tag:blogger.com,1999:blog-84706828631648246922024-03-12T17:18:10.015-07:00Eddie Evans Unknownnoreply@blogger.comBlogger63125tag:blogger.com,1999:blog-8470682863164824692.post-76663709966930290182015-05-28T19:42:00.002-07:002015-06-16T11:48:51.295-07:00Commencement Address - Class of 2015<i>Below is the speech I delivered at the Blackstone Valley Tech Graduation Exercises on May 28, 2015 at the Hanover Theatre in Worcester,MA. </i><br />
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<span style="font-family: 'Times New Roman', serif; font-size: 16pt; line-height: 200%;">Good evening - I’m Eddie
Evans, the grade-level assistant principal for the graduating seniors, and this
is my final address to the class of 2015.</span><br />
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<span style="font-family: Times New Roman, serif;"><span style="font-size: 16pt; line-height: 200%;">High school may be over
for you all, and I’m sure </span><span style="font-size: 21.3333339691162px; line-height: 42.6666717529297px;">you've</span><span style="font-size: 16pt; line-height: 200%;"> been reflecting on what </span><span style="font-size: 21.3333339691162px; line-height: 42.6666717529297px;">you've</span><span style="font-size: 16pt; line-height: 200%;"> learned and
experienced over these last four years, but please keep the following tips and
lessons in mind as the next chapter begins:<o:p></o:p></span></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 16pt; line-height: 200%;">Remember that even when
we’re not at our personal best we can still do and be the best we can for the
folks around us. You don’t have to be perfect to have a positive impact on
someone. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 16pt; line-height: 200%;">Remember that when the
going gets tough the tough just keep showing up - the going always gets easier.
Remember that everything - good or bad - is temporary; don’t get too cocky on
the highs and don’t give up on yourself on the lows. </span><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="font-family: Times New Roman, serif;"><span style="font-size: 16pt; line-height: 200%;">Remember that your
stress </span><span style="font-size: 21.3333339691162px; line-height: 42.6666717529297px;">isn't</span><span style="font-size: 16pt; line-height: 200%;"> meant to be taken out on other people. Too often we lash out at
the wrong person or misplace where we put our foot down. Don’t feel sorry for
yourself, don’t transfer negativity onto other people, and don’t make
everything about you.</span></span><span style="font-family: 'Times New Roman', serif; font-size: 16pt; line-height: 200%;"><o:p></o:p></span></div>
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<span style="font-family: Times New Roman, serif;"><span style="font-size: 16pt; line-height: 200%;">Remember that you’ll
never regret something you </span><span style="font-size: 21.3333339691162px; line-height: 42.6666717529297px;">didn't</span><span style="font-size: 16pt; line-height: 200%;"> say or </span><span style="font-size: 21.3333339691162px; line-height: 42.6666717529297px;">didn't</span><span style="font-size: 16pt; line-height: 200%;"> post, and be careful not to say
or do anything you can’t take back. Think about what you want to say before you
say it. The first word or the last means nothing if it’s not thought through.</span></span><span style="font-family: 'Times New Roman', serif; font-size: 16pt; line-height: 200%;"><o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 16pt; line-height: 200%;">Remember to celebrate
what you have instead of dwelling on what you don’t. It’s easy to fall into a
pattern of jealousy or envy, but it’s a waste of time, energy, and emotion. Be
thankful for what you have, prioritize and preserve what matters most to you,
and never define yourself by what’s lacking.</span><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 16pt; line-height: 200%;">Remember to be
thoughtful. Life moves fast; it’s easy to get consumed with our own issues,
deadlines, and aspirations and make everything in our lives part of one big “to
do” list. Make time to do nice things for the people around you. make time to
proofread something before turning it in. make time to make sure that “good
enough” can’t be just a little bit better than it already is.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 16pt; line-height: 200%;">Remember to treat people
how they want to be treated; don’t be too proud to say I’m sorry. </span><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 16pt; line-height: 200%;">Remember to forgive;
grudges are exhausting.</span><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 16pt; line-height: 200%;">Remember to keep
smiling; life's too short to spend it with a frown.</span><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 16pt; line-height: 200%;">And we will forever
remember our classmate, Jake Westbury; he will always be a part of this class
of 2015. Jake taught us to remember that we’re a lot stronger together than we
are alone. Many of us experienced the loss of a friend for the first time this
year. but the sense of togetherness, community, and solidarity following such a
loss reminded me of something that I forget from time to time - the people
around us that we care about, that we love, and that are important to us need
to know that we love them, that we care about them, and that they are important
to us. I learned from this class, and I learned from Jake, that it’s never a
bad time to tell someone that they mean a lot to you. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 16pt; line-height: 200%;">It’s been a pleasure to
work and learn with the BVT class of 2015; thank you all for the experiences;
good luck to everyone! Go Beavs!</span><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span><br />
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8470682863164824692.post-84785229117916630932014-07-07T09:36:00.001-07:002014-07-07T09:36:40.820-07:00Why Career Technical Education Works - A Year of Reflection<a href="http://www.usnews.com/news/articles/2014/05/02/the-return-of-vocational-high-schools-more-options-or-the-kiss-of-death" target="_blank">"Vocational High Schools: Career Path or Kiss of Death?" reads the headline.</a><br />
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Reading the article got me thinking about career technical education; thinking about career technical education got me reflecting on what I've seen this year in my first year at a career technical school.<br />
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I've watched students dissect hearts and walk me through what they were looking at and what function each part of the heart served in our Health Services shop.<br />
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I've watched students in the Plumbing shop build a fully functional bathroom meeting all handicapped accessible regulations from scratch.<br />
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I've watched students in the Painting & Design shop transform a school cafeteria into an elegant ballroom for a dinner reception. I've watched our Culinary Arts students prepare a six course meal for hundreds of guests for said dinner reception; they built the menu and venue from scratch.<br />
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I've watched students from the Drafting, Electronics, Machining, and Welding shops collaborate in the design, construction, testing, and editing of functioning robots.<br />
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I see on a daily basis HVAC students fixing heaters or replacing filters on the roof; I see Construction Tech students building stages for the school art show; IT students fix staff computers; the Plumbing students laid the pipes for the renovations to the examining area of the Dental Assisting shop; I've dropped my car off in the Auto Tech shop at least 5 times.<br />
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Thinking about what I've seen our students do has got me thinking about why career technical education works.<br />
<blockquote class="tr_bq">
"School is no longer about the 'quick right answer' but about the ongoing mental work of understanding new ideas and information." - <span style="font-size: x-small;"><a href="http://www.amazon.com/Making-Thinking-Visible-Understanding-Independence/dp/047091551X" target="_blank">Ritchart, Church, Morrison, <i>Making Thinking Visible</i>, p.28</a></span></blockquote>
It works because the learning is embedded in action; I just read in <a href="http://www.ascd.org/publications/educational-leadership/may14/vol71/num08/toc.aspx" target="_blank">Educational Leadership</a> that <span style="background-color: yellow;">the best kind of professional learning for teachers is job embedded; the same holds true for everything that we do; career technical education works because it's what's best aligned to how people learn things.</span><br />
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It works because the students and instructors care for the building inside and out. Ownership is more than a figure of speech.<br />
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It works because <u>the acquisition of transferable skills is prioritized</u>. Our Business Technology students will leave Office certified, and soft skills such as professionalism, effective communication, and healthy living are embedded in our Career Enrichment classes.<br />
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It works because professionalism is the norm; our Cosmetology students work in a live salon with paying customers. There was a BMW in the Auto Body shop a few weeks ago. <u>Expectations are high. Anything less than professional really can't be an option.</u><br />
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It works because <u>academics are embedded in production</u>; the applied mathematics in our Electrical or Drafting shops <u>makes abstract concepts tangible</u>. I never truly appreciated the Scientific Method until I saw it applied in front of me on so many walkthroughs and classroom visits this year alone.<br />
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<span style="background-color: yellow;">It works because with mastery comes creativity</span>; I've seen our Auto Body students paint family crests on hoods of a car, Welding students sculpt art, and Multimedia Communication students design brilliant public service campaigns.<br />
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Thinking about all of this brought me back to the article linked at the top of the page; the argument goes that if a student spends 3.5 school years in the cosmetology shop every other week alternating with academics but does not enter the field of cosmetology as a profession, then their high school experience was the "kiss of death;" the time was wasted.<br />
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The argument is wrong. <u>The argument ignores the transferable skills and habits of mind the student learns in the career technical model that puts them a leg up no matter what path they pursue after high school.</u><br />
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<span style="background-color: yellow;">The student learned that skills aren't acquired just by showing up; one doesn't learn how to do an updo by sitting there and watching. Learning is about getting in there and performing what needs to be done; whether it's comparing and contrasting poems or building a circuit, action is required to learn how to do it. Action is embedded in the career technical model.</span></div>
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The student learned that hours of practice go into mastering one thing; they learned that mastery is a marathon not a sprint.<br />
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The student learned how to learn something beyond knowing it for a day or two.<br />
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The student learned what it takes to be able to perform something successfully on demand with different variables over and over.<br />
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The student learned how to make their learning visible.<br />
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Many still look at career technical education and academic education as an either or, zero sum game; they see it as students are on one path or the other. It doesn't have to be and, furthermore, shouldn't be that way.<br />
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Career path or kiss of death? There are a lot of other possible outcomes.<br />
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8470682863164824692.post-29057216266306023442014-05-18T17:40:00.000-07:002014-05-18T17:40:09.675-07:0010 Reflections of a First Year EvaluatorI just finished my first round of summative evaluations in my first year as an evaluator; it was also the first year of the <a href="http://www.doe.mass.edu/edeval/model/" target="_blank">Massachusetts Model System for Educator Evaluation</a>; instead of a formal observation with the traditional pre-conference, observation of a full class, and post-conference summative evaluations are based on classroom walkthroughs, teacher goals, and teacher provided evidence related to I believe 33 elements that are on the state teacher rubric.<br />
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As I looked through what I had noted throughout the year and wrote the evaluations I jotted down notes for myself for my second year as an evaluator. I ended up with 10 tips that I think will make me more relevant as an evaluator trying to increase student learning and facilitate teacher reflection and growth.<br />
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1. I need to do more walkthroughs. I felt like a I did a lot; I tried to get out of the office and into classrooms, but I didn't do enough to have enough data to give as much <i>meaningful</i> feedback as I wanted to. I may have done enough to make claims and issue a rating, but I'm hoping to have more impact than that.<br />
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2. I need to be more strategic with how I use my time. The administrative part of leadership really heated up after February vacation; I feel like I haven't left my office since March. There was much more time to get out on the floor and into classrooms in the fall and early winter; I need to use that time next year more purposefully as it relates to observations and classroom visits.<br />
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3. I need to make a rotating schedule in advance; I should use time in the summer to make a schedule of pre-planned walkthrough time of all teachers who I'll be supervising and fill my calendar. Furthermore, I need to treat the walkthrough time in my calendar like I do admin meetings; it is time that cannot be negotiated with, and I need to stop what I'm doing and tend to it when it's scheduled.<br />
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4. My feedback after walkthroughs should be organized consistently - make a claim, provide evidence from the walkthrough to support the claim, discuss how that impacts student learning, make a recommendation related to the claim, and asks reflective questions. If I keep the format standard, then the focus can be on the content and opportunities for growth and reflection.<br />
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5. I need to build in conversation time for each walkthrough; I learned this year that walkthroughs without conversation afterwards make little impact.<br />
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6. My feedback needs to be more clear. My words need to be careful and intentional. Sugarcoating is well intentioned but proven through experience to be ineffective. We can't achieve unclear targets.<br />
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7. I should include the students in my walkthroughs either during the class or afterwards. I know I need to do more walkthroughs, and I'm always looking for more opportunities to interact with students about their learning; it makes sense.<br />
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8. I should intertwine my feedback with our school's PD plan for the year - why not make both more relevant? I can use the PD plan to have pre-planned lenses to focus my walkthroughs each month, and provide feedback related that specific skill or practice of focus.<br />
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9. I need to find value in any kind of data. If I walk in on a test or quiz, then I need to find ways to take advantage of that kind of walkthrough. If I walk in on a test or quiz I'm not going to leave; I can ask the following questions to the teacher:<br />
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<ol>
<li>how do you use the time when students are taking the quiz?</li>
<li>what do the students do after the quiz?</li>
<li>how do you plan for students finishing at different times?</li>
<li>what are you assessing?</li>
<li>how did you prepare for the assessment?</li>
<li>how do you differentiate your assessments?</li>
<li>what formative assessments have you done to prepare?</li>
<li>how will you follow up after evaluating the assessments?</li>
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10. I need to be more active in August during the self-assessment process; the self-assessment is my chance as the evaluator to find out what areas of focus are relevant to the teacher. When the self-assessment is more meaningful the feedback is.</div>
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Some things to consider for next year. This year went well; I feel I was able to generate some great dialogue and reflection with many teachers I worked with. But it can always improve, and there's definitely a lot of opportunities for me to grow as an evaluator next school year. I'm looking forward to it.</div>
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8470682863164824692.post-57559553922017924312014-05-05T18:40:00.000-07:002014-05-05T18:40:12.793-07:003D Printing for Safety I took a call from one of our administrative assistants this afternoon near the end of the school day, and she told me that a student was asking to show me something.<br />
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When I went out to see the student he asked me to come with him to a teacher's classroom to see something him, another student, and an engineering teacher were thinking about.<br />
