are NOT struggling because you aren't smart enough. Your hard work WILL pay off. Evidence will be seen in how much you learn.</i><br />
<i><br /></i><b>The first year: grit and persistence</b><br />
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Angela Duckworth is reshaping how we think about factors that foreshadow success. In the past, we (I) though that ability to work in groups, learn new material quickly, and ability to communicate separate those destined for success and those destined for the couch.<br />
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While those characteristics may be important, Duckworth argues that the most important characteristics the predict success are grit and persistence. <br />
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Grit is the ability to not only work hard, but maintain focus. Persistence is to stick with long term goals.<br />
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To grit and persistence, I would add resilience; the ability to bounce back after a set back.<br />
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Students that grind out long study sessions and accept and learn from mistakes succeed. New teachers that burn the midnight candle and "get it done" will be successful.<br />
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There is a fun wrestling (the sport of wrestling) adage that goes "embrace the grind." It means that the season is a long, painful, emotional tunnel and that success is seen as you embody the "grinding", punishing aspect of the sport.<br />
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The first year teaching is no different and each day is difficult and punishing in its own way.<br />
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To new teachers I say this:<i> Suck it up buttercup. If teaching was easy, everyone would do it. Keep your goals forefront and daily remind yourself of your WHY.</i><br />
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Want some more on grit and persistence?<br />
<a href="http://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit?language=en">Watching Duckworth's TED talk</a> and <a href="http://www.digitalpromise.org/blog/entry/the-research-behind-the-ted-talk-angela-duckworth-on-grit">reading this article</a> will provide you with a good working understanding of her research and its implications.<br />
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<b>The first year teaching and optimal performance: Flow</b><br />
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The man with perhaps the longest name in all of psychology has perhaps the most pragmatic advice to offer new teachers. Mihaly Csikszentmihalyi's seminal book <a href="http://www.amazon.com/Flow-Psychology-Experience-Perennial-Classics/dp/0061339202">Flow</a> has implications reaching into every facet of life. Optimal experience, he argues, is about finding Flow.<br />
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Flow is defined as the Zen like state where time screams by and you find your grove. <br />
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Csikszentmihalyi gives examples of rock climbers and musicians that get lost in the moment. For others time passes but is not realized. People exhibiting a state of flow engage in the activity for the sake of engaging in the activity. The activity is the goal itself.<br />
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There are a variety of conditions that need to be met for a practitioner to experience flow. One, that we'll address, is finding an appropriate level of challenge.<br />
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Activities that are too difficult and frustrating.<br />
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Activities that are too easy are boring.<br />
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Activities that are "just right" keep us engaged because succeeding through a challenge is rewarding.<br />
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New teachers can transform the first year teaching by finding flow. They can find the "just right" balance of challenge.<br />
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I can hear what you're thinking: <i>everything in the first year is a challenge!</i><br />
<i><br /></i>
But it needed be. Pick and choose your challenges that you have the time and energy to address.<br />
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For example: address your curriculum challenges but don't fight the 100% homework submission battle.<br />
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What I'm saying is this: a teacher is never without challenges and choosing to address every challenge spreads even the most veteran teacher thin. New teachers need to devote energy to challenges crucial to succeeding the first year. By limiting the number of challenges attended to, they find the right balance.<br />
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Being completely negligent of everything that deserves attention is boring (and frankly, wrong). However, by addressing every issue that surfaces, a new teacher is likely to feel overwhelmed and end up frustrated.<br />
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To a new teacher I would say this: P<i>ick and choose your battles. The small obstacles can be tackled with time, focus your attention on issues necessary to be successful this year- the rest will come.</i><br />
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What advice would you give to a new teacher regarding the first year? Connect with The Pragmatic TV Teacher and share your ideas!<br />
<br />
Thanks for reading.Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com0tag:blogger.com,1999:blog-2179260097948117952.post-12861824870902087412015-09-27T12:44:00.001-07:002016-10-05T05:13:41.800-07:00Why The First Year Of Teaching Should Be Difficult Part 1<a class="twitter-share-button" data-via="chris__reddy" href="https://twitter.com/share">Tweet</a>
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It is time we apply our pedagogy to ourselves. Again I start with a brief conversation between myself and a first year educator:<br />
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Ms. Sims: "<i>The seniors are tough, it's like they look right over me! I don't know how to handle them, I feel like they'll yell back at me if I raise my voice. This is hard. Really, really, really, hard. And hurtful, I want to be a good teacher and I'm hurt that I'm not. Its just so hard. It's like I'm not smart enough to do this."</i><br />
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We were only about three weeks into the school year and it seemed like she had already had her fill.<br />
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<i>"But you work hard, keep your chin up and grind out the rest of this week." </i>I replied.<br />
<i><br /></i>
There it is, the "I'm not smart enough line" we constantly get from our students.<br />
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Ms. Sims had been successful her entire life; supportive family, no issue getting into college or graduate school, and was lucky enough to begin searching for an employment at a fairly opportune time.<br />
<i><br /></i>
This was her first "real" obstacle. Her response isn't uncommon and almost expected. Like a lot of our students, she fell back on familiar ground and perceived her intelligence as fixed. She's struggling now and therefore she'll always struggle because she isn't smart enough.<br />
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The first year is difficult for many reasons. The most important, however, is obvious: <u>you are <b>learning</b> how to teach for the first time.</u> It is not difficult because first year teachers are not smart enough.<br />
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<b>Meaningful learning is full of mistakes.</b><br />
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<b>Meaningful learning is full of failure.</b><br />
<b><br /></b>
<b>Meaningful learning is riffled with self doubt.</b><br />
<b><br /></b>
<b><u>Meaningful learning is difficult.</u></b><br />
<b><br /></b>
<b>And this is the way it should be. </b><br />
<b><br /></b>
For help internalizing the struggle of first year teaching, I'd like to enlist the perspective of three VERY successful individuals: philosopher/psychologist William James, innovator/inventor Thomas Edison, and businessman/founder of Bridgewater Associates Ray Dalio.<br />
<b></b><br />
<a name='more'></a><b><br /></b><b><span style="font-size: large;">Meaningful learning is full of mistakes: Dalio</span></b><br />
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<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.raleighcoaching.com/2011/07/what-ray-dalio-taught-me-about-authentic-leadership-and-taxidermy/">Photo Credit</a></td></tr>
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<b><span style="font-size: large;"><br /></span></b><i>
"If you're not making mistakes, then you're not doing anything. I'm positive that a doer makes mistakes."</i>- John Wooden<br />
<br />
Ray Dalio would agree with John Wooden.<br />
<br />
As Ray says: "<br />
<blockquote class="tr_bq">
<a href="http://www.bwater.com/Uploads/FileManager/Principles/Bridgewater-Associates-Ray-Dalio-Principles.pdf">"I learned that everyone makes mistakes and has weaknesses and that one of the most important things that differentiates people is their approach to handling them. I learned that there is an incredible beauty to mistakes, because embedded in each mistake is a puzzle, and a gem that I could get if I solved it, i.e., a principle that I could use to reduce my mistakes in the future. I learned that each mistake was probably a reflection of something that I was (or others were) doing wrong, so if I could figure out what that was, I could learn how to be more effective. I learned that wrestling with my problems, mistakes, and weaknesses was the training that strengthened me. Also, I learned that it was the pain of this wrestling that made me and those around me appreciate our successes."</a></blockquote>
Mistakes are an inevitable part of doing things. Rather than deny that fact, confront it and transform a mistake into a learning tool. Understanding how to fix something is deep learning.<br />
<br />
<b><span style="font-size: large;">Meaningful Learning is full of failure: Edison</span></b><br />
<b><span style="font-size: large;"><br /></span></b>
<i>"I have not failed. I've just found 10,000 ways that didn't work."</i><br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYC4QnAMSat2v5JUWQtjkqfAb2hDMg-HPCQX-t8vLqHkgS33Nw7IKy9RahVImmBDIt3K1o7lSpT8ev3IGJvF4JXEs7oXKGL7YytYIZeW5jqyYzXpzBOWrlVOndUkHPCKoSTug7ZekTtXYV/s1600/thomas-edison.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYC4QnAMSat2v5JUWQtjkqfAb2hDMg-HPCQX-t8vLqHkgS33Nw7IKy9RahVImmBDIt3K1o7lSpT8ev3IGJvF4JXEs7oXKGL7YytYIZeW5jqyYzXpzBOWrlVOndUkHPCKoSTug7ZekTtXYV/s320/thomas-edison.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.businessinsider.com/thomas-edison-in-the-obstacle-is-the-way-2014-5">Photo Credit</a></td></tr>
</tbody></table>
<br />
I observed Ms. Sims for a full length, 84 minute block of time. I always ask the person I observed how they think the lesson went before I offer my thoughts.<br />
<br />
(I always find that teachers are <u>much </u>more critical of themselves than an outside observer)<br />
<br />
"<i>It was terrible. I don't feel good about it at all. I don't even know why I tried the I, We, You thing. That's for like, elementary kids."</i><br />
<i><br /></i>
<i>"It wasn't as bad as you think. And the lesson wasn't a failure. If anything you learned that the I, We, You approach may not work for that group. That, in itself, is an important finding."</i><br />
<i><br /></i>
Failure is only failure if you don't learn from it. Failure is an important teacher. Finding what doesn't work is just as important as finding what does. Think of it as natural selection in the classroom.<br />
<br />
<b><span style="font-size: large;">Meaningful learning is riffled with self doubt: William James</span></b><br />
<b><span style="font-size: large;"><br /></span></b>
We turn to William James for our issues with self esteem because he originally coined the phrase. Further, he always has painfully pragmatic advice.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGsVcQthXqFxH86WfNDvdi2p-q2S1bMaWsALx9aTltih-DtUDB8OBndNAMpIM8mwLRr8dq7N6qbPCxatFip0bM4lLqJ9ivTpZ85pCXpESfwKOL_9eT_KT8xUBM4KNxM40sujnyuor-Vrgv/s1600/William-James.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGsVcQthXqFxH86WfNDvdi2p-q2S1bMaWsALx9aTltih-DtUDB8OBndNAMpIM8mwLRr8dq7N6qbPCxatFip0bM4lLqJ9ivTpZ85pCXpESfwKOL_9eT_KT8xUBM4KNxM40sujnyuor-Vrgv/s200/William-James.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://fiorabooks.com/my-inspiration-william-james-by-john-fioravanti/">Photo Credit</a></td></tr>
</tbody></table>
<br />
James has an equation for self esteem:<br />
<br />
<b>self esteem= success/pretensions</b><br />
<br />
A pretension is a goal.<br />
<br />
According to James, you can increase the fraction (increase self esteem) by either decreasing the denominator or by increasing the numerator. <u> In other words, you can feel better about yourself by either having more successes or by reducing the number of goals</u>.<br />
<br />
I'd like to propose another way: make the pretensions easier so you increase your rate of success.<br />
<br />
When we feel competent in an area, we tend to be overconfident and set lofty goals. This easily sets us up for failure as we become vulnerable. Though we think the goals are obtainable, real life has different plans.<br />
<br />
I propose (and proposed to Ms. Sims) that new teachers set reasonable goals. Mentors need to guide their mentees in that direction.<br />
<br />
By setting obtainable goals, the new teacher experiences success. Success triggers feel-good feelings and combats the inevitable feelings of self-doubt.<br />
<br />
Part 2 of this article examines three trends in education that we push onto our students and argues that we need to consider their implications for ourselves. We'll look at Bjork's concept of desirable difficulties, Dweck's ideas concerning the growth mindset, and Duckworth's work on grit and persistence. <br />
<br />
Hope to see you there.<br />
<br />
Thanks for reading.<br />
<br />Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com0tag:blogger.com,1999:blog-2179260097948117952.post-48877620866039320862015-09-23T12:17:00.003-07:002015-09-23T13:23:20.114-07:00Hook, Line, And Sinker...5 Easy Ways To Hook Your Students<a href="https://twitter.com/share" class="twitter-share-button" data-via="chris__reddy">Tweet</a>
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<i>"I heard you give homework on the first day of school, I think that is a stupid idea..." </i>the little tank of a person standing before me blurted out.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgyoAwNsqk86i4C-Ty8kX6WIlTac6Jz6TXJSSfSJu1KMPaXq_JtGOPn7LU8TkNi0MFOAh3qVhKY-0qyTtWrQUKJTslq8Z187DoQLf0w8HEJtHy5qalRK7PvZmHI3z8cMVQIUzBnGDVwoQh/s1600/hamiltonhamporter.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgyoAwNsqk86i4C-Ty8kX6WIlTac6Jz6TXJSSfSJu1KMPaXq_JtGOPn7LU8TkNi0MFOAh3qVhKY-0qyTtWrQUKJTslq8Z187DoQLf0w8HEJtHy5qalRK7PvZmHI3z8cMVQIUzBnGDVwoQh/s200/hamiltonhamporter.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://moreorlesley.wordpress.com/2012/06/20/what-the-hell-happened-to-the-sandlot-kids/">Photo Credit</a></td></tr>
</tbody></table>
<br />
"<i>I want you to know that I'm not going to do it, or any of the homework you assign, I think that it is all stupid."</i><br />
<i><br /></i>
"<i>We'll discuss work outside of class momentarily, for now, please find your seat." </i>I tried to calmly respond. It was the first day of school, and I had not yet even learned the student's name.<br />
<br />
"<i>OK, I just wanted to give you a heads-up." </i>He quickly quipped back.<br />
<br />
"<i>What is your name?"</i><br />
<i><br /></i>
<i><br /></i>
<i>"Travis, and school isn't my thing, and I already don't like you because you're a teacher."</i><br />
<i><br /></i>
<i>"Well Travis, challenge accepted, now head to your seat buddy."</i><br />
<br />
Frequent readers have come to realize that I place a lot of value in the words of wisdom coming from mentors. Again, I believe that mentorship is an underrated component to success.<br />
<br />
A mentor once told me that education is simple: get the kids to like you and they'll do work for you.<br />
<br />
Wow, get the kids to like you. But there is a fine line in getting the students to like you, and being "that guy" who tries to hard and pushes the students away.<br />
<br />
This article is about how I get my students to like me, without being "that guy." This article is not meant to be a pat on the back or a three page <i>look at me</i> ramble. This article is meant to give you a couple ideas to hook your students. <br />
<br />
Hook them once and you'll catch them for the year.<br />
<br />
<br />
<a name='more'></a><br />
<br />
<b>1. Be interested in what they are interested in</b><br />
<br />
The first homework assignment for the year, as our young guy was addressing, is a student information sheet. The assignment asks specific questions and elicits specific answers. Rather than doing it in class and wasting precious time together, they do it at home and have a chance to spend productive time on each item .<br />
<br />
Use the student information sheet for personal prompts. For example, rather than saying "<i>Alyssa, how was your weekend?"</i> you can ask "<i>Alyssa, did you get a chance to ride this weekend?" </i>because you read on her student information sheet she rides horses.<br />
<br />
This difference means a lot.<br />
<i><br /></i>
On a more personal note, I have found music to be an unbelievable way to initiate conversations with hard to reach students. You know the student I'm discussing- especially if you teach high school. They listen the the music that <u>no one</u> else considers audible and they often wear merchandise from their band. Take five minutes, look up the bands, try to listen to it, and learn one thing about the it-- anything. Use it as a way to approach them and initiate a conversation.<br />
<i><br /></i><b>
2. Tell personal stories...</b><br />
<b>... but not too personal.</b><br />
<br />
"<i>My ex-wife is such a witch! She won't let me see my kids so I spent all summer trying to get shared custody!"</i> said my Earth Science teacher on the first day of school in 1998.<br />
<br />
Stories about dogs, babies, camping, TV shows, movies, etc. are helpful because they are available to everyone, a story about your ex-wife is not. Since everyone knows at least one baby, a quick, funny story about your baby niece is appropriate. Focus on story-lines that are relatable.<br />
<br />
<a href="http://thepragmatictvteacher.blogspot.com/2015/01/penguins-and-broaden-and-build-theory.html">Short, humorous stories are also a great way to prime your students for learning.</a><br />
<br />
Stories give the students material to use if they choose to approach <u>you</u>.<br />
<br />
Hooking them with a chuckle is a no-brainer; give it a try<br />
<br />
<b>3. Realize they do things outside your classroom, and watch them doing those things</b><br />
<br />
Kids are often more busy than adults. They are proud of what they accomplish. Further, just like you and I, they love recognition. <br />
<br />
Attending their out-of-the-classroom event and telling them they did a great job is a major step in hooking students. There are <i>ample</i> opportunities: athletic events, concerts, plays, etc.<br />
<br />
<a href="http://thepragmatictvteacher.blogspot.com/2015/07/7-tips-to-new-teachers-on-how-to-be.html">Additionally, when attending school functions, you become visible, which is often an issue for new teachers.</a><br />
<br />
Hook a student by commenting on their performance and showing genuine interest in how they did.<br />
<br />
<b>4. Be likable... in appropriate ways</b><br />
<br />
Students were testing a new student teacher and I heard this as I passed the classroom:<br />
<br />
"<i>Mr. K, do you play beer pong?"</i><br />
<i><br /></i>
<i>"Not only do I play, but I'm awesome at it!"</i><br />
<i><br /></i>
New teachers want, desperately, to be liked by their students. It takes several years for that desire to subside and and is a defining characteristic during the novice-professional teacher transformation.<br />
<br />
There is a difference between your students liking you as a friend and respecting you as an adult. You do not want to be their friend, and therefore you do not play beer pong. <br />
<br />
<a href="http://thepragmatictvteacher.blogspot.com/2015/05/do-you-want-your-students-to-like-you.html">We've discussed that students like a teacher if they are interesting and organized.</a><br />
<br />
You can share hobbies, favorite bands, vacation destinations, and anything that <u>anybody</u> else can share. As soon as it crosses the border into inappropriate land, you must draw the line and pull the teacher card.<br />
<br />
Hooking a student is sometimes simply done by being a nice person and sharing a common interest.<br />
<br />
<b>5. Be real</b><br />
<br />
Adolescent learners are exceptional at perceiving liars and their counterpart, people who are genuine and sincere.<br />
<br />
Do not lie to your students. They will know. (Don't you know when a student is lying?)<br />
<br />
Do not bluff and do not threaten. Hook and engage them voluntarily and not forcefully.<br />
<br />
Share your feelings: "<i>I feel happy because as I look around, every lab group is working" </i>or <i>"When you behave the way you did, I'm distracted, that makes me frustrated."</i><br />
<i><br /></i>
Sharing emotions as above are real comments that are respected. A student will not respect "<i>Hey, cut it out, or I'm calling your Mom!"</i><br />
<i><br /></i>
Speak to your students as you would like to be spoken to. Again, be genuine and authentic. <br />
<br />
A fake personality pushes your students away. Draw them in with language that induces emotion and avoid aggressive, combative phrases.<br />
<br />
How do you hook your students? Connect with The Pragmatic TV Teacher and share!<br />
<br />
Thanks for reading.Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com0tag:blogger.com,1999:blog-2179260097948117952.post-89081554935353123052015-09-16T17:12:00.004-07:002015-09-17T02:48:02.018-07:00Over Empathetic Teacher Syndrome Explained<a class="twitter-share-button" data-via="chris__reddy" href="https://twitter.com/share">Tweet</a>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmKyAY5u9bSWf3bexwefjieeGuScCwtf209T_b0L8r5uObZjv2_qFy9vbiyFJnS3QqJT0fhzIwybrCLCso_QLwJrU0-svhFdXf9N_gq6uRWahoc_t2k-hwENysYh_DdT4ofGECfoSEwoup/s1600/Why-Some-People-Hear-Color-Taste-Sounds-2ywnekjyivhywxv5kxsfsw.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="189" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmKyAY5u9bSWf3bexwefjieeGuScCwtf209T_b0L8r5uObZjv2_qFy9vbiyFJnS3QqJT0fhzIwybrCLCso_QLwJrU0-svhFdXf9N_gq6uRWahoc_t2k-hwENysYh_DdT4ofGECfoSEwoup/s320/Why-Some-People-Hear-Color-Taste-Sounds-2ywnekjyivhywxv5kxsfsw.jpg" width="320" /></a></div>
<div class="MsoNormal">
<i><br /></i></div>
<div class="MsoNormal">
<i>“ I felt like an
emotional dumpster, and I felt helpless because no one was coming to clean out
my trash…”</i> Clara barely mumbled, her
voice nothing more than a squeak above a whisper.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i>“Everything the kids
were going through, I adopted as my own problem. Every pain, hardship, and crappy moment of their
lives I took on as my own issue- involuntarily.