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I obviously obliged.<br />
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When I arrived the teacher told me that he had been thinking about school safety since a presentation was given by our local police department, and that he and the two engineering students thought of a way to better secure classroom doors in an emergency by creating a hinged metal frame to extend across door windows that would not only secure the window but also the door itself. When closed it would stick out no further than boxes that cover wires, and when opened would automatically click on the other side to a latch. A teacher would only need to unclick the frame, and it would open and lock on its own. They had built a quick model out of cardboard.<br />
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Obviously an awesome idea. It's great that students and staff are actively thinking about ways to make the school safer. Seeing it and leaving it at that would make this a great vignette about what's beneficial about critical thinking and solution-based learning. It would be a great example of student and staff investing in their school community.<br />
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But there's more.<br />
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We got to talking about taking it to the next level and building a more authentic prototype, and using the resources we have in our vocational technical high school to make this idea a reality.<br />
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One of the students said we could fabricate the metal in our manufacturing shop, and the other student said we could use the 3D printers in drafting to figure out how to build the latch.<br />
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The students said they would begin drawing up the designs to begin prototyping, and figuring out the measurements and math required to make the gate expand and move exactly how it needs to and the teacher said he would oversee the engineering. They also said they could figure out how to manufacture the whole thing for less than $10.<br />
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We are always looking for ways to make the school safer; the high prices we pay for security upgrades is well worth it if our school is safer, but imagine for a moment if this idea produces a viable prototype.<br />
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$10?! Sometimes my lunch costs more.<br />
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I don't know what will come from the prototyping, and whether this particular idea will produce as designed.<br />
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What I do know is that<b> <span style="background-color: yellow;">tools like 3D printers aren't awesome because they're cool; they're awesome because they represent the idea that one doesn't have to purchase their solutions. </span></b><br />
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What I do know is that when you have a community of problem solvers they may come up with ideas that solve problems.<br />
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What I do know is that when you have the tools in your school to allow the problem solvers to actually produce the thing meant to solve the problem they just may create the solution.<br />
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What I do know is that our first instinct is often to pay for someone to solve the problem, but outsourcing becomes less necessary when we can do it ourselves.<br />
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What I do know is that when we have the full capacity to create we're less dependent.<br />
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All you need are problem solvers and on-site prototyping.<br />
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8470682863164824692.post-34754698817585280762014-04-26T10:01:00.000-07:002014-04-26T10:01:28.156-07:0017 Ways to Go Beyond "Think About It"A common response to someone telling us that they don't understand or cannot do something is to tell them to "think about it."<br />
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<i>Think about it; you'll figure it out</i><br />
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I've just started reading <i><a href="http://www.amazon.com/Making-Thinking-Visible-Understanding-Independence/dp/047091551X" target="_blank">Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners</a></i> and I've immediately taken notice of how the authors <span style="background-color: yellow;">identify specific thinking moves integral to understanding, judgment, and other destinations thinking leads us to</span>.<br />
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Rather than <strike>thinking about</strike> assuming that all thinking moves are instinctual I'm already <strike>thinking of </strike>generating alternatives to how I can better communicate what type of thinking I'm looking for with students or colleagues.</div>
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Instead of giving the vague and often unhelpful "think about it" response <span style="background-color: yellow;">I could have made it more tangible and more likely to result in the action I was promoting</span>:<br />
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<ol>
<li>Observe closely</li>
<li>Describe what's there</li>
<li>Build explanations and interpretations</li>
<li>Reason with evidence</li>
<li>Make connections</li>
<li><a href="https://lh5.googleusercontent.com/-a0T1Njjg1mE/U1vVaCCRm7I/AAAAAAAAOdI/cN3HYWBEecg/w443-h787-no/20140426_114843.jpg" target="_blank">Consider different viewpoints and perspectives</a></li>
<li>Capture the heart</li>
<li>Form conclusions</li>
<li><a href="https://lh5.googleusercontent.com/-1a-vwlmC1AA/U1vVhI3BmyI/AAAAAAAAOdU/NBb2_8Idps8/w443-h787-no/20140426_114912.jpg" target="_blank">Wonder and ask questions</a></li>
<li>Uncover complexity and go below the surface</li>
<li>Identify patterns</li>
<li>Make generalizations</li>
<li>Generate possibilities and alternatives</li>
<li>Evaluate evidence, arguments, and actions</li>
<li><a href="https://lh4.googleusercontent.com/-EIXAH2q060M/U1vVtoHwu8I/AAAAAAAAOdo/W_-XJy5bohQ/w443-h787-no/20140426_114956.jpg" target="_blank">Formulate plans and monitor actions</a></li>
<li>Identify claims, assumptions, and bias</li>
<li>Clarify priorities, conditions, and what is known</li>
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The authors write, <i>"by being clearer in our own minds as teachers about the kinds of thinking we want our students to do, we can be more effective in our instructional planning."</i> (page 15)</div>
<div>
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<tr><td style="text-align: center;"><a href="http://www.lake.k12.fl.us/cms/lib05/FL01000799/Centricity/Domain/49/THINKING_MAPS.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://www.lake.k12.fl.us/cms/lib05/FL01000799/Centricity/Domain/49/THINKING_MAPS.jpg" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Different Types of Thinking</td></tr>
</tbody></table>
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<div>
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<div>
And why is it important to go beyond "think about it" and <span style="background-color: yellow;">make the thinking visible and connected to doable actions</span>?</div>
<div>
<br /></div>
<div>
The authors write, <i>"As we make thinking - our own as well as that of our students - visible, we draw attention to the mechanisms by which individuals construct their understanding. To the extent that students can develop a greater awareness of thinking processes, they become more independent learners capable of directing and managing their own cognitive actions." </i>(page 21-22)</div>
<div>
<br /></div>
<div>
<span style="background-color: yellow;">Instead of <strike>thinking of </strike> generalizing what thinking is we ought to <strike>think of </strike> clarify thinking as the result of specific and intentional moves.</span></div>
<div>
<br /></div>
<div>
"Think about it" isn't helpful and probably doesn't result in what we're looking for; focus in on what you're looking for and direct intentionally.</div>
<div>
<br /></div>
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By going beyond "think about it" we move everyone toward the ultimate goal of independent learning and doing.</div>
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<div>
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8470682863164824692.post-63232782002477657982014-04-24T10:58:00.000-07:002014-04-24T10:58:09.343-07:005 Reasons to Blog or Tweet Even if Nobody is Reading, Retweeting, or RespondingThis blog gets very little traffic, and that's ok. For all I know most people read my posts and X it before finishing the intro; that's fine by me.<br />
<br />
Some of my "best posts" in terms of personal value and impact have received less than 20 clicks, and I'm pretty sure half of the clicks I got were me.<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="http://www.newyorker.com/online/blogs/culture/eating-crickets-580.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://www.newyorker.com/online/blogs/culture/eating-crickets-580.jpeg" height="133" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Don't worry about the crickets</td></tr>
</tbody></table>
<br />
<br />
Most of my tweets get 0 retweets or favorites, and that's ok. Sure, it would be nice to have hundreds of people read my posts or get multiple retweets, but it's not why I do it.<br />
<br />
I'm not looking to make money off of my blog, I'm not all that interested in how many people follow me, and <span style="background-color: yellow;">I don't need any extrinsic acknowledgement to know that writing about what I'm learning makes me better prepared to implement new knowledge and skills into daily habits and routines</span>.<br />
<br />
Even if your blog is unreadable, uninteresting, or unengaging there's still plenty of value in it for you as the writer; there's been plenty of value in it for me.<br />
<br />
1. <b>It cements your own learning</b> - <i>blogging and tweeting is the perfect follow up to what I'm reading, thinking about, or experiencing. Instead of sitting and thinking and forgetting or reading, highlighting, and forgetting I write it down. I may forget after I write it, but it'll be there when I need it. <span style="background-color: yellow;">Blogging or tweeting takes annotating to the next level; it's like an infinitely sized margin of the book</span>. It doesn't have to be on a blog, and it doesn't have to be published; recording it anywhere do more than letting it go.</i><br />
<i><br /></i>
2. <b>Your words will be there when you need them</b> - <i>On Friday April 11 I left work feeling pretty low. I had an escalating issue that wasn't fixed by my first two rounds of interventions, and the situation was spiraling. Blame was being thrown my way. I was panicking a little, and frustration was overtaking critical thinking. In reading a post <a href="http://eddie-evans.blogspot.com/2013/06/lesson-2-everything-is-opportunity-to.html" target="_blank">I wrote last June I was reminded of a similar situation I faced last year</a>, and how to proceed became clearer and clearer. I re-took control of the situation, established exactly what my next moves needed to be and by the following Thursday the hostilities had subsided. <span style="background-color: yellow;">I hadn't even thought about that post from last June since last June, but it was there for me when I needed it the most.</span></i><br />
<br />
3. <b>It keeps you in touch with the process of learning, reflecting, and creating </b>- <i>With each new piece comes new perspective on the creative process. It's through this constantly evolving perspective that we're able to provide the most effective guidance or instruction to the students or colleagues we work with trying to do the same thing in another arena. Instead of talking about what we think they ought to do, or what we've heard they ought to do, <span style="background-color: yellow;">by staying fresh and continuously producing our own output we're able to talk to them about what we </span></i><b style="background-color: yellow; font-style: italic;">do</b>.<br />
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4. <b>You never know when someone is going to stumble across your words</b> - <i>Last summer I started my first full time school leadership position at a new school, and within a couple of weeks of being hired I was with my new colleagues at a summer leadership retreat. I hadn't interacted much with my new superintendent, but when we struck up a conversation he mentioned that he had read my blog and was impressed with what he read. It led to immediate conversation starters, and already established who I was as an educator to my new superintendent. And it wasn't even hard.</i><br />
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5. <b>You'll have more effective face to face conversations</b> - <i>I work in education and I blog about teaching and learning and leading; the topics I write about come up in conversation all of the time. <span style="background-color: yellow;">They don't come up because I write about them; they come up because they're crucial topics of conversation in schools in 2014</span>. Reading and blogging about it prepares me for these conversations before they happen, because I've already worked through initial thoughts and synthesized information I've heard or read about. I'm a better resource for the people around me because of the writing I do on the side for sometimes the tiniest of audiences. </i><br />
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The bottom line is that you ought not quit writing because you don't think anybody is reading.<br />
<br />
It's not about your audience; it's about your own learning and creativity and growth.<br />
<br />
The crickets are only temporary.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8470682863164824692.post-71201397305337024862014-04-22T10:48:00.001-07:002014-04-22T10:48:17.959-07:005 Thoughts on Facilitating Better Meetings<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: Times, Times New Roman, serif;">One of the items lacking from any of my school administrator preparation courses was how to facilitate an effective meeting, but I've since discovered that we as school leaders facilitate a lot of meetings for a lot of different purposes.</span></div>
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<span style="font-family: Times, Times New Roman, serif;">Rare are the days when I'm not facilitating some sort of meeting, and rarely do meetings happen that don't leave me reflecting on how I can do better next time.</span></div>
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When planned right and executed well great meetings can produce important results and generate innovative solutions to persistent problems; the facilitator's role is crucial but also different with each circumstance for meeting. How I prepare will determine if the outcomes match the purpose.</div>
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<span style="font-family: Times, Times New Roman, serif;">I've learned 5 things about facilitating better meetings this year; please read below.</span></div>
<span style="font-family: Times, Times New Roman, serif;"><br /></span>
<b><u><span style="font-family: Times, Times New Roman, serif;">Prepare like you want your teachers to prepare their classes</span></u></b><br />
<span style="font-family: Times, Times New Roman, serif;"><br /></span>
<ul>
<li><span style="font-family: Times, Times New Roman, serif;">good meetings require the same type of preparation as a good class</span></li>
<li><span style="font-family: Times, Times New Roman, serif;">prepare opening remarks beforehand so that you start the meeting off intentionally and <span style="background-color: yellow;">don't gobble up too much time up front; use your words to establish the purpose and direction of the meeting</span></span></li>
<li><span style="font-family: Times, Times New Roman, serif;"><a href="https://docs.google.com/document/d/1iP3H_zfWTYu6O2whQqyOv9Z14NhD3CafUDOeaaVhbTo/edit?usp=sharing" target="_blank">adapt the principle of backward design to your next meetin</a>g</span></li>
<li><a href="https://docs.google.com/document/d/1OAE8yNWuHqtb0iDvS14grlEz0cmZocAbzeGQPr13_Hk/edit" target="_blank"><span style="font-family: Times, Times New Roman, serif;">start with what you want the meeting to produce and plan from there</span></a></li>
<li><span style="font-family: Times, Times New Roman, serif;">base your agenda on your objectives and intended outcomes; use every minute intentionally</span></li>
</ul>
<span style="font-family: Times, Times New Roman, serif;"><i>NB: using backward design to plan my meetings has yielded great results. The meeting planner template linked above is something I put together adapted from Ubd lesson planning templates.</i></span><br />
<span style="font-family: Times, Times New Roman, serif;"><br /></span>
<b><u><span style="font-family: Times, Times New Roman, serif;">Facilitate like you want your teachers to facilitate their classes</span></u></b><br />
<span style="font-family: Times, Times New Roman, serif;"><br /></span>
<ul>
<li><span style="font-family: Times, Times New Roman, serif;">post and review the objectives, intended outcomes, and agenda before starting; leave it projected / posted throughout the meeting</span></li>
<li><span style="font-family: Times, Times New Roman, serif;">get everybody talking and sharing but always bring it back to the objectives</span></li>
<li><span style="font-family: Times, Times New Roman, serif;">settings where a small group listens to the leader talk about something aren't the same thing as meetings</span></li>
<li><span style="font-family: Times, Times New Roman, serif;">it can't be your meeting; it has to be everyone's meeting</span></li>
<ul>
<li><span style="background-color: yellow;"><span style="font-family: Times, Times New Roman, serif;">just as classes can't be completely teacher-centered, nor can meetings be completely leader-centered</span></span></li>
<li><span style="font-family: Times, Times New Roman, serif;">let them find your conclusions on their own</span></li>
</ul>
</ul>
<span style="font-family: Times, Times New Roman, serif;"><br /></span>
<b><u><span style="font-family: Times, Times New Roman, serif;">Communicate for purpose</span></u></b><br />