I burned out... I burned out not from the work, stress, or all of that, but because
after a while I was unable to distinguish the feelings of my students from my
own feelings. It was terrible.”<o:p></o:p></i></div>
<div class="MsoNormal">
<i><br /></i></div>
<div class="MsoNormal">
A lot of teachers leave teaching. Leaders and administrators are struggling and
scrambling to find out why young exceptional teachers walk away. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 10.0pt; line-height: 107%;"><a href="http://blogs.edweek.org/edweek/finding_common_ground/2015/01/how_to_identify_and_keep_exceptional_young_teachers.html">Here
is how to identify and retain exceptional young teachers.</a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Unfortunately, there doesn’t seem to be an answer. Poor pay?
Crappy conditions? Aggressive parents? Everything seems to add up and a new teacher
is often burning the candle from both ends with a butane torch.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
But Clara had a different story. She is exceptionally smart an unbearably
motivated. She <i>gets</i> teaching. However she
decided not to return to her third year in the classroom. As a young educator looking to answer the
teacher attrition issue, I asked her a painful question that lead to the above
response.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i>“Did you give up?”<o:p></o:p></i></div>
<div class="MsoNormal">
<i></i></div>
<a name='more'></a><i><br /></i>
<br />
<div class="MsoNormal">
Clara and I have been close family friends, so I expected
her answer to be frank- perhaps “I wasn’t paid enough, and I’m smart enough
to be successful at anything.” What I
received was a little more gritty and soul-bearing.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i>“When I saw a student
crying, I wanted to cry. When I
contacted CPS regarding suspicious marks on a student’s upper arm, I felt abused. When I listened to a parent unnecessarily
scold their child for a mistake, I felt belittled…I really felt like people
were dumping their emotions into a metaphorical container that I embodied. I was an emotional dumpster and by the end of
the day I was mentally drained- just absolutely vacant.”<o:p></o:p></i></div>
<div class="MsoNormal">
<i><br /></i></div>
<div class="MsoNormal">
An emotional dumpster is a powerful image and a lot of us
can relate; we share her feelings. Being
“mentally drained” is a phrase that is redefined as educators step out of the
classroom.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Always searching for an explanation that makes sense, I
chalked up Clara’s reason for leaving as an expression of her over
sensitivity. She has always been
emotionally fragile and it makes sense that she was hypersensitive to feelings in
the classroom environment. She was one,
isolate case of leaving teaching due to the emotional burden.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As I discussed my conversation with Clara to my PLN, I was surprised to find that others have similar stories of educators internalizing
the feelings of their students. Perhaps,
as a group, teachers are simply more empathetic. Maybe that’s why we become teachers, because
we are more in tune with the needs of our learners. Are teachers innately more sympathetic and
empathetic than others? Do educators
have what we’ll call <b>Over Empathetic
Teacher Syndrome</b>?<o:p></o:p></div>
<div class="MsoNormal">
<br />
The answer came from an unexpected place.<br />
<br /></div>
<div class="MsoNormal">
Unable to sleep last night , I pulled out the latest issue of <i>The
Week</i> and lazily flipped to the last page.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The headline:<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<i><span style="font-size: 16.0pt; line-height: 107%;">He knows just how you
feel<o:p></o:p></span></i></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<i><span style="font-size: 16.0pt; line-height: 107%;"><br /></span></i></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 107%;">was staring
at me.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 107%;"><br /></span></div>
<div class="MsoNormal">
What the piece described was a painful explanation for <b>Over Empathetic Teacher Syndrome</b>. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Dr.
Salinas is a remarkable individual; a neuroscientist that feels the
feelings of others.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
He’ll watch a needle enter a patient <i>and feel discomfort on his own body in the same spot.</i> He’ll observe someone sitting cross-legged
and <i>feel the tangle in his legs.</i> He’ll watch someone answer a phone call <i>and feel a phone pressed against his own
cheek.</i><o:p></o:p></div>
<div class="MsoNormal">
<i><br /></i></div>
<div class="MsoNormal">
I say feel as if it is a physical sensation because it
is. He physically feels the phone on his
face and the prick of the needle in his arm.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
His experiences aren’t limited to physical expressions and
sensations. He’ll feel sorrow when
observing someone sad and happy when around someone elated. His body responds to observed emotions as if
he was experiencing the same thing.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
To put it plainly, Dr. Salinas is mentally drained after a
day at the hospital because he literally feels the feelings of his patients.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
He has a condition called mirror-touch synesthesia. <a href="http://thepragmatictvteacher.blogspot.com/2015/03/teaching-strategies-to-make-your-lesson.html">Synesthesia
may sound familiar; this condition is typified by confused sensory signals and
interpretations: sufferers taste colors and see sounds</a>.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The defining characteristic of a mirror-touch synesthestes
is that they <a href="http://www.psmag.com/health-and-behavior/is-mirror-touch-synesthesia-a-superpower-or-a-curse">“struggle
with the constant intrusion of others’ feelings.”</a><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In other words, they involuntarily internalize the moods of
others.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
It sounds familiar doesn’t it?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
To be clear, I am not claiming that teachers are
mirror-touch synethestes. I am making a
connection; a statement saying that just as with any personality trait or behavioral
condition, the potential for empathy is a spectrum. On one end, you have diagnosed socio and
psychopaths, on the other, mirror-touch synthestes. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I wouldn’t be surprised to find that most educators trend
away from the psychopaths and towards the synethestes. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Is this a downfall, a negative thing, and something we need
to cope with?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
No, not unless the emotion is overwhelming.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Is this something we should acknowledge, that teachers are
perhaps more empathetic than others?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Yes, I think so and I consider a higher degree of empathy a
strength. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Embrace your ability to read the minds of your students and
use it to educate. How do you compartmentalize? How do you cope with retaining the emotions
of your students? <a href="https://twitter.com/chris__reddy">Share your thoughtsand feelings with The Pragmatic TV Teacher. </a><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Thanks for reading.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="http://www.asianscientist.com/2015/04/in-the-lab/people-hear-color-taste-sounds/">Photo Credit.</a></div>
Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com1tag:blogger.com,1999:blog-2179260097948117952.post-4195641859856654772015-09-13T05:24:00.000-07:002015-09-13T05:24:37.149-07:00The Power Of Associative Learning<a class="twitter-share-button" data-via="chris__reddy" href="https://twitter.com/share">Tweet</a>
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<div class="MsoNormal">
“<i style="mso-bidi-font-style: normal;">whack whack whack
whack whack whack whack…”<o:p></o:p></i><br />
<i style="mso-bidi-font-style: normal;"><br /></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;">“My gosh that
wookpecker sounds like someone is hitting a tree with a baseball bat!” my wife
exclaimed, “I wonder how they do that…any idea Mr. Biology teacher?”<o:p></o:p></i><br />
<i style="mso-bidi-font-style: normal;"><br /></i></div>
<div class="MsoNormal">
“<i>I…I don’t know…</i>” I stammered as I furrowed my brow.<br />
<br /></div>
<div class="MsoNormal">
I looked abstractly off to the side as my deep in thought
wheels began to spin.<br />
<br /></div>
<div class="MsoNormal">
“<i style="mso-bidi-font-style: normal;">Whatcha thinkin</i>?”