<span style="font-family: Times, Times New Roman, serif;"><br /></span>
<ul>
<li><span style="font-family: Times, Times New Roman, serif;">don't tell me about the problem; <span style="background-color: yellow;">tell me about the solution and actions needed to get there</span></span></li>
<li><span style="font-family: Times, Times New Roman, serif;">don't be afraid to be honest </span></li>
<li><span style="font-family: Times, Times New Roman, serif;">be clear - identify what you need people to hear and do beforehand</span></li>
<li><span style="background-color: yellow;"><span style="font-family: Times, Times New Roman, serif;">prepare your questions as carefully as you prepare your statements</span></span></li>
</ul>
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<span style="font-family: Times, Times New Roman, serif;"><b><u><br /></u></b>
<b><u>Identify and follow up on further action items</u></b></span></div>
<span style="font-family: Times, Times New Roman, serif;"><br /></span>
<ul>
<li><span style="font-family: Times, Times New Roman, serif;">establish at the beginning what actions are expected following</span></li>
<li><span style="font-family: Times, Times New Roman, serif;">don't make it just about the meeting; what's most important is what happens after the meeting</span></li>
<li><span style="background-color: yellow;"><span style="font-family: Times, Times New Roman, serif;">meetings that don't produce or lead to anything didn't need to happen</span></span></li>
<li><span style="font-family: Times, Times New Roman, serif;">you'll know how good it was a couple of weeks later after the action items from it are reviewed</span></li>
</ul>
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<b><u>Don't get nervous; get prepared</u></b><br />
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<blockquote class="twitter-tweet" lang="en">
<div style="text-align: center;">
Your response to your own difficulties or problems will go a long way in determining the outcome</div>
— Eddie Evans (@ewevans3) <a href="https://twitter.com/ewevans3/statuses/458586749170888705">April 22, 2014</a></blockquote>
<ul style="-webkit-text-stroke-width: 0px; color: black; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">
<li><span style="font-family: Times, Times New Roman, serif;">if you're expecting confrontation or hostility, then your best strategy is extra preparation</span></li>
<ul>
<li><span style="font-family: Times, Times New Roman, serif;">visualize yourself responding to certain claims or talking points</span></li>
<li><span style="font-family: Times, Times New Roman, serif;">anticipate where the hostility may come from and plan for it</span></li>
</ul>
<li><span style="font-family: Times, Times New Roman, serif;">nervousness is pointless; thinking and dreading is not the same as thinking and preparing</span></li>
<ul>
<li><span style="font-family: Times, Times New Roman, serif;">don't dwell on it, but don't avoid it - be ready for whatever it is</span></li>
</ul>
<li><span style="font-family: Times, Times New Roman, serif;">focus on what you can control; how someone else intends to behave is outside of your power</span></li>
</ul>
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8470682863164824692.post-31197682215156900392014-03-29T18:50:00.001-07:002014-03-29T18:50:28.168-07:0012 Ways to Use Words to Inspire Growth<br />
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Your words matter. </span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The way we give feedback, lead meetings, or speak to our teams or colleagues matters. In reading </span><i style="background-color: white; line-height: 24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://www.ascd.org/Publications/Books/Overview/Self-Regulated-Learning-for-Academic-Success.aspx" target="_blank">Self-Regulated Learning for Academic Success: How do I help students manage their thoughts, behaviors, and emotions?</a></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"> </span></i><span style="font-family: Arial; font-size: 15px; line-height: 1.15; white-space: pre-wrap;">several selected quotes throughout the book show how impactful or unimpactful our words are and how inspiring or uninspiring they can be.</span></div>
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<span style="font-family: Arial; font-size: 15px; line-height: 1.15; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt; text-align: center;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">"Praise is a mixed bag. Although it can increase students' self-efficacy and their expectations of future success, it can also lead them to feel helpless in the face of challenges if their self-worth is tied too closely to being praised."</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> -page 11</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Acknowledge effort over result. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Don't discuss things outside of their control. </span><span style="background-color: yellow; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Use words that make improvement seem possible.</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Be specific with your praise. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Identify why they're being praised. Don't use praise as a consolation for disappointment, or because you feel obligated to. Use words for a purpose.</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Don't make them reliant on your approval or input. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">They need to be able to self-diagnose their own problems and solutions. The goal is always to grow and get better; it's not to receive kudos. Use words that promote dialogue.</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Visualize later now. </span><span style="background-color: yellow; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Talk about how the praiseworthy incident can be replicated elsewhere</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Use words that make connections and promote transfer.</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt; text-align: center;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt; text-align: center;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">"When a child learns to associate task outcomes with the effort invested,he's more likely to attribute failure to a lack of effort and to adopt new strategies and work harder until he succeeds."</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> -page 11</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt; text-align: center;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Acknowledge effort over result. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">People have to believe their efforts matter or else you won't be able to keep them motivated to embrace the challenge. </span><span style="background-color: yellow; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Use words that will inspire more effort</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Focus on what's controllable. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Don't waste time with things that can't be changed or that have already happened. I once spent an entire coaching season blaming our losses on 2 guys who had quit the team earlier in the season. What a blunder, and a waste of energy and time. I shouldn't have used words that caused people to dwell on things they couldn't control.</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Action plans have to be achievable. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Set them up for quick wins. Don't aim for a target that can't be placed or can't be achieved. Use words that can be realized.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Tell stories of your own failures leading to growth. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Empathize with how hard it is to keep getting better. Use words that make it seem possible.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">"...teachers can do a lot to further students' self-regulation by creating a warm and supportive social climate, providing collaborative learning opportunities, and giving feedback focused on the learning process rather than the learning outcomes."</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> -page 19</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Give them a tangible skill of focus. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">One improvement at a time. </span><span style="background-color: yellow; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Use words that make it clear</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Include them in the planning and feedback process. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Make it their plan and their result. Use words that get them to own it.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Create critical thinkers and decision makers. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">They need to be able to evaluate their own habits and ideas. Use words that cause them to reflect.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Don't waste time on things they already know</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. "Good job" or "you can do better than this" or "this is terrible" or "A" alone doesn't help anyone get better. We usually know when it didn't go we'll; tell us how we can improve. Use words that promote growth.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">"...it can be difficult to remember that your verbal and written feedback should concentrate not in outcomes but on students' selection and use of learning processes and strategies. </span><span style="background-color: yellow; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Doing this focuses students on what they can do to improve their work and gives them a sense of control over their academic success</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">...."</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> -page 26</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwKhdJU9pdXb61n2X5_bvbtTooPojIBiSWAxjUEl8nj7HFVfxU9SrE6WrChWowDs2-8MVaczocjgLIqF8-KCc8rNICiLQwuh0kAJAjUXvs2mM5nN1YTkuVw1wU6suis9bVc04QVttrpG4/s1600/words+matter.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwKhdJU9pdXb61n2X5_bvbtTooPojIBiSWAxjUEl8nj7HFVfxU9SrE6WrChWowDs2-8MVaczocjgLIqF8-KCc8rNICiLQwuh0kAJAjUXvs2mM5nN1YTkuVw1wU6suis9bVc04QVttrpG4/s1600/words+matter.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.scdgroup.net/2013/02/words-matter-7-steps-to-enhance-your.html" target="_blank">Image Source</a></td></tr>
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<span id="docs-internal-guid-70a8b153-10a2-2e73-25fa-fa31996e277d"><br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8470682863164824692.post-5840764983822428392014-03-23T11:45:00.000-07:002014-03-23T11:45:24.870-07:00Think Long -Term : They Won't Be Students ForeverAfter reading <a href="http://www.ascd.org/Publications/Books/Overview/Self-Regulated-Learning-for-Academic-Success.aspx" target="_blank">Carrie Germeroth & Crystal Day-Hess' <i>Self Regulated Learning For Academic Success</i></a> I've been thinking a lot about how brief our time with our students or athletes or colleagues really is in the grand scheme of things.<br />
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For our impact with these people to be long-term we have to be building self-regulation skills rather than simple behavior or task management.<br />
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We don't want them to rely on us to remind them to put their name on the paper.<br />
We don't want them to rely on us to tell them what to eat and what not to eat.<br />
We don't want them to rely on us to tell them they're doing a good job to keep going.<br />
We don't want them to rely on us to be watching for them to treat people right.<br />
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<span style="background-color: yellow;">Managing behavior is for the short-term; building self-regulation skills is for the long-term.</span><br />
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<i style="text-align: center;"><span style="text-align: start;">"</span><span style="text-align: start;">Self-Regulation</span><span style="text-align: start;"> is an internal process in which an individual uses a multifaceted set of emotional and cognitive skills...to regulate his or her own behavior. Within educational literature, the term </span><span style="text-align: start;">behavior management</span></i><i> refers to external processes or rules that are imposed on students to manage their behaviors." </i>-page 38</div>
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We have to be teaching / showing them how to do it on their own - outside of the classroom or in a different venue or environment.<br />
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The goal can't be simply to stop the behavior from happening in our presence or in our classroom; <u>the goal has to be for the person to be able to stop their own inappropriate or counter-productive behavior no matter where they are or who they're with.</u><br />
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They have to be able to thrive in any situation, not just with us or in our classroom or school.<br />
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We need to teach lessons that last.</div>
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<span style="text-align: start;"><i>"By drawing on their previous learning experiences, they can assemble a better toolkit of strategies and build confidence in their ability to take on new challenges."</i> -page 4</span></div>
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<span style="background-color: yellow;">Transfer isn't something we can take for granted; self-regulation skills like learning from experience need to be drilled and strengthened like critical reading or writing skills.</span></div>
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Build in reflection time; don't just ask content questions.<br />
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It's not enough that they can demonstrate something with us around; they need to be able to do it without us and outside the confines of the classroom or schoolhouse.</div>
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<i>"Your less self-regulated students may not know the best ways to approach the task or which goals are most appropriate, particularly when they are encountering unfamiliar topics."</i> -page 16</div>
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If all we're doing is preparing students for end of the year exams or even preparing them for college, then we're definitely not thinking long-term enough.</div>
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There's a lot of life to live and a lot of learning to happen after 22, and <span style="background-color: yellow;">it's when they're not doing what they're doing for a grade or because someone is telling them to that we'll see how impactful and how meaningful their time with us was.</span></div>
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What good was my teaching or training if it can't be used anywhere except class or in the school or in an isolated time or place?</div>
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I can't be there forever; if it's lost or it falls apart when I'm gone or even some time after I'm gone, then what was the point?</div>
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How can I build self-regulating skills in school?</div>
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<i>"Now is the time to begin teaching them that they don't necessarily need another person to tell them how well they are doing; they can figure it out on their own with tools that record and track their goals, the learning strategies they use, and their learning outcomes."</i> -page 18</div>
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1. Expose students to multiple styles of note taking / information recording and let them choose which to use based on the information that need to be recorded - <u>have them explain why they chose what they chose in their notes</u>. Instead of giving them an outline, or a chart, or a Venn diagram create opportunities for them to decide which one to use; by reflecting on why they chose what they chose and how well it worked they're more likely to make the informed decision next time in a different context. <span style="background-color: yellow;">They're not doing what they're doing because someone told them to.</span><br /><div>
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2. In a language class have students create their own unit vocabulary list. Present to them the objectives and topics of the unit, and instruct them to create the vocabulary list they think they'll need the most. <u>It will make the words mean more, and builds prioritization skills</u>. Follow up with your recommended vocabulary list to create multiple reflective opportunities for students.<div>
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3. Allow groups to choose multiple platforms for presenting; build in to the process reflection on why they chose what they chose and how well it went. Being able to <span style="background-color: yellow;">choose the right tool for the task</span> is a critical self-regulation skill.</div>
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<tr><td><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjX_T-SsJAxwlHMRuBxrNH5CVRD79Vjj6r5qytSTTRRRZEIDo1cY1xFIzuWnJEQv9r06tAZNACYTsC-5p0-zF97NkstvSv-FVSdnMZXEqOJD5CjhxW2E4H1LYhcKtHv1CzWlDa5fhGCGwk/s1600/Tools.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjX_T-SsJAxwlHMRuBxrNH5CVRD79Vjj6r5qytSTTRRRZEIDo1cY1xFIzuWnJEQv9r06tAZNACYTsC-5p0-zF97NkstvSv-FVSdnMZXEqOJD5CjhxW2E4H1LYhcKtHv1CzWlDa5fhGCGwk/s1600/Tools.jpg" height="150" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="font-size: 13px;"><span style="font-size: small; text-align: left;">If they don't have the tools to do it, then<a href="http://eddie-evans.blogspot.com/2014/02/why-do-we-do-work-for-them.html" target="_blank"> instead of doing it for them</a> we ought to <a href="http://eddie-evans.blogspot.com/2014/02/let-it-be-theirs.html" target="_blank">help develop it</a>.</span></td></tr>
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4. Act out a behavior of focus people demonstrate toward others in group settings, both positive and negative, and have students reflect on how the observed behavior impacts others in the group before starting the next team project. </div>
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5. Create opportunities for your students,colleagues, or athletes to <span style="background-color: yellow;">log, curate, and interpret their own data. Being able to identify your own areas of need and opportunities for growth</span> is a critical self'-regulating skill. Utilize portfolios, allow students time to really look at old writing samples before starting new ones, let your athletes break down their own film, and <b>make self-assessment and reflection as meaningful as teacher assessment and commentary</b>. </div>
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6. <a href="http://eddie-evans.blogspot.com/2014/03/whats-opposite-of-shoosh.html" target="_blank">Get them talking about it</a>. It doesn't matter what it is. If they're talking about it and how it works, or how it can be improved, or how to get better at it, then chances are it'll stick more than it would otherwise.</div>
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Think about the long-term impact of your lessons; how can they be used for future learning or to solve future problems? How could they be?<br />
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Simple adjustments can yield huge dividends.<br />
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8470682863164824692.post-83934325384569065062014-03-22T12:01:00.001-07:002014-03-22T12:01:16.989-07:00What's the Opposite of "Shoosh?"Quiet is nice every once in a while in certain classroom situations, but it's not the environment that promotes long-term memory or transfer. Get them talking to each other about the material. Devote set intervals of time for interpersonal communication and reflection between students, teammates, colleagues, etc about the topic or lesson at hand if you want it to stick and have meaning.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHVdKxkeT4cZJdebOEN3B_qaK0zfab-JFxoWky7ooEgRg0VJGPRq073EhOdf6_ipcPHwuSG4xJM_E5RU76XkLCE5h2Pcs33QAJtVfLULzjTXmrc0A78IYb8tmGDQBnRmBSQxWENMMeqvg/s1600/Untitled.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHVdKxkeT4cZJdebOEN3B_qaK0zfab-JFxoWky7ooEgRg0VJGPRq073EhOdf6_ipcPHwuSG4xJM_E5RU76XkLCE5h2Pcs33QAJtVfLULzjTXmrc0A78IYb8tmGDQBnRmBSQxWENMMeqvg/s1600/Untitled.png" height="223" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;"><a href="http://www.creighton.edu/financialaid/financialaidinfo/managingyourstudentloans/" target="_blank">Photo Source</a><br /><a href="http://www.ascd.org/Publications/Books/Overview/Causes-and-Cures-in-the-Classroom.aspx" target="_blank">Quote Source - page 58</a></span></td></tr>
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<span style="text-align: start;"><i><br /></i></span>
<span style="text-align: start;"><i>"You want to demonstrate the process of talking through a problem so that your students will begin to see how to negotiate challenging situations."</i> -Germeroth & Day-Hess </span><a href="http://www.ascd.org/Publications/Books/Overview/Self-Regulated-Learning-for-Academic-Success.aspx" style="text-align: start;" target="_blank">p. 8-9</a><br />
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<span style="background-color: yellow;">You want them talking about it now so that they're talking about it when it matters - when it gets hard.</span></div>
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<span style="background-color: white;">You want them talking about it now so that they're talking about it when you're not there.</span></div>
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<b>Quiet cuts out critical steps to the process of learning <i>anything</i>. </b></div>
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We talk our way through questions and problems all of the time, because it leads better performances and outcomes. </div>
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Even the most confident of us bounce ideas off of our colleagues and teammates every day; shared decision making and responsibility are two elements on the <a href="https://docs.google.com/file/d/1VpqKGWzV9s-1N2TTv7dRhqxV5O98qUwd6UZh5MUQ4bdia78JmUqpGOTMWCUE/edit" target="_blank">Massachusetts teacher rubric</a>; <b>we're not supposed to work quietly.</b></div>
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So let's not teach quietly.</div>
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Quiet is orderly; it's easier. But <b>don't confuse order and politeness for long-term learning.</b></div>
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<i>"The overarching goal is to help middle and high school students realize that by using effective learning strategies and study habits, they can control their learning and academic success, even when the work is challenging."</i> -<a href="http://www.ascd.org/Publications/Books/Overview/Self-Regulated-Learning-for-Academic-Success.aspx" target="_blank">Germeroth & Day-Hess p.34</a><br />
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Dialogue and interaction with others leads toward realization. Dialogue and interactions gets us through the tough stuff.</div>
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They have to be able to do it or talk about it outside of the classroom or practice for it to matter; it's not uncommon to hear someone lament that they took a class on something but don't remember a thing. </div>
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It was probably a wicked quiet class.</div>
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For different ways to get them talking more,<a href="http://eddie-evans.blogspot.com/2014/02/11-ways-to-get-them-talking-about-it.html" target="_blank"> I wrote down 11 strategies</a> last month. </div>
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<span style="background-color: yellow;">Get them talking about sample pieces of work discussing ways to improve it.</span></div>
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<span style="text-align: start;"><i>"Students can typically identify problems in other people's writing more easily than they can in their own, but with guidance, they can start applying what they've learned during peer feedback sessions to their own work."</i> - <a href="http://www.ascd.org/Publications/Books/Overview/Causes-and-Cures-in-the-Classroom.aspx" target="_blank">Searle p. 86</a></span></div>
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Make today's lesson really matter.</div>
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Promote engagement; promote activity; promote the long-term learning and application of your lesson; get them talking about it.</div>
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<span style="font-size: xx-small;">#education #classroommanagement</span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8470682863164824692.post-91221116080392465242014-03-15T16:37:00.003-07:002014-03-15T16:37:42.075-07:005 Classroom Management Tips<br />
Last Week I wrote down <a href="http://eddie-evans.blogspot.com/2014/03/9-thoughts-on-classroom-management.html" target="_blank">9 Classroom Management Tips</a> and since then I read <a href="http://www.ascd.org/Publications/Books/Overview/Managing-21st-Century-Classrooms.aspx" target="_blank">Jane Bluestein's <i>Managing 21st Century Classrooms: How do I avoid ineffective classroom management practices?</i></a><br />
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16 quotes later, I have 6 additional tips related to what most would say is the most difficult aspect of teaching to "master."<br />
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Classroom Management isn't easy, but keep these 5 additional tips in mind...<br />
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1.</b> <b>It's Not About You</b><br />
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Don't make it about you; it takes away from the real reason why classroom management is important; <span style="background-color: yellow;">behavior that takes away from the learning of others must cease because it's taking away from the learning of others, not because it doesn't please you.</span></div>
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<i>"...instead of talking about how their behavior makes you feel, focus on how their cooperation will pay off for them." p.41</i></blockquote>
<div style="text-align: left;">
Making it about you the teacher sends the message that it's your show instead of theirs. </div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
Making it about pleasing you and complying to your wishes takes student attention away from the prime matter at hand - their education and preparation.</div>
<blockquote class="tr_bq">
<i>"Simple recognition...that emphasizes students' efforts and actions rather than how their behavior pleases you is a great way to build morale and positive relationships." p.23</i></blockquote>
<div style="text-align: right;">
Don't praise students because they make you happy and make you feel satisfied; praise students because their efforts and actions are that of a student who will best learn taught lessons.</div>
<br />
<b> 2.</b> <b>Don't Cut off Your Nose to Spite Your Face</b><br />
<br />
<div style="text-align: right;">
<span style="background-color: yellow;">You can't react in a way that alienates your other students</span>; you can't be threatening or volatile and still expect students to learn what you're teaching.</div>
<br />
<blockquote class="tr_bq">
<i> "When we perceive threat, our primary brain functions retreat to the survival centers of the midbrain....Whether targets or witnesses, most individuals exposed to this energy will either shut down or fight back, with a no-win outcome likely for all concerned...." p.37</i></blockquote>
<u>If they're not asking questions, then they're probably not learning; if they're afraid of your response, then they're not going to ask questions. </u><br />
<div style="text-align: left;">
<br />
You can't be draconian and expect real engagement.</div>
<blockquote class="tr_bq">
<i>"Thus, the harder we try to control or disempower kids, the harder they will push back, whether by exhibiting overt defiance, becoming passive-aggressive, shutting down..." p.7</i></blockquote>
<div style="text-align: right;">
The brain cannot be in learning mode and survival mode at the same time. <span style="background-color: yellow;">Fear is literally and figuratively a four letter word in the classroom</span>.</div>
<blockquote class="tr_bq">
<i>"Classroom management behaviors that rely on teacher control and students' fear of punishment trigger the brain's survival instincts and suppress the brain functions students need for learning, cognitive processing, and retention...." p.8</i></blockquote>
<u>There's always a tomorrow; don't say or do anything that you can't take back. </u><br />
<u><br /></u>
<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/AVvXsEivRMaqyQuwoPBUpTvt7WSAufhY9DNcxksjw22dpSwPrb1K3sKgAZZBo7khp973mOc4J4hxy15P1fThHCqZ7LJlttWSfaeVUPU3csAqhqehC_7c8WZTDDjGZSdhymkNygaASo24sLGHFOU/s1600/Screen+Shot+2014-03-15+at+7.33.53+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivRMaqyQuwoPBUpTvt7WSAufhY9DNcxksjw22dpSwPrb1K3sKgAZZBo7khp973mOc4J4hxy15P1fThHCqZ7LJlttWSfaeVUPU3csAqhqehC_7c8WZTDDjGZSdhymkNygaASo24sLGHFOU/s1600/Screen+Shot+2014-03-15+at+7.33.53+PM.png" height="128" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.ascd.org/Publications/Books/Overview/Managing-21st-Century-Classrooms.aspx" target="_blank">I highly recommend the book</a></td></tr>
</tbody></table>
<u><br /></u>
<b> 3. Own It</b><br />
<b><br /></b>
<span style="background-color: yellow;">Classroom management is not about your rules; it's about you. </span><br />
<blockquote class="tr_bq">
<i>"When you walk into a classroom where kids are busy and engaged, it is unlikely that their cooperation was motivated by rules. And I can guarantee that when students are disruptive, off task, or out of control, it's not because there aren't enough rules." p.11-12 </i></blockquote>
Don't set limits that you're not prepared to enforce; don't say you're going to do something unless you're going to do it.<br />
<blockquote class="tr_bq">
<i>"But structure is only as effective as our willingness to follow through on the conditions and limits we use to create it." p.25</i></blockquote>
<div style="text-align: right;">
<span style="background-color: yellow;">Avoid practices that send unintended messages.</span> </div>
<blockquote class="tr_bq">
<i> "Asking for excuses for explanations when students have misbehaved, broken an agreement, or failed to complete an assignment interferes with our goal of building responsibility by suggesting that students can talk their way out of the requirements we set." p.26</i></blockquote>
You communicate most effectively with your actions; words eventually become meaningless.<br />
<blockquote class="tr_bq">
<i> "Another way we sabotage our authority is by reacting to infractions with warnings instead of following through on the conditions we set." p.27</i></blockquote>
<b> 4. Respond Intentionally</b><br />
<b><br /></b>
<a href="http://eddie-evans.blogspot.com/2014/02/8-ways-to-improve-praise.html" target="_blank">Don't give praise for the sake of praise</a>.<br />
<blockquote class="tr_bq">
<i>"Although recognizing effort, persistence, or a job well done is legitimate and valuable, there are a number of ways to get this one wrong, with potentially harmful results." p.20</i></blockquote>
<div style="text-align: left;">
Instead of responding simply because you feel compelled to respond, think about what you want to happen as a result of your response. </div>
<blockquote class="tr_bq">
<i>"...if you intention is to elicit a behavior you have not seen yet, you need to use a different approach from the one you use to reinforce existing desirable behavior." p.23</i></blockquote>
<div style="text-align: right;">
<span style="background-color: yellow;">Respond in the manner that the behavior merits</span> - no more and no less. </div>
<blockquote class="tr_bq">
<i>"The best way to improve follow-through (and thus maintain respect and authority) is to only allow positive outcomes when they are earned and withdraw them when the conditions are violated." p.28</i></blockquote>
<b>5. Always Make it Positive</b><br />
<br />
Make sure the work students are doing is aligned with present abilities.<br />
<blockquote class="tr_bq">
<i>"Students who believe they're going to fail no matter what have little stake in engaging and cooperating." p.17</i></blockquote>
Use words and phrases that create the culture of cooperation rather than the expectation of struggle.<br />
<blockquote class="tr_bq">
<i>"Even making a simple change from a threat ('if you don't do this, you can't...') to a promise ('As soon as you do this, you can...') transforms the energy and power dynamic in the interaction and increases the the likelihood of cooperation, especially if the positive outcome is meaningful to students." p.18</i></blockquote>
Classroom management isn't about responding to bad behavior; <b>it's about anticipating potential cracks that students can and will fall through, and filling them before the fall.</b><br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8470682863164824692.post-21767670936395557102014-03-11T17:28:00.002-07:002014-03-11T17:28:51.683-07:003 Lessons I Learned From SportsI spoke tonight at our winter sports awards night representing the school's administration. Preparing my remarks gave me the opportunity to reflect on my time as an athlete, and for the first time in a while I thought about what I learned from competitive sports and how it's benefited me as an adult and a professional. Part of the speech is below...<br />
<br />
<div class="MsoNormal">
<i>Congratulations to all our winter teams on such a successful
season of win loss records, playoff appearances, and league championships;
congratulations to all of the individuals who earned all-star honors, and
congratulations to all who receive individual recognition tonight.</i></div>
<div class="MsoNormal">
<i><br /></i></div>
<div class="MsoNormal">
<i>But rather than use my time tonight to speak about
accolades, victories, and the tangible rewards that come with athletics I’d
like to share with all of you 3 lessons I learned from competing in high school
and college sports that I still apply and still hold true going on 15 years
later. More than any individual plaque, medal, or trophy I received. these
lessons have proven to be far more valuable and leave me truly thankful that I
competed athletically for as long as I did. </i></div>
<div class="MsoNormal">
<i><br /></i></div>
<div class="MsoNormal">
<i>The 1<sup>st</sup> lesson sports taught me is that
<b>gratification is rarely instant</b>. I've played in games and competed in races
where I and my teammates did everything we could possibly do as well as we
possibly could do it, and we still lost. Similarly as an adult, I've gone for
job interviews where I said all the right things and did everything I was
supposed to do and still did not get the job. I've prepared endlessly for
lessons or meetings that just didn't go as well as I thought it was going to
go. And that’s ok. <b>Getting frustrated is pointless, blaming others is toxic,
and giving up should never be an option</b>. Embrace the process, keep working hard
to get better, and the payoff happens. It may not look exactly like you thought
it would, and may not happen when you thought it was going to, but it’s still
sweet.</i></div>
<div class="MsoNormal">
<i><br /></i></div>
<div class="MsoNormal">
<i>The 2<sup>nd</sup> lesson sports taught me is that
excellence is a habit. It’s not just about playing, racing, or cheering hard;
anybody can do that. Athletic excellence comes from training hard, from practicing
perfectly, from not letting your ego stunt your own growth, from taking care of
your body. Similarly I’ve learned that excellence in the workplace isn't about
just showing up on time and doing my job; it’s about constantly learning new
things, keeping up on the latest educational trends and developments,
visualizing important meetings or conversations, and doing my homework so I’m
prepared act intentionally throughout the day. Worded another way, <b>athletics
taught me that long-term success can come only by purposely matching my
lifestyle to my aspirations</b>.</i></div>
<div class="MsoNormal">
<i><br /></i></div>