my wife innocently said after what, in retrospect, seemed like an eternity.<br />
<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;">“I’m thinking… about World
War I… actually…”<o:p></o:p></i><br />
<i style="mso-bidi-font-style: normal;"><br /></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;">“World War I?<span style="mso-spacerun: yes;"> </span>What happened to the woodpecker?<span style="mso-spacerun: yes;"> </span>I’ll tell you what, sometimes I don’t
know where you come from</i>” she said with a loving smile.<br />
<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;">"Well..." </i><span style="mso-bidi-font-style: normal;">I began explaining </span><i style="mso-bidi-font-style: normal;">“I began thinking
about the woodpecker, and that hitting its head repeatedly must hurt.<span style="mso-spacerun: yes;"> </span>But then again it wouldn’t peck at wood
if it was harmful, so they must have a mechanism to avoid brain injury, like
concussion prevention.<span style="mso-spacerun: yes;"> </span>Then I
thought about my wreslters and how they deal with head injuries-concussions,
that my first step is to visit our athletic trainer.<span style="mso-spacerun: yes;"> </span>I also go to the trainer when they get a busted nose
that I can’t stop from bleeding, and that she uses this tube of gel that helps
the blood clot.<span style="mso-spacerun: yes;"> </span>Which made me
think of hemophilia, and Prince Alexi Romanov from Russia, and how Rasputin was
involved in helping the boy, but gave bad advice to his father about running
the army which is thought to have contributed to the revolution in Russia
during World War I.<span style="mso-spacerun: yes;"> </span>See, it’s not
that strange of a thought process”</i> I said as I smiled back.<br />
<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;">“Yes Chris, it
is.<span style="mso-spacerun: yes;"> </span>To associate a woodpecker and
WWI is a strange association…”<o:p></o:p></i><br />
<i style="mso-bidi-font-style: normal;"><br /></i></div>
<div class="MsoNormal">
I have to agree, but also state that the mind is an
incredible thing.<br />
<br /></div>
<div class="MsoNormal">
Call it educational serendipity, but that night I picked up <i style="mso-bidi-font-style: normal;">Talks to Teachers on Psychology And to
Students on Some of Life’s Ideals</i> by William James and flipped to a section
called “The Association of Ideas.”<br />
<br /></div>
<div class="MsoNormal">
Who better to help us understand the flow of thought than
William James.<span style="mso-spacerun: yes;"> </span>His insight has
helped us to <a href="http://thepragmatictvteacher.blogspot.com/2015/06/william-james-on-how-to-help-kid-that.html">deal
with difficult students</a> and <a href="http://thepragmatictvteacher.blogspot.com/2015/08/4-maxims-from-william-james-on-how-to.html">how
to keep a positive habit</a>. This article is about his classic theory on the association of ideas and its implications on learning.<br />
<br />
<a name='more'></a><br />
He claims that consciousness <i style="mso-bidi-font-style: normal;">“is an ever flowing stream of objects, feelings, and impulsive
tendencies.”</i><span style="mso-spacerun: yes;"> </span>Being alive, and
realizing that you are a thinking organism involves a continuous river of
thought, one idea after another.<br />
<br /></div>
<div class="MsoNormal">
James continues to say that the flow of ideas are not
inserted into your awareness by chance.<span style="mso-spacerun: yes;">
</span>Each <i style="mso-bidi-font-style: normal;">wave</i> of thought is
connected to its predecessor.<span style="mso-spacerun: yes;"> </span>In
other words, one thoughts leads to another.<span style="mso-spacerun: yes;"> </span>But how?<br />
<br /></div>
<div class="MsoNormal">
The Law of Contiguity <i style="mso-bidi-font-style: normal;">“tells
us that objects thought of in the coming wave are such as in some previous
experience were next to the objects represented in the wave that is passing
away. The vanishing objects were once formerly their neighbors in the mind.”<o:p></o:p></i><br />
<i style="mso-bidi-font-style: normal;"><br /></i></div>
<div class="MsoNormal">
Subsequent waves of thought reside next to each other in the
mental machinery of the mind.<br />
<br /></div>
<div class="MsoNormal">
James uses the alphabet as an example.<span style="mso-spacerun: yes;"> </span>“A” is stored next to the letter “B” in
the brain because they were learned together. Their proximity to each other
explains them passing through consciousness together.<br />
<br /></div>
<div class="MsoNormal">
But in my extended thought process, I did not learn that
wookpeckers avoid concussions etc. so there must be another association
mechanism at work.<br />
<br /></div>
<div class="MsoNormal">
The Law of Similarity says that, <i style="mso-bidi-font-style: normal;">“when contiguity fails to describe what happens, the coming objects
will prove to resemble the going objects, even though the two were never
experienced together before.”<o:p></o:p></i><br />
<i style="mso-bidi-font-style: normal;"><br /></i></div>
<div class="MsoNormal">
Resemble implies shared characteristics.<span style="mso-spacerun: yes;"> </span>Hitting your head on a wrestling mat
and hitting your head on a tree are similar and are therefore associated.<br />
<br /></div>
<div class="MsoNormal">
To summarize to this point: consciousness, or a train of
though may be <u>retrospectively</u> explained by saying that the objects in
thought were learned together (stored in close proximity) or have shared
characteristics.<br />
<br /></div>
<div class="MsoNormal">
That makes sense.<br />
<br /></div>
<div class="MsoNormal">
However, the narrative between my wife and I didn’t end with
her calling my woodpecker-WWI association crazy.<br />
<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;">“What were you thinking?”</i><span style="mso-spacerun: yes;"> </span>I asked back.<br />
<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;">“Well, I was thinking
about the time we went to the opera and I somehow was bit by a tick… and I
won’t bore you with the thought process of getting there…”</i> she replied.<br />
<br /></div>
<div class="MsoNormal">
I associated a woodpecker with WWI and my wife the <i style="mso-bidi-font-style: normal;">same</i> woodpecker with a tick bite at an
opera.<br />
<br /></div>
<div class="MsoNormal">
There is no predicting where a mind will take two different
individuals when given the same initial stimuli.<span style="mso-spacerun: yes;"> </span>An extended passage from James:<br />
<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;">“Suppose I say ‘blue,’
for example: some of you may think of the blue sky and hot weather from which
we now are suffering, then go off on thoughts of summer clothing, or possibly
of meteorology at large; others may think of the spectrum and the physiology of
color-vision, and glide into X-rays and recent physical speculations; others may
think of blue ribbons, or of the blue flowers on a friend’s hat, and proceed on
lines of personal reminiscence.<span style="mso-spacerun: yes;"> </span>To
others, again, etymology and linguistic thoughts may be suggested; or blue may
be ‘apperceived’ as a synonym for melancholy, and a train of associates
connected with morbid psychology may proceed to unroll themselves.”<o:p></o:p></i><br />
<i style="mso-bidi-font-style: normal;"><br /></i></div>
<div class="MsoNormal">
Again, this makes sense.<span style="mso-spacerun: yes;"> </span>What makes humans such incredible thinkers is our own unpredictable
path of consciousness.<br />
<br /></div>
<div class="MsoNormal">
Never leaving a lecture without pragmatic advice to educators,
James leaves us with this:<br />
<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;">“To break up bad
associations or wrong ones, to build others in, to guide the associative
tendencies into the most fruitful channels, is the educators principal task.”<o:p></o:p></i><br />
<i style="mso-bidi-font-style: normal;"><br /></i></div>
<div class="MsoNormal">
Essentially, the teachers task to encourage and facilitate
associations.<span style="mso-spacerun: yes;"> </span>If consciousness and
productive thought are derived from connections that are meaningful, it is our
goal to highlight and facilitate the process of developing those relationships.<span style="mso-spacerun: yes;"> </span><br />
<br /></div>
<div class="MsoNormal">
Education is hard work.<span style="mso-spacerun: yes;"> </span>According to James, we are teaching our students
to be productive thinkers.<br />
<br /></div>
<div class="MsoNormal">
How do you facilitate associative connections?<span style="mso-spacerun: yes;"> </span><a href="https://twitter.com/chris__reddy">Connect with The Pragmatic TV Teacher
and share your ideas.</a><span style="mso-spacerun: yes;"> </span><br />
<span style="mso-spacerun: yes;"><br /></span></div>
<div class="MsoNormal">
Thanks for reading.<br />
<br />
<a href="http://screenrant.com/woody-woodpecker-movie-king-hill-writers-sandy-140202/">Photo Credit</a></div>
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Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com0tag:blogger.com,1999:blog-2179260097948117952.post-28518352354659601692015-09-02T15:40:00.001-07:002015-09-02T15:40:50.943-07:00The Velcro Theory of Memory<a class="twitter-share-button" data-via="chris__reddy" href="https://twitter.com/share">Tweet</a>
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<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
1941 was a special year for electrical engineer George de
Mestral.<span style="mso-spacerun: yes;"> </span>On a walk through the
Swiss Alps, his K9 companion causally brushed against a plant that would change
the world of adhesion forever: a Burdock.<span id="goog_1906626012"></span><br />
<br /></div>
<div class="MsoNormal">
Upon returning home he spent considerable time removing the
unwelcome hitchhikers from not only his dog, but also himself.<span style="mso-spacerun: yes;"> </span>Becoming “bioinspired” and realizing
the potential for the Burdock seed to function as a model for reusable
adhesion, Mestral observed his new collection under a microscope.</div>
<div class="MsoNormal">
The key, he quickly understood, to the Burdock’s sticky
effectiveness were tiny crochet needles extending from the seed that become
entwined with anything unlucky to brush against it.<span style="mso-spacerun: yes;"> </span>Burdock seeds are infamous because they stick to <i style="mso-bidi-font-style: normal;">everything</i> using ingenious harpoon like
extensions that violently grab a hold of anything furry or fabric.<br />
<br /></div>
<div class="MsoNormal">
The insight didn’t take long, but getting a patent did (he
finally received it in 1955).<span style="mso-spacerun: yes;">
</span>Mestral is credited for inventing Velcro, the ubiquitous household item
that is used in virtually all capacities of life; from <a href="http://www.gizmag.com/bioengineered-heart-tissue-velcro/39173/">heart
surgery</a> to fashion.<br />
<br /></div>
<div class="MsoNormal">
Always in search of useful and meaningful analogies to
describe the brain, psychologists use Velcro to describe the acquisition of
knowledge and the Velcro Theory of Memory has gained recognition after the
Heath brothers briefly discuss it in the their recent best seller <i style="mso-bidi-font-style: normal;">Made To Stick.<o:p></o:p></i><br />
<i style="mso-bidi-font-style: normal;"><br /></i></div>
<div class="MsoNormal">
As educators, we can appreciate a helpful analogy.<span style="mso-spacerun: yes;"> </span>This article will discuss the transformation
of<br />
<br /></div>
<div class="MsoNormal">
“<i style="mso-bidi-font-style: normal;"> Memory is the
transformation of external stimuli to neuronal impulses that result in altered
synaptic connections to store sensation; the more elaborately an experience is
encoded, the deeper it is learned.”<o:p></o:p></i><br />
<i style="mso-bidi-font-style: normal;"><br /></i></div>
<div class="MsoNormal">
to<br />
<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;">“Memory is like Velcro.<span style="mso-spacerun: yes;"> </span>The more hooks an experience has, the
better it is remembered.”<o:p></o:p></i><br />
<i style="mso-bidi-font-style: normal;"></i><br />
<a name='more'></a><i style="mso-bidi-font-style: normal;"><br /></i></div>
<div class="MsoNormal">
Both definitions are mine (not in conception); the first one
any neuroscientist can poke holes in, the second one any layperson can
comprehend.<br />
<br /></div>
<div class="MsoNormal">
Why does the analogy work?<br />
<br /></div>
<div class="MsoNormal">
As we go through our daily business, our brain is <i style="mso-bidi-font-style: normal;">bombarded</i> with sensation.<span style="mso-spacerun: yes;"> </span>Sensation comes in many forms from
tactile experience to communicated ideas.<span style="mso-spacerun: yes;">
</span>Since it would be absolutely overwhelming for our brain to store <i style="mso-bidi-font-style: normal;">every </i>experience and idea, it needs a
filter to rid itself of unnecessary noise.<br />
<br /></div>
<div class="MsoNormal">
The brain readily filters out anything that it “decides” is
unneeded; in the realm of education and in the brains of the learners, it is often
our instruction that is left on the wayside.<br />
<br /></div>
<div class="MsoNormal">
Ideas that stick and last have Velcro hooks.<span style="mso-spacerun: yes;"> </span>The more Velcro hooks an idea has, the
easier it sticks and the longer it is kept.<br />
<br /></div>
<div class="MsoNormal">
The analogy makes use of an idea getting “stuck” into the
brain. So we understand the idea as the Velcro.<span style="mso-spacerun: yes;"> </span>But what is the fabric?<br />
<br /></div>
<div class="MsoNormal">
The fabric in the analogy is previous knowledge residing in
the brain.<span style="mso-spacerun: yes;"> </span>As we filter experience
we attach and relate what is currently going on with knowledge already residing
in the brain.<br />
<br /></div>
<div class="MsoNormal">
Even adding this component, the analogy does not become more
intricate and unusable, the same core idea still applies: the more hooks an
idea has, the easier it sticks to things already known.<br />
<br /></div>
<div class="MsoNormal">
The idea is intuitive.<br />
<br /></div>
<div class="MsoNormal">
The ideas that stick in our brain, or remembered, have
predictable characteristics.<span style="mso-spacerun: yes;"> </span>Said
differently, things that are learned easily have similar components.<span style="mso-spacerun: yes;"> </span>Expressed differently even once more:
there are ways to add hooks to ideas to make them stickier.<br />
<br /></div>
<div class="MsoNormal">
As an educator: you can add hooks to your content to make it
stickier.<br />
<br /></div>
<div class="MsoNormal">
HOW?!?! You’re screaming at the screen!<span style="mso-spacerun: yes;"> </span><br />
<span style="mso-spacerun: yes;"><br /></span></div>
<div class="MsoNormal">
Describing the characteristics to give your content hooks is
beyond the scope of this article and is the topic of the Heath brother’s
book.<span style="mso-spacerun: yes;"> </span>But in general:<br />
<br /></div>
<div class="MsoNormal">
-Making your content emotional adds hooks<br />
<br /></div>
<div class="MsoNormal">
-<a href="http://thepragmatictvteacher.blogspot.com/2015/08/how-to-use-examples-and-analogies-to.html">Using
analogy adds hooks</a><br />
<br /></div>
<div class="MsoNormal">
-Incorporating narratives add hooks<br />
<br /></div>
<div class="MsoNormal">
-<a href="http://thepragmatictvteacher.blogspot.com/2015/08/how-to-use-examples-and-analogies-to.html">Using
examples add hooks</a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
-<a href="http://thepragmatictvteacher.blogspot.com/2015/03/teaching-strategies-to-make-your-lesson.html">Adding
multisensory components add hooks</a><br />
<br /></div>
<div class="MsoNormal">
Each bullet point deserves it own article, and you’ll
definitely get the details on this website.<br />
<br /></div>
<div class="MsoNormal">
In the meantime, read <a href="http://www.amazon.com/Made-Stick-Ideas-Survive-Others/dp/1400064287">Made
To Stick</a>.<br />
<br /></div>
<div class="MsoNormal">
How do you add hooks to your content?<span style="mso-spacerun: yes;"> </span><a href="https://twitter.com/chris__reddy">Connect with The Pragmatic TV Teacher
and share</a><br />
<br /></div>
<div class="MsoNormal">
Thanks for reading!<br />
<br /></div>
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Photo Credit: <a href="http://allofnature.blogspot.com/2011_11_01_archive.html">Burdock</a></div>
Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com6tag:blogger.com,1999:blog-2179260097948117952.post-65599016689835876922015-08-30T07:21:00.003-07:002015-08-30T07:24:47.482-07:00How To Use Examples And Analogies To Enhance Understanding<a class="twitter-share-button" data-via="chris__reddy" href="https://twitter.com/share">Tweet</a>
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A fantastic section heading from <a href="http://www.amazon.com/Why-Dont-Students-Like-School/dp/047059196X">Why Students Don't Like School</a> by Daniel Willingham highlights the biggest obstacle that teachers face: student understanding.<br />
<blockquote class="tr_bq">
<b><i>"Understanding Is Remembering In Disguise"</i></b></blockquote>
As you let that sink in, also reflect on the difference between <i>remembering</i> and <i> understanding.</i><br />
<i><br /></i>
Remembering is the ability to recall a past experience.<br />
<br />
Understanding is the ability to use past experiences to formulate novel connections.<br />
<br />
<a name='more'></a><br />
For example:<br />
Content- density is a measure of how compact molecules are.<br />
Content- metamorphic rocks are recrystallized due to increased pressure and additional heat.<br />
<br />
Student A <u>remembers</u> the content and says "<i>density is the compactness of molecules and metamorphic rocks are formed from heat and pressure"</i><br />
<i><br /></i>
Student B <u>understands</u> the content and says "<i>since metamorphic rocks are sometimes formed from increased pressure, they may have higher densities"</i><br />
<i><br /></i>
Educators want their students to not only remember the content, but understand it. <br />
<br />
Remembering is storing an idea as an isolated package of information and understanding occurs when that package of information grows roots and shoots to connect to other, already established knowledge in the brain.<br />
<br />
To give your content roots and shoots and increase understanding, you need to connect it to prior knowledge. In other words it is your job to facilitate the connection between the new content and the anchored knowledge already residing in the brain. <br />
<br />
This can be done with the the use of analogies and examples.<br />
<br />
Though different in approach, their effectiveness as teaching tools utilize the same fundamental characteristic: both rely on prior knowledge as an anchor.<br />
<br />
An analogy is a comparison between a novel process with a familiar process that are governed by similar, underlying constructs.<br />