<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/AVvXsEjIHYRf-ULjJHpPuhmnwUSHglTK3TRq0vlj-6XbadAuwNkQPR6rPzD-yVPTTbOHlufKya6zhZ856NC-1JinLAn0BLllNxRqRVBZ5ESnlgnosCs0gFP8PjT_YBK8o58kl9okdy4rgvrj2eQ/s1600/henley0047.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIHYRf-ULjJHpPuhmnwUSHglTK3TRq0vlj-6XbadAuwNkQPR6rPzD-yVPTTbOHlufKya6zhZ856NC-1JinLAn0BLllNxRqRVBZ5ESnlgnosCs0gFP8PjT_YBK8o58kl9okdy4rgvrj2eQ/s1600/henley0047.jpg" height="213" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Summer 2005 - Rowing with Riverside Boat Club</td></tr>
</tbody></table>
<div class="MsoNormal">
<i><br /></i></div>
<div class="MsoNormal">
<i><br /></i></div>
<br />
<div class="MsoNormal">
<i>The 3<sup>rd</sup> lesson sports taught me is that trust
beats talent any day of the week. The most successful team I coached really
took off when I removed our most talented athlete. He had all the physical tools,
but he was a loose cannon, he alienated his teammates, and his words and
actions did not suggest any sort of commitment to his team. We couldn’t trust
him, and all the talent in the world couldn’t make up for it. Similarly, I’ve
worked with folks professionally who were highly educated, had great ideas, and
a diverse skill set, but couldn’t be trusted. <b>Sports taught me that people are
at their best when they’re working together toward a common goal, and that we
can beat me ten times out of ten. </b></i></div>
<div class="MsoNormal">
<i><b><br /></b></i></div>
<div class="MsoNormal">
<i><b><br /></b></i></div>
<div class="MsoNormal">
<i><b><br /></b></i></div>
<div class="MsoNormal">
<i><b><br /></b></i></div>
<br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8470682863164824692.post-21187369961236730202014-03-09T14:28:00.000-07:002014-03-09T14:28:54.941-07:009 Thoughts on Classroom ManagementOught classroom management be easier than it usually is?<br />
<br />
A student violates a rule or acts outside of the handbook, and they receive a consequence; the concept should be simple.<br />
<br />
But, like with anything involving people, classroom management is arguably the least easy thing educators do.<br />
<br />
It's especially hard when you're aiming for more than behavior management and compliance.<br />
<br />
When you're going for total learning and the physical/emotional environment required for it <b>classroom management becomes a constant cycle of observation, consideration, and dialogue</b>. It can be cognitively, physically, and emotionally taxing all at once.<br />
<br />
Anything that obstructs the clarity, momentum, provisioning, etc of the lesson must be addressed with the end goals of the lesson in mind - <b>your response has to be intentional</b>.<br />
<br />
1. It can't be reactionary.<br />
<br />
2. It shouldn't be addressed in public, but it ought to be timely.<br />
<br />
3. <span style="background-color: yellow;">Don't make it about you the adult; it has to be about the student, the class, and learning.</span><br />
<blockquote class="tr_bq">
"<i>Parents and teachers can reduce their own frustrations and those of the students by understanding that what appear to be laziness and lack of motivation are often an extreme need for support and guidance.</i>" - <span style="font-size: x-small;"><a href="http://www.ascd.org/Publications/Books/Overview/Causes-and-Cures-in-the-Classroom.aspx" target="_blank">Margaret Searle, p. 159</a></span></blockquote>
4. You have to respond in a way that sets limits on the behavior while also communicating that you're always there to help and that you'll never give up on them.<br />
<br />
5. It can't be judgmental. It can't be insulting.<br />
<blockquote class="twitter-tweet" lang="en">
<a href="https://twitter.com/search?q=%23fhspantherchat&src=hash">#fhspantherchat</a> instead of getting frustrated with what you're seeing or hearing you need to identify why it's happening & how to proceed<br />
— Eddie Evans (@ewevans3) <a href="https://twitter.com/ewevans3/statuses/442636991222403073">March 9, 2014</a></blockquote>
6. Do some investigating; <b>find out why before moving forward</b>.<br />
<br />
7. Reach out to those around you and ask what have others seen and heard from the student; <span style="background-color: yellow;">I may not have the right approach but I'm sure we can come up with something</span>.<br />
<br />
8. Think about tomorrow. Don't burn a bridge. Don't embarrass.<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/AVvXsEj_WaV1U_IX6_oBgQ8_D5CZIpfs_8tDVR0atELZFIlWX5OfGpiPuseuLLdVmd9lyDN7D0S32Z9vVWDvMNp_P0TfTt550GM2aWHm91JHrBgQ6CkZlGG6Z24BDPM38WjBankm8LUo97JWGEk/s1600/Screen+Shot+2014-03-09+at+5.12.06+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_WaV1U_IX6_oBgQ8_D5CZIpfs_8tDVR0atELZFIlWX5OfGpiPuseuLLdVmd9lyDN7D0S32Z9vVWDvMNp_P0TfTt550GM2aWHm91JHrBgQ6CkZlGG6Z24BDPM38WjBankm8LUo97JWGEk/s1600/Screen+Shot+2014-03-09+at+5.12.06+PM.png" height="284" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.slideshare.net/ewevans3/final-advice-for-the-class-of-2012" target="_blank">See the entire presentation here</a><br /><a href="http://eddie-evans.blogspot.com/2012/06/sweet-advice-for-graduating-seniors.html" target="_blank">Read about it here</a></td></tr>
</tbody></table>
<br />
<div style="text-align: left;">
9. Labeling, getting frustrated, lashing out, giving up, etc. is contrary to what we're trying to do</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
Each issue and each person is unique. Remember that and proceed intentionally.</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
<br /></div>
<br />
<br />
<br />
<br />
<script async="" charset="utf-8" src="//platform.twitter.com/widgets.js"></script>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8470682863164824692.post-1582215130739132482014-03-08T11:00:00.001-08:002014-03-08T11:00:18.126-08:006 Easy Ways for a School Administrator to Get Out of the OfficeBefore I was a school administrator I cavalierly wrote and spoke about how easy it ought to be to get out of the office and onto the floor, and chalked it up as nothing more than time management and possession of mobile technology.<br />
<br />
I'm now privy to a bit more reality; a lot more goes into getting out of the office (for non-walkthrough/evaluative purposes) than <i>wanting or even needing</i> to get out of the office.<br />
<br />
It's hard. Earlier this year I was 99% of the way out of the door to go out on the floor, and the phone rang; I never made it out.<br />
<br />
I love being out on the floor; it's by far my favorite part of the job. I always learn something new; I always find opportunities to connect more with students and staff.<br />
<br />
<span style="background-color: yellow;">But it doesn't happen by chance</span>.<br />
<br />
I've learned that calendars get filled quickly; finding the time to be on the floor and enjoy the school culture I'm trying to build is almost impossible sometimes, but there are quick little practices that get me out multiple times a day to interact with staff and students.<br />
<br />
<b>1.Hand Deliver</b><br />
Instead of emailing documents as attachments that I know will be printed anyway, I'll print them myself and hand deliver. It always leads to 5 minute conversation, and the whatever the document is means that much more. <span style="background-color: yellow; text-align: right;">A little bit of efficiency is an insignificant price to pay for the value of getting out on the floor.</span><br />
<br />
<br />
<b>2.Follow Up</b><br />
After a staff meeting, a student assembly, class meeting, etc. I always make a point to get out and engage folks in quick follow up conversations about the content. Any excuse to get people talking and listening is good.<br />
<br />
I'll oftentimes follow up an email to a teacher with a pop in during their prep. It usually takes less than 5 minutes and both <span style="background-color: yellow;">strengthens the impact of the email and gives me an excuse to intentionally get out </span>of the office and onto the floor for even the briefest of time in between appointments.<br /><br />
<b>3.Collaborate Publicly</b><br />
If I'm planning something or creating something with another teacher or administrator, and it's not of a confidential or unsavory nature, then why not do it in the media center or school common area?<br />
<br />
Some things are private and need to remain private, but a lot of things aren't.<b> </b><span style="background-color: yellow;">Thoughtfully determine whether the meeting needs to be behind closed doors.</span><br />
<span style="background-color: yellow;"><br /></span>
<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="http://www.timsackett.com/wp-content/uploads/2013/10/chained_to_desk.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://www.timsackett.com/wp-content/uploads/2013/10/chained_to_desk.jpg" height="150" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.timsackett.com/2013/10/16/are-you-an-employee-friendly-company/" target="_blank">Photo Source</a></td></tr>
</tbody></table>
<br />
<b>4.Go to Them</b><br />
Whenever I have the choice between my office or their classroom I choose their classroom.<br />
<br />
When appropriate, I'll go to where a student is to deliver news or have a conversation rather than call them to my office.<br />
<br />
If someone needs to speak to me I'd rather try to go see them than do it over the phone if the timing is right.<br />
<br />
<b>5.Say Yes</b><br />
Anytime a teacher or student asks me far enough in advance to be a guest judge, moderator, speaker, etc. I say yes. It's great to be able to walk in to a classroom or common area and not see folks tense up or lose their place for a second.<br />
<br />
<span style="background-color: yellow;">Create for yourself multiple follow up opportunities with the students and teacher</span>; take and share photos with the class afterwards. You'll have potential conversation starters for months.<br />
<br />
<b>6. Schedule It</b><br />
You'll never have the time to get out if you aren't purposeful with it.<br />
<br />
I've found great results by simply scheduling 30-60 minutes of "floor time" right in my online calendar. The office staff doesn't schedule appointments because it's already blocked off, and once it pops up on my phone I stop what I'm doing and get out. Sometimes it's coupled with walkthroughs or other little errands or chores, and sometimes it's just leading and learning by walking around. It's always empowering though.<br />
<br />
<div style="text-align: right;">
Getting out is refreshing; it reminds me of the why. It's not as easy as I thought it was going to be, but priorities are rarely convenient.</div>
<div style="text-align: right;">
<br /></div>
<div style="text-align: right;">
<span style="font-size: xx-small;">#leadership #mobility #education</span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8470682863164824692.post-25457670571740549832014-03-02T14:26:00.002-08:002014-03-02T15:25:15.084-08:0023+ Ways to Motivate Professional LearningWhat motivates learners?<br />
<br />
Not just school-aged students but anybody trying to learn something<br />
<br />
What motivates people to learn what you're teaching?<br />
<br />
The book <a href="http://www.ascd.org/Publications/Books/Overview/Engaging-Minds-in-the-Classroom.aspx" style="color: red; font-style: italic;" target="_blank"><b>Engaging Minds in the Classroom: The Surprising Power of Joy</b></a><span style="color: red; font-style: italic;"> </span>is about school-aged students, but it includes <a href="http://outreach.mines.edu/cont_ed/Eng-Edu/pintrich.pdf" target="_blank">5 motivational generalizations</a>* that identify what all learners need to believe about themselves and the topic / objective in order to be motivated to learn it.<br />
<br />
<div style="text-align: right;">
You can teach it, but if they're not motivated to learn it, then it's probably not happening.<b> Learning is a choice.</b></div>
<br />
The 5 motivational generalizations are:<br />
<br />
"adaptive <span style="background-color: yellow;"><span style="color: #274e13;"><a href="http://en.wikipedia.org/wiki/Self-efficacy" target="_blank">self-efficacy</a> </span>and competence beliefs </span>motivate students" (believing in yourself and your abilities motivates you)<br />
<br />
<div style="text-align: center;">
<i>"I can do this; I am good at this; I have the ability to become good at this."</i></div>
<br />
"adaptive a<span style="background-color: yellow;">ttributions and control beliefs</span> motivate students" (believing you can do it if you try)<br />
<br />
<div style="text-align: center;">
<i>"I am in control of the outcome; if I put effort in, then I will learn this."</i></div>
<br />
"higher levels of <span style="background-color: yellow;">interest and intrinsic motivation</span> motivate students" (you want to do it)<br />
<br />
<div style="text-align: center;">
<i>"I want this; I am not doing this only because I have to; This interests me."</i></div>
<br />
"higher levels of <span style="background-color: yellow;">value</span> motivate students (you think it's important)"<br />
<br />
<div style="text-align: center;">
<i>"What I'm doing matters to me."</i></div>
<br />
<span style="background-color: white;">"</span><span style="background-color: yellow;">goals </span>motivate and direct students" (you know what it takes to get it)<br />
<br />
<div style="text-align: center;">
<i>"I know how I'm going to learn this; I know what I need to do to get there."</i></div>
<br />
<div style="text-align: right;">
<b>Instructors who understand the principles of motivation are more likely to produce learners who demonstrate <u>a joy of learning</u>.</b></div>
<blockquote class="tr_bq">
"Teachers who understand and use motivation principles may be better equipped to discover ways to construct joyful learning experiences....paying attention to what motivates their particular students will lead teachers to design motivational classrooms including activities that students perceive to be fun as a way to motivate them and spark their learning." <span style="font-size: x-small;">p. 15</span></blockquote>
But what about professional learning?<br />
<br />
<i>What can I do as a school administrator to bring the motivational generalizations to the professional learning and development offered to school staff throughout their careers? </i><br />
<i><br /></i>
<i>What can I do as a school administrator to better ensure staff is motivated to learn and grow intentionally?</i><br />
<br />
<div style="text-align: center;">
<b><a href="https://docs.google.com/document/d/1PSOYsFC8WD-meecFq2w1qI9nhYhrRQ-ZexkfwOF-hgs/edit?usp=sharing" target="_blank">I can do plenty.</a></b></div>
<br />
<div style="text-align: center;">
<a href="https://docs.google.com/document/d/1PSOYsFC8WD-meecFq2w1qI9nhYhrRQ-ZexkfwOF-hgs/edit?usp=sharing" target="_blank">At least 23 things </a></div>
<div style="text-align: center;">
<a href="https://docs.google.com/document/d/1PSOYsFC8WD-meecFq2w1qI9nhYhrRQ-ZexkfwOF-hgs/edit?usp=sharing" target="_blank">to motivate staff to learn and grow.</a></div>
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_0i7UvTRM17YDp3QhRj8XqLjGqothnOlgk5hMKEGwR66p9pzOG83sLrQOqz0tpY74GDKDl4imeDV833x4rHT2sLIB5l2i0xApCx7Lg8VTutrDrS3cesT_GCZNpgMLqocmn4uMgv-4sqI/s1600/Screen+Shot+2014-03-02+at+4.14.06+PM.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_0i7UvTRM17YDp3QhRj8XqLjGqothnOlgk5hMKEGwR66p9pzOG83sLrQOqz0tpY74GDKDl4imeDV833x4rHT2sLIB5l2i0xApCx7Lg8VTutrDrS3cesT_GCZNpgMLqocmn4uMgv-4sqI/s1600/Screen+Shot+2014-03-02+at+4.14.06+PM.png" height="321" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.ascd.org/Publications/Books/Overview/Engaging-Minds-in-the-Classroom.aspx" target="_blank">Inspired by pages 12-13, 31</a><br />
<a href="https://docs.google.com/document/d/1PSOYsFC8WD-meecFq2w1qI9nhYhrRQ-ZexkfwOF-hgs/edit?usp=sharing" target="_blank">See the chart here</a></td></tr>
</tbody></table>
<br />
To foster self-efficacy and a belief of competence I can:<br />
<br />
<ul>
<li>celebrate and promote staff accomplishments and growth</li>
<li>give specific improvement centered feedback</li>
<li>find out how staff members perceive their own ability to learn certain things</li>
</ul>
<div>
<div style="text-align: left;">
To promote high attributions and solidify a belief about control I can:</div>
</div>
<div>
<ul>
<li style="text-align: left;">have clear expectations and benchmarks</li>
<li style="text-align: left;">learn new material alongside staff</li>
<li style="text-align: left;">use self-assessments to determine professional learning offerings</li>
</ul>
<div>
To tap into interest and intrinsic motivation I can:<br />
<br />
<ul>
<li>find out what interests the staff</li>
<li>design PD that models engaging and motivating teaching practice</li>
<li>build a community of learners</li>
<li>intentionally set up interest-based interactions amongst staff members</li>
</ul>
<div>
To ensure high levels of personal value I can:</div>
<div>
<ul>
<li>design PD around shared priorities and values</li>
<li>participate in my own learning activities</li>
<li>build in opportunities for individualization and application</li>
</ul>
<div>
To provide a path to success I can:</div>
<div>
<ul>
<li>model how ideas can be applied to the classroom</li>
<li>design action oriented PD sessions and meetings</li>
<li>connect similarly interested staff in purposeful ways</li>
<li>offer multiple follow up opportunities for interested staff</li>
</ul>
<div>
How else? What else can school leaders motivate their staff to continue to learn and grow?</div>
<div>
<br /></div>
<div>
#motivation #professionaldevelopment #savmp</div>
<div>
<br /></div>
</div>
</div>
</div>
</div>
*<a href="http://outreach.mines.edu/cont_ed/Eng-Edu/pintrich.pdf" target="_blank">Pintrich, 2003</a><br />
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8470682863164824692.post-65603110216889920382014-02-22T04:47:00.003-08:002014-02-22T04:47:58.224-08:0031 Reading Activities by Anchor Standard<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/AVvXsEg3wQReS_mTLkxzJEXkGTk2QJI1O7H7m5hSEskkhT6vtiFgQvDfNoortcD-kh5cOcGqZGmFpSDFU3XbPeEVwv5Am2Ha1WVhRol5nk2a16UpXkXrtOoctZCqsRFJW-lNQOuX5Dzq_SXvqRc/s1600/Screen+Shot+2014-02-22+at+7.05.38+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3wQReS_mTLkxzJEXkGTk2QJI1O7H7m5hSEskkhT6vtiFgQvDfNoortcD-kh5cOcGqZGmFpSDFU3XbPeEVwv5Am2Ha1WVhRol5nk2a16UpXkXrtOoctZCqsRFJW-lNQOuX5Dzq_SXvqRc/s1600/Screen+Shot+2014-02-22+at+7.05.38+AM.png" height="295" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://docs.google.com/document/d/1MK54rtnnLzvky3Wj6c_dmodjFKW4Zkh65dDmbeG5mUo/edit?usp=sharing" target="_blank">Full Document Here</a></td></tr>
</tbody></table>
<br />
This is something I've been working on over the past couple of months; I haven't even got it to the point where I've shared it with my colleagues. I plan to introduce it, collect feedback, tweak it, and hopefully folks will be able to find use with it in class with their students. <a href="https://docs.google.com/document/d/1MK54rtnnLzvky3Wj6c_dmodjFKW4Zkh65dDmbeG5mUo/edit?usp=sharing" target="_blank">Feel free to use it </a>or adjust it as you see fit.<br />
<br />
Any feedback, suggestions for improvement, additions, etc is always welcomed!<br />
<br />
#ccss #satchat #commoncoreUnknownnoreply@blogger.com0tag:blogger.com,1999:blog-8470682863164824692.post-65235129358783163512014-02-21T10:45:00.000-08:002014-02-21T11:52:46.091-08:004 Quotes & 20 Questions re: Walkthroughs<div style="text-align: center;">
<div style="text-align: left;">
Reading <a href="http://www.ascd.org/publications/books/107024.aspx" target="_blank">Betty Garner's <i>Getting to Got It!</i></a> got me thinking about the classroom walkthroughs I do and where my attention ought to be during the 5-12 minutes I'm in each classroom. I picked out four quotes that especially stood out to me along with some thoughts and questions I ought to ask students related to the quote.</div>
<i><span style="font-size: large;"><br /></span></i>
<i><span style="font-size: large;">"Sometimes we are tempted to tell students what to recognize or notice, and then we assume that because we told them, they have learned it." -p. 32</span></i><br />
<i><br /></i>
<br />
<div style="text-align: left;">
I need a walkthrough form that records what the students are doing and saying rather than simply what the teacher is doing and saying. <span style="background-color: yellow;">Instead of measuring learning by what the adult is doing I need to focus on what the students are doing</span>. Just because the teacher is telling the students about it in an effective manner doesn't mean anybody is learning it. I've been writing a lot recently on focusing more on what the output is and that ought to transfer to what I'm observing when I'm visiting classrooms and supervising teachers. What they're doing is secondary to what the learners are doing (if my prime focus is learning.)<br />
<br />
<u><b>Questions to ask students during a walkthrough</b></u><br />
<br />
<ol>
<li>what is the most important thing for me to know about what you're learning?</li>
<li>how is what you're learning connected to everything you're doing in class?</li>
<li>how would you explain or teach this to a little kid?</li>
<li>what questions do you have for the teacher or about the topic based on what you're learning?</li>
<li>what have / will you produce or make?</li>
</ol>
</div>
</div>
<div style="text-align: center;">
<i><br /></i></div>
<div style="text-align: center;">
<i><br /></i></div>
<div style="text-align: center;">
<i><span style="font-size: large;">"Students confuse imitation with learning. In the classroom, they may correctly complete assignments by simply imitating what the teacher models, without making the information their own." -p. 36</span></i></div>
<div style="text-align: center;">
<i><span style="font-size: large;"><br /></span></i>
<br />
<div style="text-align: left;">
I'm a big proponent of modeling; I've written about it a lot in previous posts. For skills like organizing, classifying, communicating, etc. modeling is an awesome teaching tool. <span style="background-color: yellow;">But for the learner to fully learn what you're teaching they have to make it theirs</span>. It has to be a little original for it to stick. I need to engage more with the students when I'm walking through classes; I need to hear from them how they interpret what they're learning and how they've adopted what they're learning into practice.<br />
<br />
<u><b>Questions to ask students during a walkthrough</b></u><br />
<br />
<ol></ol>
<br />
<ol>
<li>what do you make of what the teacher is telling or showing you?</li>
<li>how can / will you build on what the teacher is doing?</li>
<li>how can / will you adopt this into your own practices?</li>
<li>how could you teach this to a little kid?</li>
<li>what would this look like outside the classroom?</li>
</ol>
</div>
</div>
<div style="text-align: center;">
<div style="text-align: left;">
<i><span style="font-size: large;"><br /></span></i></div>
</div>
<div style="text-align: center;">
<i><span style="font-size: large;">"Some even maintain good grades by memorizing information; however, they can't connect , apply, or transfer the information to other situations." -p. 49</span></i><br />
<i><span style="font-size: large;"><br /></span></i>
<br />
<div style="text-align: left;">
Maybe I ought to take a random student's schedule and walk through each of his/her classes in one day, and then meet with them to discuss how or if they take what they're doing in class A and use it in class D. We know the true measure of learning if how well we use it elsewhere; engaging students in those kinds of conversations after experiencing their entire schedule would be a powerful <span style="background-color: yellow;">measure of how much they're learning in relation to what they're being taught</span>.<br />
<br />
<u><b>Questions to ask students during a walkthrough</b></u><br />
<br />
<ol></ol>
<br />
<ol>
<li>how can / will you apply this outside of this class?</li>
<li>how does this remind you of something else you've learned?</li>
<li>how do this connect with what you're doing in other classes?</li>
<li>why is what you're learning important or relevant?</li>
<li>what would this look like outside the classroom?</li>
</ol>
</div>
</div>
<div style="text-align: center;">
<i><span style="font-size: large;"><br /></span></i></div>
<div style="text-align: center;">
<i><span style="font-size: large;">"The students follow directions with little or no personal investment or processing of information." -p. 64</span></i><br />
<i><span style="font-size: large;"><br /></span></i>
<br />
<div style="text-align: left;">
Neat and tidy and orderly is great, but it's not reflective of the process of learning. I need to be more observant than that.<br />
<br />
<b><u>Questions to ask students during a walkthrough</u></b><br />
<b><u><br /></u></b>
<br />
<ol>
<li>what impact does this information have?</li>
<li>how will you use this outside the classroom?</li>
<li>how does this fit in with everything you already know?</li>
<li>what is the most important parts of the lesson you need to retain?</li>
<li>what is the significance of what you're learning? Why here? Why now?</li>
</ol>
</div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8470682863164824692.post-42693367073508614472014-02-20T13:05:00.001-08:002014-02-20T13:05:33.225-08:005 Paths for Better Professional Development<div>
<span style="font-family: inherit; font-size: 15px; line-height: 17.25px; white-space: pre-wrap;">I was inspired by <a href="http://savmp.edublogs.org/2014/02/10/week-22-differentiation-for-staff-savmp/" target="_blank">week 22 of the #savmp blog</a> about differentiated professional development for staff and some selections from a couple of books I've read recently.</span><br />
<span style="font-family: inherit; font-size: 15px; line-height: 17.25px; white-space: pre-wrap;"><br /></span>
<span style="font-family: inherit; font-size: 15px; line-height: 17.25px; white-space: pre-wrap;">I've been thinking about how to make the professional learning opportunities schools offer their teachers better; by better I mean more likely to lead <a href="http://eddie-evans.blogspot.com/2014/02/moving-from-taught-to-learned.html" target="_blank">to the learning</a> of whatever is trying to be taught or developed.</span></div>
<div>
<span style="font-family: inherit;"><br /></span></div>
<div>
<span style="font-family: inherit;">What can be done to make it more likely that whatever is done as part of PD is transferred into classrooms with students in various situations?</span></div>
<div>
<span style="font-family: inherit; font-size: 15px; line-height: 17.25px; white-space: pre-wrap;"><br /></span></div>
<ol style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="background-color: transparent; color: black; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: inherit; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Make it More Than "Have To"</span></div>
</li>
</ol>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-left: 36pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: inherit; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">If folks are doing anything only because they have to do it or be there, then they’re not in prime position or mind-set to learn anything; this is true for people of any age or credence.</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-left: 36pt; margin-top: 0pt;">
<span style="font-family: inherit;"><a href="http://eddie-evans.blogspot.com/2012/02/collaborating-beyond-have-to.html" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">If the avenues that schools are taking to create opportunities for collaboration and interpersonal professional learning become seen as just another obligation to be half-heartedly crammed into limited contractual hours, then the outcomes will never justify the efforts</span></a><span style="background-color: white; color: #222222; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.</span></span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-left: 36pt; margin-top: 0pt;">
<span style="background-color: white; color: #222222; font-family: inherit; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">It has to be interest-based; it has to be driven by personal relevance. Anything short of that will be seen as “have to.”</span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://pbs.twimg.com/media/BeXKvacIgAASHkJ.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" height="200" src="https://pbs.twimg.com/media/BeXKvacIgAASHkJ.png" width="148" /></span></a></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-left: 36pt; margin-top: 0pt;">
<span style="background-color: white; color: #222222; font-family: inherit; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /><script async="" charset="utf-8" src="//platform.twitter.com/widgets.js"></script></span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-left: 36pt; margin-top: 0pt;">
<span style="background-color: white; color: #222222; font-family: inherit; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">If they’re learning what they know they need to learn, then they’re obviously more likely to learn it.</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-left: 36pt; margin-top: 0pt; text-align: center;">
<span style="font-family: inherit;"><span style="background-color: white; color: #222222; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">"By verbalizing options for improvement, students are able to see that they control their own choices and outcomes, which leads to better decision making." - </span><a href="http://www.ascd.org/Publications/Books/Overview/Causes-and-Cures-in-the-Classroom.aspx" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Margaret Searle p. 148</span></a><span style="background-color: transparent; color: black; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></span></div>
<ol start="2" style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="background-color: transparent; color: black; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: inherit; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Have Them Make Something</span></div>
</li>
</ol>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-left: 36pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“Although some...remember more by hearing and others, by seeing, most remember by doing because action involves multiple sensory inputs.” - </span><a href="http://www.ascd.org/publications/books/107024.aspx" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Betty Garner p.38</span></a><span style="background-color: transparent; color: black; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-left: 36pt; margin-top: 0pt;">
<span style="background-color: yellow; color: black; font-family: inherit; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">They have to do it to learn it; they have to produce something for it to be possible.</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-left: 36pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: inherit; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We spend a lot of time and devote a lot of energy to the perfect kind of input, but our time and energy would be better spent designing opportunities for output.</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-left: 36pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: inherit; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">For every minute of input give them a minute of output; what good is the slideshow on how to essential questions if nobody gets to write essential questions?</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-left: 36pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: inherit; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">If producible action doesn’t or can’t come from professional development I planned, then what I planned probably isn’t worthy of the name.</span></div>
<ol start="3" style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="background-color: transparent; color: black; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: inherit; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Make it More Than an Event</span></div>
</li>
</ol>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-left: 36pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“Integrated information is more likely to be remembered and accessible than disconnected bits of data.” </span><a href="http://www.ascd.org/publications/books/107024.aspx" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Garner p.37</span></a><span style="background-color: transparent; color: black; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-left: 36pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: inherit; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">It takes longer to learn something than it takes to teach it. Whereas “teaching it” can be done with slides and 30 minutes, learning it requires input, reflection, practice, feedback, etc. </span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-left: 36pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: inherit; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Sometimes learning it takes year(s).</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-left: 36pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Focus on something tangible; </span><span style="background-color: yellow; color: black; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">identify relevance or need and then address it until moving on to a new focus is appropriate</span><span style="background-color: transparent; color: black; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.</span></span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-left: 36pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: inherit; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Better to learn one thing slowly than nothing efficiently.</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: inherit; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Make it About Us</span></div>
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<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-left: 36pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“A variety of of emotions can affect physical and cognitive functions. To enhance memory, students benefit from emotional engagement with information.” </span><a href="http://www.ascd.org/publications/books/107024.aspx" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Garner p. 138</span></a><span style="background-color: transparent; color: black; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-left: 36pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: inherit; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Being on a team feels good. Being a part of something bigger is both motivating and empowering. Researching and implementing formative assessments of higher order thinking skills is better in a group.</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-left: 36pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">P</span><span style="background-color: white; color: #222222; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">urposefully and organically get teachers with similar interests and passions to connect with each other, and work and learn together. I was in a cohort in my Masters Degree program; why apply that same structure to professional learning for staff? </span></span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-left: 36pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: white; color: #222222; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Build communities around professional needs and interests rather than superficial labels like department or tenure.</span><span style="background-color: transparent; color: black; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: inherit; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Mix it Up</span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">"Lessons that follow a mixed pattern - listen, talk to your neighbor, listen, draw and example, listen, read and discuss with a partner - followed by summary are more likely to hold anyone's attention longer than the 'listen for what seems like forever and then do independent work' model." - </span><a href="http://www.ascd.org/Publications/Books/Overview/Causes-and-Cures-in-the-Classroom.aspx" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Searle p. 105</span></a><span style="background-color: transparent; color: black; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></span></div>
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<span style="background-color: transparent; color: black; font-family: inherit; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">People can only sit and get for so long before they stop listening. Adults are more compliant and less rude than kids a lot of the time, but they’re equally likely to tune you out if it’s boring.</span></div>
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<span style="background-color: transparent; color: black; font-family: inherit; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Get them doing, talking, moving, creating more.</span></div>