<br />
If you understand how one functions, you understand how the other functions.<br />
<br />
Making this connection is the teachers job.<br />
<br />
Examples are parts of a whole system. Being parts of a larger process, they are innately related.<br />
<br />
If you understand how one part of a system functions, chances are you understand how a related part functions.<br />
<br />
It is the teachers job to make that connection.<br />
<br />
A scenario may help:<br />
<br />
Content taught: the function of an agent of erosion is to carry weathered sediment from point A to point B.<br />
<br />
Analogy and Examples: <i>"You need to get from your house, point A, to your friends house, point B. You could walk (agent), ride you bike (agent), or drive a car (agent). Walking, riding your bike, and driving are all agents (ways) to get you to your friends house.</i><br />
<i><br /></i>
<i>Similarly, weathered sediment travel from point A to point B. This can be done by wind (agent), moving water (agent), and glaciers (agent)</i>."<br />
<br />
Students are familiar with going to a friends house and the many ways to get there. They are unfamiliar with the agents of erosion. Examples and analogies facilitate connecting what they knew with something they did not. <br />
<br />
As you consider the use of analogies and examples in your lessons to encourage the connection to prior knowledge, consider the language you use to introduce them.<br />
<br />
When using an analogy, use the word <b><i>like.</i></b><br />
<b><i><br /></i></b>
When using an example, use the word <b><i>such as.</i></b><br />
<i><br /></i>By preceding your examples and analogies with "like" and "such as", you are giving your students a heads-up that the following statement will link the new content with something they already know.<br />
<br />
A subconscious light illuminates in their head and they unknowingly ready themselves for the connection.<br />
<br />
Deep learning is difficult. Using analogies and examples is a small step to help make it easier.<br />
<br />
<a href="https://twitter.com/chris__reddy">Connect with the Pragmatic TV Teacher</a> and share how you encourage deep learning.<br />
<br />
Thanks for reading.Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com2tag:blogger.com,1999:blog-2179260097948117952.post-71976579762171753312015-08-23T18:13:00.004-07:002015-08-23T18:13:53.219-07:00A Task Management System For Teachers That Works<a class="twitter-share-button" data-via="chris__reddy" href="https://twitter.com/share">Tweet</a>
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<br />
<div class="MsoNormal">
Mrs. Callaway (not her real name) uses more sick days than
any other teacher in the building.<span style="mso-spacerun: yes;">
</span>But she is rarely sick.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
She simply has trouble getting stuff done.<span style="mso-spacerun: yes;"> </span>She lets her to-do accumulate to an
astronomical length, feels overwhelmed, and routinely thinks that the <i style="mso-bidi-font-style: normal;">only</i> way to cross of the list to stay
home and get it done.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
(However, knowing that she doesn’t have professional
responsibilities for the day proceeds to rationalize her way into sleeping in,
having a prolonged breakfast, and finally realizing that by 3:30 she has done
nothing but wasted a day set a side to do everything)</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
On average, by her own account, she takes a “to-do” day
about every two weeks.<span style="mso-spacerun: yes;"> </span>She and I
have been working on a system, together, to manage this issue and had seen limited
success; until we implemented the system described in this article.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
This article is about a to-do system that is easy and
actually works.<span style="mso-spacerun: yes;"> </span>Further, when
using it, you’ll find that to-do lists not only shrink in size, but virtually
disappear.</div>
<div class="MsoNormal">
</div>
<a name='more'></a><br />
<div class="MsoNormal">
Stephen Covey is a name you probably have not heard, though
his work is ubiquitous.<span style="mso-spacerun: yes;"> </span>You’ll
find his most notable book, <i style="mso-bidi-font-style: normal;">The 7 Habits
Of Highly Effective People </i>on almost every coffee table, book shelf, and
bathroom basket on Earth; he has sold over 25 million copies.</div>
<div class="MsoNormal">
His to-do list advice is actionable because it is
visual.<span style="mso-spacerun: yes;"> </span>This is a version of his
famous time management matrix I find helpful:</div>
<div class="MsoNormal">
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixAvp7d5r_ozMR6npX2iKGCAjBUZ6GbVRQcSfBvsCJE6gIcJB5o4xSyXmD0vgQyWBRorhELgFSTI1Rt0jkgEaEPYhQkTxVg1mcA0GdUfybSKC2rPrJ20wEcMXJxOggXu3yN_hCUEpxbw8H/s1600/6a00d8341caebd53ef00e550804bba8834-800wi.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="288" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixAvp7d5r_ozMR6npX2iKGCAjBUZ6GbVRQcSfBvsCJE6gIcJB5o4xSyXmD0vgQyWBRorhELgFSTI1Rt0jkgEaEPYhQkTxVg1mcA0GdUfybSKC2rPrJ20wEcMXJxOggXu3yN_hCUEpxbw8H/s320/6a00d8341caebd53ef00e550804bba8834-800wi.jpg" width="320" /></a></div>
<span style="height: 201px; margin-left: 72px; margin-top: 16px; mso-ignore: vglayout; position: absolute; width: 234px; z-index: 251658238;"></span><br />
<div class="MsoNormal">
Important refers to tasks that are not just important to
you, but to <b>teaching</b>- objectively
decide whether a task is important.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Why does this system not only work, but also diminish the
size of your to-do list to the point where it ceases to exist?</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The matrix prioritizes important tasks.<span style="mso-spacerun: yes;"> </span>Once quadrant 1 is complete, you move
to quadrant 2.<span style="mso-spacerun: yes;"> </span>Important tasks
that are not due soon are taken care of with plenty of time to spare; the
deadline is never in danger of not being met.</div>
<div class="MsoNormal">
<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
As you work through your work week, you’ll find that there
are several opportunities to cross of an “important but not due soon”
task.<span style="mso-spacerun: yes;"> </span>Under this system you’ll
find that the “important and due soon” quadrant is empty and only filled with
important daily tasks.<span style="mso-spacerun: yes;"> </span>You do
important tasks far ahead of the deadline as you take care of them while in
quadrant 2; they are never “due soon.”<span style="mso-spacerun: yes;">
</span></div>
<div class="MsoNormal">
<span style="mso-spacerun: yes;"><br /></span></div>
<div class="MsoNormal">
In other words, most of you time is spent in quadrant 2
preventing tasks from taking the leap into quadrant 1.<span style="mso-spacerun: yes;"> </span>Bottom line, important need-to-do work
gets done.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
That’s it; that’s the system.<span style="mso-spacerun: yes;"> </span>It is simple and effective.<span style="mso-spacerun: yes;"> </span>Stop reading here if you are convinced or keep reading if
you would like to find out how I personally use it.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
One of my core constructs in my methodology is returning
assignments within 24 hours.<span style="mso-spacerun: yes;"> </span>It is
important to me that my students receive their work back in a timely
manner.<span style="mso-spacerun: yes;"> </span>Because of the strict
deadline and the necessity of sticking to my personal expectations, “grade <i style="mso-bidi-font-style: normal;">x</i> to return” is <i style="mso-bidi-font-style: normal;">always </i>in my first quadrant…<i style="mso-bidi-font-style: normal;">always.<span style="mso-spacerun: yes;"> </span></i>I also, selfishly, put “<i style="mso-bidi-font-style: normal;">read x”</i> in my first quadrant;<i style="mso-bidi-font-style: normal;"> </i>a task that I accomplish immediately
upon rising in the morning.<span style="mso-spacerun: yes;">
</span>Normally, I’ll have an administrative task in my 1<sup>st</sup> quadrant
and also a planning component.<span style="mso-spacerun: yes;"> </span>On
a good day, I’ll accomplish my quadrant 1 tasks before my students even enter
my classroom at 7:30, which gives me the rest of the day to look at quadrants
2, 3, and 4.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
But I have something to confess, I rarely do quadrant 3
tasks, and <i style="mso-bidi-font-style: normal;">never</i> do quadrant 4 tasks.</div>
<div class="MsoNormal">
If the task is unimportant to me, then it is not
necessary.<span style="mso-spacerun: yes;"> </span>Since time is finite
and extremely valuable, I’d rather not spend time doing unimportant
things.<span style="mso-spacerun: yes;"> </span>I chuckle as I write the
last sentence; at no point did I ever think that I would have to decide to not
do unimportant tasks.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
(An obvious discussion regarding the difference between
unimportant and unnecessary tasks and unattractive but necessary tasks is not
needed- everyone loathes paperwork)</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Though there are a variety of ways to manage a list of
tasks, the method developed by Covey is pragmatic.<span style="mso-spacerun: yes;"> </span>By pragmatic, I mean that you can start utilizing this