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<span style="background-color: transparent; color: black; font-family: inherit; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Most things get old quickly; break it down into segments; they’ll retain more.</span></div>
<span id="docs-internal-guid-4c579597-5103-bed0-9660-da8d650cfa99"><span style="background-color: yellow; font-family: inherit; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Effective lesson plans include variety whether the lesson is being planned for 5, 15, 25, 35, 45, 55, and / or 65 year olds.</span></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8470682863164824692.post-6248931222571369902014-02-17T09:10:00.000-08:002014-02-17T09:14:12.224-08:00Let it be TheirsI just finished reading <a href="data:image/jpeg;base64,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" target="_blank">Betty K. Garner's <i>Getting to Got it</i> </a>and picked up some great insights on working with struggling students and empowering them to use their strengths to become more equipped learners. A theme that I kept seeing throughout is the unintended negative effects of adults doing too much for children, especially for students who struggle. I include several quotes below along with my reactions.<br />
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"Unless students interact creatively with information to construct meaning, there is little or no change." -page xv</div>
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<i>I think about a lot the history classes I've taught as a teacher and taken as a student; we didn't DO enough with the information presented. I think about classes I've taken with tons of great information and factoids that I never did anything with that I've since forgotten. The information was great; it was interesting and provocative stuff; I worked hard finding cool information as a teacher and worked hard to remember the information as a student. But we never did anything with it; we never used it to do or create anything. Most of it's been lost; it wasn't learned.</i><br />
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"Too often, teachers make connections and point out patterns for students without realizing we are teaching them to imitate what we do rather than to construct meaning for themselves." -page 6</div>
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"...he mediated meaning- by asking questions rather than telling him what to do or solving the problem for him." -page 10</div>
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"Too often, well-meaning parents and teachers short-circuit students' cognitive development by doing the mental work for them.... We unintentionally encourage them to become passive recipients, to depend on others than on their own capabilities or need to know." -page 15</div>
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<i><a href="http://eddie-evans.blogspot.com/2014/02/why-do-we-do-work-for-them.html" target="_blank">I wrote about doing the work for them</a> after reading <a href="http://www.ascd.org/Publications/Books/Overview/Causes-and-Cures-in-the-Classroom.aspx" target="_blank">Margaret Searle's </a></i><a href="http://www.ascd.org/Publications/Books/Overview/Causes-and-Cures-in-the-Classroom.aspx" target="_blank">Causes & Cures in the Classroom</a>. <i>We mean well when we do it; it's to model what it's supposed to look like; it's to give them a sense of accomplishment; it's to prompt them; it's to help them do well on the test; it's to help them out in an awkward or embarrassing moment. It may even be more for us and our own comfort or ego than theirs. <b>Whatever the reason, when we do it for them we're robbing the long-term to satisfy the short</b>. Instead of telling we ought to ask; instead of lecturing we ought to converse; instead of talking we ought to listen; instead of trying to affect the result we ought to facilitate the process. </i><br />
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"Sometimes teachers get caught up in doing lots of activities that keep students busy and may even produce wonderful products or displays. However, the time would be more effectively spent designing and implementing activities to help students develop the cognitive structures that will equip them for independent learning." -page 24</div>
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<i>Impact won't be known until later. Whether they can do what they were taught how to do down the road is how we'll measure the extent to which it was learned now. They're only students for a small, minuscule amount of time when compared to how much life there is post-student; they need to be able to learn for a lifetime if they're going to thrive. <b>Individual tidbits of information come and go; independence is forever. </b></i><br />
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"The true level of understanding is evident in the kinds of questions students ask." -page 26</div>
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<i>I used to love when there were no questions; I used to always think that if there weren't any questions then I must've taught it really well. Perhaps I was off base. Perhaps I wasn't focusing on the right stuff. Perhaps they weren't doing enough with the information I was providing. Perhaps I was doing too much providing. I think I was doing too much providing...</i><br />
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8470682863164824692.post-9529421319136306122014-02-09T12:32:00.000-08:002014-02-09T12:32:27.833-08:0011 Ways To Get Them Talking About It<div style="text-align: center;">
<i>"...recap is especially helpful for students...who have memory barriers because they tend to forget the purpose of the lessons as they try to apply new skills. Verbalization not only reconnects the dots for them but also strengthens mental pathways for later retrieval." - Margaret Searle, </i>Causes & Cures in the Classroom<i>, p. 58</i></div>
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One of the surest and simplest ways to promote the learning of the lessons we try to teach our students or staff is to get them talking about the content or skills of focus.</div>
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Talking it out reorganizes the material or steps inside our own heads so that it makes sense to us.</div>
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<b>Talking it out forces us process, apply, and create output as a result of the daily input; what good is input if it's not translated to output?</b></div>
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We need to be mindful of this when we plan and when we design learning opportunities for our students or staff.</div>
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<b>We spend so much time planning, preparing, and practicing dynamic and interesting ways to give our people input, but it's how intentional and planned the output is that will determine to what degree what we've taught is actually learned.</b></div>
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Talking our way through new lessons is tried and true; it's a way to make it permanent in our heads without having to stretch our creative capacity; there's no writer's block or foreign skill set required to talk about what I'm learning.</div>
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Here are some ways to get them talking about what we're teaching:</div>
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<li>Stop class or meeting every 10 minutes and have neighbors<b> <u>turn and talk</u></b> about what was just taught, done, discussed, etc. for 2 minutes</li>
<li>When asking questions to the class have each student write their answer on a <b>little white board </b>and hold up their answers. Before revealing the right answer have neighbors discuss why they answered how they did.</li>
<li>Have students send you an <b>audio note</b> using the voice recorder app on their phone, or a website like <a href="http://vocaroo.com/">vocaroo.com</a> summarizing what happened in class today, what was taught, and how it will be used tomorrow and beyond</li>
<li>Have students prepare audio notes on the topic of the day taking a certain viewpoint. Use <a href="https://www.edmodo.com/" target="_blank">edmodo</a>, a common Google doc,<a href="http://www.itslearning.com/welcome.aspx" target="_blank"> itslearning</a>, etc. for students to have a single spot to post all of their audio notes to and use the prepared statements to springboard further more spontaneous candid discussion the next day in class.</li>
<li>Have students <b>screencast</b> as they solve a math problem or construct a thesis paragraph using webistes like <a href="http://www.screencast-o-matic.com/" target="_blank">screencast-o-matic</a> or apps like <a href="http://www.educreations.com/" target="_blank">educreations</a>.</li>
<li>When making slides utilize the <b>narration</b> option; oral presentations don't always have to be live. With that being said...</li>
<li>...Get people up and talking about their work <b>in front of a group</b>. Earlier in the school year I presented to 12 different groups of ~100 students over the course of two weeks; by the 11th time I really really knew my stuff.</li>
<li>In a history or literature class have the students <b style="text-decoration: underline;">Face Off</b>. During a Colonial America unit I may partner students off and have one act as a Loyalist and the other as a Patriot; in an economics class I may have one act as Keynes and one as Friedman; in a lesson on the Korean War one would be Truman and the other MacArthur.</li>
<li>Establish a classroom routine where at the beginning of every class someone is the<b> "leader," </b>and they recap yesterday's class and ask members of the class content questions to review and generate discussion.<a href="https://twitter.com/levansfhs" target="_blank"> Laura Evans</a> establishes routines that get the students talking better than anyone I've ever seen.</li>
<li>If you have a website use it to provide an <a href="https://docs.google.com/document/d/1_UHJj5puLdm49wCTypQfEwURTOjIXZ4P9Lw_UMQ7kXo/edit" target="_blank"><b>authentic audience</b> </a>for student spoken work.</li>
<li>Make an <a href="https://docs.google.com/document/d/1ixDPwTPYrzIZgnX9bZKsP-v5CfYHwial9-rqLGHLevY/edit" target="_blank"><b>activity pyramid</b></a> of options for students to respond to input and processes as they read or listen. The linked pyramid calls for written responses, but could easily be tailored.</li>
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Getting them talking about it betters the odds it moves from taught to learned.</div>
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How else can we get them talking about it?</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8470682863164824692.post-33730829866977363162014-02-08T14:55:00.002-08:002014-02-09T11:38:58.449-08:008 Ways to Improve Praise<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
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In reading <a href="http://www.ascd.org/Publications/Books/Overview/One-Hundred-Plus-Ways-to-Recognize-and-Reward-Your-School-Staff.aspx" target="_blank">Emily Houck's 100+ Way to Recognize & Reward Your School Staff</a> I picked up a bunch of nuggets that I can immediately start using to make folks I'm trying to lead feel more valued, respected, and motivated to grow.</div>
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She writes, <i>"...we should highlight and recognize their contributions to the present and the future, both because it is the right thing to do and because it will motivate them to continued excellence."</i></div>
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<b>When people feel acknowledged they feel empowered to keep going</b>.<br />
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She writes, <i>"An educational leader needs to know which factors will promote and nurture professional growth in each individual."</i></div>
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<b>No one person is motivated the same way; the more we know about the folks we're trying to lead the better position we're in to praise effectively.</b></div>
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She writes, <i>"you have to tell the person why they are being recognized in a very specific way."</i></div>
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<b>Don't cheapen your praise by just throwing it around for no particular reason.</b></div>
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She writes, <i>"Immediate praise...signals true respect for the action and the actor because it requires us to rearrange our priorities to make the praise happen now rather than waiting until it's convenient for us."</i></div>
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<b>Recognition that's planned around my schedule isn't real recognition; if it's worthy of being praised, then it's worthy of being praised right now.</b></div>
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<b><br /></b></div>
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She writes, <i>"Recognition is a mind-set -- a way of doing business and relating to people every day."</i></div>
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<b><br /></b></div>
<div style="text-align: left;">
<b>8 ways to more effective praise:</b></div>
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<table style="border-collapse: collapse; border: none; width: 624px;"><colgroup><col width="*"></col><col width="*"></col></colgroup><tbody>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Instead of..</span></div>
</td><td style="background-color: yellow; border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Try This</span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Praising the group</span></div>
</td><td style="background-color: yellow; border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt; text-align: right;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Praise specific people</span></div>
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<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Giving vague praise</span></div>
</td><td style="background-color: yellow; border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt; text-align: right;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Be specific</span></div>
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<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Thanking someone in passing</span></div>
</td><td style="background-color: yellow; border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt; text-align: right;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Take the time to seek them out</span></div>
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<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Acknowledging talent</span></div>
</td><td style="background-color: yellow; border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt; text-align: right;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Acknowledge effort</span></div>
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<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Recognizing achievement</span></div>
</td><td style="background-color: yellow; border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt; text-align: right;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Recognize growth and improvement</span></div>
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<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Typing notes</span></div>
</td><td style="background-color: yellow; border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt; text-align: right;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Hand-write notes</span></div>
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<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Waiting until it’s convenient</span></div>
</td><td style="background-color: yellow; border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt; text-align: right;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Do it now</span></div>
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<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Combining praise with criticism</span></div>
</td><td style="background-color: yellow; border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt; text-align: right;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Criticize later</span></div>
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</tbody></table>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8470682863164824692.post-85927947741695702042014-02-02T10:49:00.001-08:002014-02-02T10:50:30.919-08:00Moving From Taught to LearnedI've Been thinking about the concept of something taught vs learned since participating in #fhspantherchat on Twitter with educators from my wife's school, how we can differentiate between the two, and how we can help people get to the learned from the taught.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0kP3n017lSO2qnLzC4VOZK6NlcTTQGeE39Z2kwQFma-ZT5angErQ-HwadCkQf5jR15APSGXNmnYoLDvqdupavNWK0cdl99QynHW8kZdGfnHy9vwORGB9o9eTLsK_hszW06pQX9d8LzQU/s1600/Screen+Shot+2014-02-02+at+1.30.14+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0kP3n017lSO2qnLzC4VOZK6NlcTTQGeE39Z2kwQFma-ZT5angErQ-HwadCkQf5jR15APSGXNmnYoLDvqdupavNWK0cdl99QynHW8kZdGfnHy9vwORGB9o9eTLsK_hszW06pQX9d8LzQU/s1600/Screen+Shot+2014-02-02+at+1.30.14+PM.png" height="157" width="400" /></a></div>
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<b>When it's learned I know why I'm doing it, and why it's to my benefit.</b><br />
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I've taught a lot of people a lot of things, but how many have learned from me?<br />
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<b>Are they still able to do it, recall it, discuss it, etc?</b><br />
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What can I do get more of my people beyond taught and into learned?<br />
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<b>How can I bridge what is taught in school and what they need to learn?</b><br />
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20 ways off the top of my head:<br />
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<ol>
<li>give them an authentic audience</li>
<li>give immediate feedback</li>
<li>start with more assistance but gradually remove</li>
<li>start slow but build speed one step at a time</li>
<li>don't demand memorization; aim higher</li>