method <i style="mso-bidi-font-style: normal;">tomorrow</i> if you choose to.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="https://twitter.com/chris__reddy">Give it a try and
share your thoughts with the Pragmatic TV Teacher.</a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Thanks for reading.</div>
Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com5tag:blogger.com,1999:blog-2179260097948117952.post-8197142331965542312015-08-20T05:52:00.001-07:002015-08-20T05:52:23.097-07:003 Tips On How To Mitigate An Extreme Classroom Management Issue<a class="twitter-share-button" data-via="chris__reddy" href="https://twitter.com/share">Tweet</a>
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<br />
John Doyle is systems scientist at Caltech and has coined an interesting phrase: robust-yet-fragile. I first learned of his work while reading Anderw Zolli and Ann Marie Healy's book <a href="http://www.amazon.com/Resilience-Why-Things-Bounce-Back/dp/1451683812/ref=sr_1_1?s=books&ie=UTF8&qid=1436363170&sr=1-1&keywords=resilience+why+things+bounce+back">Resilience</a>. (It is a good read if you like Taleb's <a href="http://www.amazon.com/Black-Swan-Improbable-Robustness-Fragility/dp/081297381X/ref=sr_1_1?s=books&ie=UTF8&qid=1436363270&sr=1-1&keywords=the+black+swan">The Black Swan</a> or <a href="http://www.amazon.com/Antifragile-Things-That-Disorder-Incerto/dp/0812979680/ref=sr_1_1?s=books&ie=UTF8&qid=1436363291&sr=1-1&keywords=antifragile">Antifragile</a>)<a href="https://www.blogger.com/"></a><br />
<br />
Robust-yet-fragile seems counterintuitive. From Zolli and Healy:<br />
<blockquote class="tr_bq">
<i>"( robust-yet-fragile systems are)...complex systems that are resilient in the face of anticipated dangers... but highly susceptible to unanticipated threats."</i></blockquote>
Understanding this concept will give educators an additional tool in their classroom management toolbox.<br />
<br />
The teacher's classroom is a complex system abounding with anticipated management issues: tardiness, inattention, distracting behavior, chatting etc.<br />
<br />
You have effectively learned to deal with these foreseen issues and have practiced solution implementation. For example you use physical proximity to hush a a chatty student without altering your lesson.<br />
<br />
Planning to prevent and manage small issues makes your classrooms robust: immune to small disruptions.<br />
<br />
However, acknowledge that once in a while, you find yourself knee deep in a situation that no one could've imagined. "Knee deep" management issues are one-of-a-kind that cause you to shake your head in disbelief.<br />
<br />
Extreme events, if handled improperly, can derail and destroy a lesson or worse, a classroom culture and environment.<br />
<div>
<br />
This article is about dealing with extreme, lesson ending, classroom igniting events by mitigating their impacts.<br />
<br />
The goal is to make your classroom resilient to any and all management issues.<br />
<br />
<a name='more'></a><br /><br />
The difference between<a href="http://thepragmatictvteacher.blogspot.com/2015/05/the-sign-of-amateur-educator.html"> an amateur and professional teacher</a> is how they deal with these extreme, unanticipated, potentially derailing management issues.</div>
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<div>
The spontaneous nature of these management issues make them difficult to handle. Rather than try to prevent them, learn to mitigate.<br />
<br /></div>
<div>
<u>To mitigate means to minimize the impact of a negative event.</u> In our classrooms, a negative event is a management issue and the impact as it pertains <i>to the other students</i>.</div>
<div>
<br /></div>
<div>
Though all extreme management issues are different, how you react will have commonalities. Your reaction should have one, core task: minimize the impact of the disruption on the other students.</div>
<div>
<br /></div>
<div>
To mitigate a potential classroom disaster, implement the <u>three removals</u>.</div>
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<div>
From this point forward "the students" refers to those not engaged in the disruptive behavior. </div>
<div>
<br /></div>
<div>
<b>Removal #1: your emotions</b></div>
<div>
<br /></div>
<div>
Though whatever is transpiring no doubt caught you off guard and your insides are bursting with emotion, keep calm. How you react is how your students will react. The adage "don't let them see you sweat" has never been more appropriate.</div>
<div>
<br /></div>
<div>
If you panic, so will they. Reacting calmly, swiftly, and efficiently will keep the emotions of the students in check and minimize the emotional impact of the event.</div>
<div>
<br /></div>
<div>
The goal is to keep your students from feeling anxious, nervous, scared, or stressed. <a href="http://www.edudemic.com/stress-affects-brain-learning/">Negative emotions effect the brain's ability to learn.</a></div>
<div>
<br /></div>
<div>
<b>Removal #2: the student</b></div>
<div>
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<div>
Extreme, disruptive behavior can be aggressive and vicious (think a fight). As quick and safely as possible, remove the disruptive students from the view of the others.</div>
<div>
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<div>
Remember, our goal is to minimize the impact on the students not involved. Keeping them in a highly charged environment ignites an emotional response which impedes learning. </div>
<div>
<br /></div>
<div>
Out of sight-out of mind.</div>
<div>
<b><br /></b></div>
<div>
<b>Removal #3: your responsibility</b></div>
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<br /></div>
Without question, a management issue of this magnitude requires the assistance of support staff and administration. Your responsibility, at this point, is to the students sitting in your classroom waiting to learn.<br />
<br />
Enlisting the help of an administrator gets you back in the room teaching. Though you are qualified to resolve the problem from start to finish, it is not your job. Extreme situations are to be handled by other professionals in your building.<br />
<br />
After passing the problem to the appropriate person, follow up. Show support and offer assistance. Most importantly, show gratitude.<br />
<br />
To summarize: extreme, rare management issues have the potential to destroy a classroom culture. It is beyond reason to try to prevent such issues. We can only control how we react to them. Our objective is to mitigate, or minimize the impact of the event on the rest of the students. <br />
<br />
By removing our emotions, removing the disrupting students, and removing responsibility, you restore your classroom back to the necessary equilibrium.<br />
<br />
How do you mitigate extreme management issues in your classroom? Connect with The Pragmatic TV Teacher and share!<br />
<br />
Thanks for reading.<br />
<br />
Photo Credit: Ed Gregory from <a href="http://stokpic.com/project/abstract-wavy-lines/">Stokpic</a>Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com13tag:blogger.com,1999:blog-2179260097948117952.post-74748881660561440322015-08-16T07:51:00.000-07:002015-08-16T07:51:18.493-07:00Kurt Vonnegut And The Genuine Educator<a class="twitter-share-button" data-via="chris__reddy" href="https://twitter.com/share">Tweet</a>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjONVStQal5lT5DMKLdO9dqRjAV3-242_jlHY-7RO1nrDe3ykuYbBp3N_r1R3Mvr18Ryg5gpBm3kzFZC9ukk67uY34Y-MDp2EKHwCqYdd8ccUetAJHu0HL8YmY9jBsa8iwZhCaqgqkU40b4/s1600/kurt_vonnegut_by_cloudsfall.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjONVStQal5lT5DMKLdO9dqRjAV3-242_jlHY-7RO1nrDe3ykuYbBp3N_r1R3Mvr18Ryg5gpBm3kzFZC9ukk67uY34Y-MDp2EKHwCqYdd8ccUetAJHu0HL8YmY9jBsa8iwZhCaqgqkU40b4/s320/kurt_vonnegut_by_cloudsfall.jpg" width="243" /></a></div>
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I’ve read everything that Kurt Vonnegut has written (except
for his most recent book published posthumously called <a href="http://www.amazon.com/Kurt-Vonnegut-Letters/dp/0385343760"><i style="mso-bidi-font-style: normal;">Letters</i></a>, which is on my reading list
after <i style="mso-bidi-font-style: normal;">Glass Castle</i>).<span style="mso-spacerun: yes;"> </span>I thought I had run my eyes across
every line he’s authored until I was directed, via Maria Popova’s <a href="http://www.brainpickings.org/">Brain Pickings</a>, to Shaun Usher’s <a href="http://www.lettersofnote.com/">Letters of Note</a> where I found a <a href="http://www.lettersofnote.com/2009/11/slaughterhouse-five.html">priceless
letter he wrote to his family as a deployed soldier during WWII</a>.</div>
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Those familiar with Vonnegut’s crude and cynical style
assume that his pessimistic, and often hilarious, tone is used exclusively for
his novels.<span style="mso-spacerun: yes;"> </span>His unique style is his
identity as an author.<span style="mso-spacerun: yes;"> </span>In other
words, the phrases and sentence structure used in his books were purposefully
adopted for dramatic effect.<span style="mso-spacerun: yes;"> </span>He
surely can’t view the world through his literary lens.</div>
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</div>
<a name='more'></a><br />
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Letters are a seldom and brief glance into the personas of
authors. They write, which is what
<i>they do,</i> but they write for a
different reason when penning a note.
Writing is their profession, while writing a letter is different and
therefore should lack artistic style.