<li>provide visual and auditory instructions and demonstrations</li>
<li>give them time to visualize and reflect at the beginning and end</li>
<li>arrange for multiple inputs at multiple times</li>
<li>get them writing or speaking about it early and often</li>
<li>record them doing it and discuss it</li>
<li>record and reflect in whatever way works for them so they can focus on the skill or concept</li>
<li>be mindful of the rigor</li>
<li>make sure it's relevant</li>
<li>create relationships conducive for learning</li>
<li>let them do as much of it from the start as possible</li>
<li>give as little help as necessary for completion</li>
<li>model what you'd do, but be open to variations</li>
<li>make them talk to you or anybody about it as they're doing it</li>
<li>any activity is better than idleness</li>
<li>provide multiple opportunities for demonstration / output</li>
</ol>
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<b>How else? What can we as teachers / leaders / coaches help move skills, concepts, thoughts, etc from taught to learned?</b></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8470682863164824692.post-63329332577235894752014-02-01T10:58:00.002-08:002014-02-01T10:58:49.007-08:00Why Do We Do the Work For Them?<br />
<b>Why do we do the work <i>for </i>them?</b><br />
<b><br /></b>
I started thinking after reading the <a href="http://savmp.edublogs.org/2014/01/21/week-20-the-art-of-delegation-savmp/" target="_blank">Week 20 post about delegation in the #savmp blog</a>, and this quote from a book I just finished<br />
<blockquote class="tr_bq">
"Adults need to model, ask clarifying questions, and help students reflect on and about their own routines, not do the work for them." - Margaret Searle, Causes & Cures in the Classroom p. 77 </blockquote>
<br />
Why do we do the work for our staff and/or students? Because we're afraid of what others will think if people under our tutelage produce work in need of improvement or worse. Because we think short-term.<br />
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Sometimes I catch myself thinking something to the effect of, <i>"if my evaluee doesn't write a proficient goal or provide satisfactory evidence, then my colleagues are going to think I'm an unsatisfactory supervisor; what good am I if my people (or students) aren't proficient?"</i><br />
<br />
So I do more than I ought to; <u>I try to control the outcome rather than support and assist during the process</u>. The goal that I'm concerned about becomes 90% my words and 10% theirs. They're "proficient," I pat myself on the back for "helping," and we repeat again in a few months. Nobody learns; we're not growing.<br />
<br />
<div style="text-align: center;">
<b style="background-color: yellow;">Ask questions instead of giving answers</b></div>
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<span style="background-color: white;"><br /></span></div>
<div style="text-align: left;">
<span style="background-color: white;">If they don't do it themselves, then it comes at the expense of the long-term; <i>t<a href="http://eddie-evans.blogspot.com/2014/01/instead-of-getting-frustrated.html" target="_blank">he goal is always for them to be able to do it well without assistance</a></i>. Start with them doing it themselves and let the doing it well happen organically. Guide by the side, ask questions, generate partnerships.</span></div>
<div style="text-align: left;">
<span style="background-color: white;"><br /></span></div>
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<span style="background-color: white;">I shouldn't compromise the long-term goal to satisfy short-term insecurity.</span></div>
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<span style="background-color: white;"><br /></span></div>
<div style="text-align: center;">
<span style="background-color: yellow;"><b>Replace speaking with listening as often as possible</b></span></div>
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<span style="background-color: white;"><br /></span></div>
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<span style="background-color: white;">I should try to be the resource that makes them their own resource. </span><span style="background-color: white;">In practice:</span></div>
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<span style="background-color: white;"><br /></span></div>
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<span style="background-color: white;">Student Discipline: Go through the handbook with them as you're determining consequences; when they match the offense with the proper consequence and then serve it, it becomes a lesson rather than a simple consequence.</span></div>
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<span style="background-color: white;"><br /></span></div>
<div style="text-align: left;">
<span style="background-color: white;">Organization / Note Taking: Expose students to different examples of note taking and organization for the same topic. Show them an outline, word web, word cloud, venn diagram, etc. Have them decide which makes the most sense for them instead of mandating one style because it's what's always worked for you. </span></div>
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<span style="background-color: white;"><br /></span></div>
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<b style="background-color: white;">They need to own it for it to be learned; if they don't own it, then it was merely taught; they won't remember</b></div>
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8470682863164824692.post-84444069655581983382014-01-26T12:32:00.000-08:002014-01-26T12:32:33.091-08:00Instead of Getting Frustrated...<div style="text-align: left;">
<span style="font-size: x-small;">What I read:</span></div>
<blockquote class="tr_bq" style="text-align: center;">
<span style="color: blue;">"Adults must have tons of patience and provide lots of modeling, practice, and encouragement to support the development of good planning and problem-solving skills."</span> - <span style="font-size: x-small;"><span style="text-align: center;">Margaret Searle, </span><i style="text-align: center;">Causes & Cures in the Classroom: Getting to the Root of Academic and Behavior Problems p. 42</i></span></blockquote>
<blockquote class="tr_bq" style="text-align: center;">
<span style="color: blue;">"The ultimate goal is to enable the students to become more confident and independent." </span>- <span style="font-size: x-small;"><span style="text-align: center;">Margaret Searle, </span><i style="text-align: center;">Causes & Cures in the Classroom: Getting to the Root of Academic and Behavior Problems p. 30</i> </span></blockquote>
<span style="font-size: x-small;">What I thought:</span><br />
<span style="font-size: x-small;"><br /></span>
We've all worked with students and colleagues who have difficulties getting started and/or following through with tasks or initiatives; our first reaction often is to challenge the excuses folks that struggle with this always have, or to assume that they are lazy or oppositional.<br />
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In the classroom I saw this manifested in students who were always missing assignments, turning in assignments half done, or have grand plans end in mediocre finished products; in school leadership I see this manifested in staff who miss deadlines, create goals that are nearly impossible to meet, or want to improve in a certain area but have no concept of how to.<br />
<br />
<div style="text-align: center;">
<b style="background-color: yellow;">How we respond and how we as teachers & leaders communicate will determine if we will have any type of meaningful impact on their improvement.</b></div>
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<u>Labeling or assuming takes the improvement process out of our hands</u>; when we decide that our efforts will be wasted because of lack of motivation, laziness, etc, we've lost the opportunity to guide and support; <u>we undercut our own capacity to lead and understand how to help folks move themselves in the right direction.</u><br />
<br />
Getting frustrated or angry doesn't work; <u>our relationships and the culture we manufacture in our classrooms, offices, schools, etc will either encourage or deter folks from seeking assistance</u>. If they think we'll be mad or lash out, then they'll probably mask or hide the problem rather than seek our assistance.<br />
<br />
<div style="text-align: left;">
<span style="background-color: lime;">If out of impatience we simply do it for them, then they become dependent on us.</span></div>
<br />
If the same issue keeps happening despite our efforts, then keep trying something new; if they can't seem to get started or follow through, then help them:<br />
<br />
<ul>
<li><a href="https://docs.google.com/presentation/d/1tuCNFEJcOQ9P4tNWizeOkCv_5LjaexhW48fpuJfhqSc/edit#slide=id.g11924379a_00" target="_blank">visualize the goal</a>.</li>
<li>see how by modeling using a "first me, then you" procedure.</li>
<li>break down the process into individual parts</li>
<li><a href="https://docs.google.com/document/d/1jCTuD3E5U7BCypIB6CbjZGXJXaz1utec9iW92n6g-x0/edit?usp=sharing" target="_blank">visualize the action plan</a>.</li>
<li>verbalize potential obstacles before starting.</li>
<li>verbalize the plan's details step by step.</li>
<li>by building in class time for planning and clarifying questions.</li>
<li>discussing what to do when they don't know what to do.</li>
<li>engage in conversation about what went wrong last time and how to avoid this time.</li>
<li>by showing them what you would do in same scenario.</li>
</ul>
<div>
The end goal with our students and staff is always confident independence; we don't want to respond to missing, incomplete, or poorly crafted work in a manner that will impede progress toward that overarching goal.</div>
<div>
<br /></div>
<div style="text-align: center;">
<b style="background-color: cyan;">We want them to be able to do it consistently well without assistance, but we <i>need</i> them to be honest and timely when they require assistance.</b></div>
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Instead of reacting emotionally when planning and problem-solving skills lack we ought to think clearly, identify why the issue may be happening, and continue to utilize new strategies until they can move forward with a plan confidently and independently.</div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8470682863164824692.post-85156873599917231972013-10-14T12:51:00.002-07:002013-10-14T12:51:30.843-07:006 Tips For New School Leaders After 2 Months #savmp<div class="separator" style="clear: both; text-align: center;">
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">It's been a busy two months! Packed yet awesome, my first 40 school days in a new school in a new position have been loaded with challenges that have humbled and/or empowered me and </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;"><u>my ability to </u></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;"><u>satisfy and juggle short term needs while moving forward with numerous long term visions and mandates</u></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The position is hard</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Moving into full time school leadership is demanding; </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>with the new job comes constant high stakes tests of </b></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>my communication, organization, and time management skills. </b>Scrutinizing my own practices constantly has become essential in developing necessary systems in place to manage my affairs well.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">With that in mind I've identified 6 habits I've adopted that I have found works with the dual tasks of establishing oneself at a new school, and fulfilling everything that comes with school leadership.</span></div>
<b id="docs-internal-guid-338a8e7c-b875-1b37-d708-fc6e1414e25a" style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;"><u>Call People Back</u></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> - whether it's good, bad, or ugly I get back to everyone the day they contact me. I figure that if I am slow to get back to people I risk sending the message that I'm disorganized, unresponsive, or worse, in over my head. Whether its colleagues, parents, or students </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>I get back to the folks who ask to speak to me promptly</b></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">; It makes for better professional relationships, and for stronger professional brand. People may not be satisfied with the message they receive, but they will appreciate that it was delivered in a timely manner.</span></div>
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<b style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; list-style-type: decimal; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;"><u>Schedule Action Items</u></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> - it's easy to forget to do things; even the simplest of tasks sometimes get lost during "one of those days." </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>I schedule all my action items in the calendar on my phone / email</b></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">; from walkthroughs to sending emails to checking the daily attendance I schedule it in my calendar. I'm juggling a lot of important initiatives, and nothing can fall through the cracks. It ensures that priorities and action items are addressed at the right times, and that I’m never in a position where I have to say I forgot or overlooked something that I needed to tackle.</span></div>
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<b style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; list-style-type: decimal; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;"><u>Save Everything</u></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> - it’s easy to lose things. If I walk from the office to the cafeteria and back, then it’s safe to say that I’m coming back with some kind of note or sticky or something the equivalent thereof from a colleague or student about something or someone that I need to address. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>I scan all of my hand written notes, stickies, rogue pieces of paper, etc. into digital folders</b></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> as soon as I receive it. Just today (October 8,) I utilized a handwritten note from September 9 that I took down during a side conversation with a student as part of an investigation. Had I left that handwritten note on my desk in a pile I reckon it would have been lost or misplaced weeks ago; </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>by scanning and filing digitally I’m better able to utilize the conversations and dealings I have on a daily basis to execute my job more effectively at a time convenient to me.</b></span></div>
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<b style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; list-style-type: decimal; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;"><u>Organize Constantly</u></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> - every day ends with personal organization. I take all my emails and put them in folders after I’ve addressed them; as mentioned above I scan all my handwritten notes into email and then shred the paper to keep my workstation clean and efficient. I schedule my action items for the next day. No matter how badly I want to head home or how drained I feel at the end of the day </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>I take care of myself and organize for tomorrow</b></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. I may have 10 things going on, but at least I know where everything is!</span></div>
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<b style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; list-style-type: decimal; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;"><u>Have a Running Priority List</u></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> - “To Do” lists don’t cut it; I have a “Priorities” list constantly going as new ideas, action items, and needs arise. There have been things on that priorities list since late August, because something always comes up that takes priority; I've learned quickly to accept that the work will never be finished, and that </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>the most strategic and situationally important items are the ones that need to be met on a given day</b></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Figuring out how to identify priority items is an ongoing focus of mine;certainly one of those intangible skills people rarely talk about in leaders is </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>correctly identifying the right time to address initiatives</b></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.</span></div>
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<b style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; list-style-type: decimal; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;"><u>Go 1 on 1</u></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> - it's hard to be new in a big group and expect to lead; the best way to quickly establish yourself as a professional and a leader in the group is by purposefully engaging colleagues, students, and community members in one on one conversations. I try to schedule appointments, stop by classrooms, seek students out who were in a class walked through, or go to after school events; getting out of the group and into smaller settings was key in the first month or two. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>It's easier to make a big group impact when you've established your brand with individuals stakeholders.</b></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Two months in and things are moving in the right direction, but we gotta just keep it going through the rest of the fall into winter.</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I need to keep identifying what works, what needs to be done, and when's the best timing for it; <b>most importantly I need to make sure I remember it's more about the people I work with than any set of tasks assigned to me.</b></span></div>
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