While reading a letter from a favorite author, we should be struck with
a feeling of lacking and disappointment due to the bland and desolate prose.</div>
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At least, that’s what I thought.<span style="mso-spacerun: yes;"> </span></div>
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<span style="mso-spacerun: yes;"><br /></span></div>
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I was wrong, as evidenced from <a href="http://www.lettersofnote.com/2009/11/slaughterhouse-five.html">Vonnegut’s
letter found on Letters of Note</a>.</div>
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The letter, which describes his capture and time as POW
during the bombing of Dresden, is typical Vonnegut.<span style="mso-spacerun: yes;"> </span>His ironic, contemptuous, and mocking style are ever
present.</div>
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It is a pleasure to read and exemplifies an important
component of what makes successful people successful: who they are as a
professional is who they are as a person.</div>
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Vonnegut is remarkably genuine and consistent.</div>
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Vonnegut is the same person you’ll find in <a href="http://www.amazon.com/Bluebeard-A-Novel-Delta-Fiction/dp/038533351X">Bluebeard</a>
as in the letter.<span style="mso-spacerun: yes;"> </span></div>
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<span style="mso-spacerun: yes;"><br /></span></div>
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You are probably thinking: “<i style="mso-bidi-font-style: normal;">But what does this have to do with teaching!?!?”<o:p></o:p></i></div>
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<i style="mso-bidi-font-style: normal;"><br /></i></div>
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When contemplating <a href="http://thepragmatictvteacher.blogspot.com/2015/05/the-sign-of-amateur-educator.html">the
difference between expert and novice teachers</a>, it is easy to point out
discrepancies in management, reflection, planning, and parent
communication.<span style="mso-spacerun: yes;"> </span>But zoom out a bit
and we find one important similarity found in ALL expert educators:<span style="mso-spacerun: yes;"> </span><b>who they are as a person is who they
are as an educator.</b></div>
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They are genuine.</div>
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Just as we appreciate genuine people and love their
products- the writings of Kurt Vonnegut in any form- students appreciate
genuine educators.</div>
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<br /></div>
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As you begin your school year and find yourself hesitant,
reflect and realize you are an amazing educator because you are an amazing
person.<span style="mso-spacerun: yes;"> </span></div>
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<span style="mso-spacerun: yes;"><br /></span></div>
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As a person, you are empathetic, caring, helpful, and
smart.<span style="mso-spacerun: yes;"> </span>As an educator, you are all
of those things and more!<span style="mso-spacerun: yes;">
</span>Educating is who you are, whether in front of a class or not.</div>
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Embrace it and let that guide you<span style="font-family: Wingdings;">:)</span></div>
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<span style="font-family: Wingdings;"><br /></span></div>
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How does your your “real” self bleed through your work-life
barrier?<span style="mso-spacerun: yes;"> </span><a href="https://twitter.com/chris__reddy">Connect with The Pragmatic TV Teacher
and share</a>.</div>
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Thanks for reading.</div>
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<o:p>Photo Credit : <a href="http://cloudsfall.deviantart.com/art/Kurt-Vonnegut-59446935">Deviant Art</a></o:p></div>
Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com0tag:blogger.com,1999:blog-2179260097948117952.post-91103116154468100232015-08-12T06:20:00.002-07:002015-08-12T06:20:38.025-07:004 Maxims From William James On How To Keep A Habit<a class="twitter-share-button" data-via="chris__reddy" href="https://twitter.com/share">Tweet</a>
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You’ll rarely hear of a teacher that has a New Year’s
resolution.<span style="mso-spacerun: yes;"> </span>Rather they adopt New
School Year’s resolutions.<span style="mso-spacerun: yes;"> </span>Just as
New Year’s resolutions last as long as it takes to read this article, so do New
School Year’s Resolutions.</div>
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They fade exceptionally fast.</div>
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This article is about how to develop, in yourself as an
educator, a lasting habit. (though the ideas can apply to any change of habit)<span style="mso-spacerun: yes;"> </span>New School Year’s resolutions are just
dressed up goals that incorporate a <b style="mso-bidi-font-weight: normal;">habit.</b></div>
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<b style="mso-bidi-font-weight: normal;"></b></div>
<a name='more'></a><br />
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<a href="http://thepragmatictvteacher.blogspot.com/2015/05/the-sign-of-amateur-educator.html">Professional
teachers reflect</a>.<span style="mso-spacerun: yes;"> </span>Upon
reflection, we identify solutions, or steps to take to improve.<span style="mso-spacerun: yes;"> </span>Summer vacation is not a rest for
educators, it is period of time where extensive and exhausted reflection is
practiced.<span style="mso-spacerun: yes;"> </span></div>
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<span style="mso-spacerun: yes;"><br /></span></div>
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Summer is when teachers develop game changing classroom
ideas.<i style="mso-bidi-font-style: normal;"><o:p></o:p></i></div>
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This article will teach you how to transform a game changing
idea into a habit.</div>
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For help, we turn to William James, one of the most under
appreciated educators in modern history.<span style="mso-spacerun: yes;">
</span>His advice, concerning <i style="mso-bidi-font-style: normal;">everything</i>
in life, is timeless and is worth your time.<span style="mso-spacerun: yes;"> </span>For this discussion, our attention turns to several pages of
<a href="http://www.amazon.com/Talks-Teachers-Psychology-Students-Ideals/dp/1604501138">Talks
to Teachers on Psychology; And to Students on Some of Life’s Ideals.</a><span style="mso-spacerun: yes;"> </span>Though it was originally spouted (it
was first a series of lectures) in 1899, his ideas are pragmatic, rationale,
and actionable.</div>
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He identifies four maxims to successful change of habit.</div>
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1. <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">“…in the acquisition of a new habit, or the
leaving off of an old one, we must take care to launch ourselves with as strong
and decided an initiative as possible.”<o:p></o:p></i></b></div>
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<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><br /></i></b></div>
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Commit, unquestionably, to the new action.<span style="mso-spacerun: yes;"> </span>Believe in the change and its positive
implications.<span style="mso-spacerun: yes;"> </span>Trust yourself that
the change is for the better.</div>
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2.<span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;">“Never suffer an exception to occur till
the new habit is securely rooted in your life.”<o:p></o:p></b></div>
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<b style="mso-bidi-font-weight: normal;"><br /></b></div>
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<a href="http://www.huffingtonpost.com/james-clear/forming-new-habits_b_5104807.html">To
successfully adopt a new habit (or break one), it takes 21 consecutive days.</a><span style="mso-spacerun: yes;"> </span>Adhere to the guidelines of you goal
for three weeks. At that point, automaticity takes over and less effort is
required to maintain the habit.<span style="mso-spacerun: yes;">
</span>Automaticity is when you subconsciously begin to perform the
action.<span style="mso-spacerun: yes;"> </span>When your body and mind
treat the new behavior as something expected and automatic, missing a day
doesn’t mean you turn back the dial to day one.<span style="mso-spacerun: yes;"> </span>It means that resuming with the action will be easier.<span style="mso-spacerun: yes;"> </span>Embrace this threshold and work hard to
reach it.</div>
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3.<span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">“Seize
the very first possible opportunity to act on every resolution you make, and on
every emotional prompting you may experience in the direction of the habits you
aspire to gain.” <o:p></o:p></i></b></div>
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<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><br /></i></b></div>
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Recognize opportunities to foster and feed your new
behavior.<span style="mso-spacerun: yes;"> </span>Actions require prompts;
be hyper-vigilant for small cues to practice your new habit.<span style="mso-spacerun: yes;"> </span>As you “work through the motions” you
do two things:<span style="mso-spacerun: yes;"> </span>provide positive
feedback and reinforcement and also take a small step to reaching automaticity.</div>
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4.<i style="font-weight: bold;"> “Keep the faculty of
effort alive in you by a little gratuitous exercise everyday.”<o:p></o:p></i></div>
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<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><br /></i></b></div>
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Challenge yourself.<span style="mso-spacerun: yes;">
</span>Small bumps will make your constitution strong so don’t shy away: the
obstacle <i style="mso-bidi-font-style: normal;">is </i>the way.<span style="mso-spacerun: yes;"> </span>Build resilience by embracing challenge
and understanding it as an opportunity to grow.</div>
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More of a self-help article than an article on education,
use the guidelines to improve the success rates of your New School Year’s
resolution.</div>
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<b style="mso-bidi-font-weight: normal;">A little bit more…<o:p></o:p></b></div>
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<b style="mso-bidi-font-weight: normal;"><br /></b></div>
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On a personal note, I began using James’ ideas three years
ago when trying to stick to my start-of-the-year objectives.<span style="mso-spacerun: yes;"> </span>I keep them posted in my work-space and
remove them when my goal has become a habit.</div>
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What has the Pragmatic TV Teacher changed over the years?</div>
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Goal One: Rise early- I now rise from bed between 3:30 and
3:50am: it is <i style="mso-bidi-font-style: normal;">amazing</i> what you can do
before the rest of the world wakes up.</div>
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Goal Two: Exercise- rising early gives me time to get my
blood moving.<span style="mso-spacerun: yes;"> </span>More importantly, my
instruction has improved- there truly is a link between exercise and
productivity.</div>
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Goal Three: Read- though not as much as I’d like to, I treat
literature as a professional responsibility.<span style="mso-spacerun: yes;"> </span>My original goal was to read one book a week. <span style="mso-spacerun: yes;"> </span>I’m now getting through two/three books
a week.<span style="mso-spacerun: yes;"> </span>Reading has been the
single most important factor in improving as an educator.</div>
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<w:DontAutofitConstrainedTables/>
<w:DontVertAlignInTxbx/>
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<!--StartFragment-->
<!--EndFragment--><br />
<div class="MsoNormal">
What habits do you hope to change this year?<span style="mso-spacerun: yes;"> </span><a href="https://twitter.com/chris__reddy">Connect with the Pragmatic TV Teacher
and share your ideas.</a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Thanks for reading.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Photo Credit: <a href="http://fiorabooks.com/my-inspiration-william-james-by-john-fioravanti/">William James</a></div>
Distance Learning Monthly Newsletterhttp://www.blogger.com/profile/13439427993314462820noreply@blogger.com1