This inspiring resource presents the concept of a heartprint the distinctive impression that an educator s heart leaves on students and colleagues during his or her professional career. The author writes in a conversational, humorous manner as he offers his own anecdotes and reflections to help readers uncover their professional impact and foster productive, heart-centered classrooms and schools. Part 1 addresses Happiness having passion, purpose, and a positive impact in education. In part 2, Engagements, readers explore the engagement teachers must have in their work to put forth the needed energy and effort. Part 3, Alliances, asks readers to be open to forming alliances with their fellow educators so they can collaborate effectively. Next, part 4, Risk Taking, demonstrates for readers why teachers should engage in vision-focused risk taking to create sustainable change in their schools. Finally, part 5, Thought, focuses on the knowledge capacity educators should have to fulfill the heart of the teaching profession. Benefits Examine the five unique aspects of the HEART of a classroom and school Happiness, Engagements, Alliances, Risk Taking, and Thought. Answer essential questions and journal throughout the book to understand your distinctive heartprint and the influence you have left on the people in your professional education experience. Gain wisdom and profound insights from dozens of teachers and thought leaders. Explore outside print and online resources to learn more about what it means to have heart in education and how to positively affect school environment. Contents Part 1: Developing the HEART H Is for Happiness Chapter 1: The Happiness Dilemma Chapter 2: The Happiness-Passion Connection Chapter 3: What s Love Got to Do With It? Chapter 4: Got Compassion? Check! Chapter 5: Wanted Persons of Positive Character and Hope Chapter 6: The Joy-Gratitude-Stability Connection Chapter 7: What Makes You Weep? Part 2: Developing the HEART E Is for Engagement Chapter 8: Gallup Says, Full Engagement Not Ahead Chapter 9: Getting Engaged Chapter 10: It s Energy, Not Time Chapter 11: Name That Energy Quadrant Chapter 12: Avoiding the Quadrant III Drift Chapter 13: Quadrant II Time Required Chapter 14: GRIT Deliberate Daily Practice Part 3: Developing the HEART A Is for Alliances Chapter 15: The Primary Purposes of Collaboration Chapter 16: PLCs The Great Inequity Eraser Chapter 17: Oh, the Inequity Places We ll Go! Chapter 18: Stitches, Take Two Aspirin, and Reduce the Noise Chapter 19: Relational Intelligence Required Chapter 20: What Are Those Black Boxes? Chapter 21: Making Above and Beyond the Norm the Norm Part 4: Developing the HEART R Is for Risk Taking Chapter 22: What s in a Goal? Chapter 23: What s Your Brand? Chapter 24: Results or Persons? Chapter 25: Assessing Your Risk-Vision Dependency Chapter 26: Gallup Again Building Trust the Millennial Way Chapter 27: The New 3Rs Risk, Reflection, and Refinement Chapter 28: Warning Entropy Ahead! Part 5: Developing the HEART T Is for Thought Chapter 29: Your Great Adventure! Chapter 30: Discovering Your Voice More Than Opinion Chapter 31: Cleaning Up the Climate Chapter 32: Becoming a Feedback Fanatic Chapter 33: Yours, Mine, and Ours Chapter 34: Hold the Mayo! "
Author: Timothy D. Kanold
Publisher: Solution Tree Press
Release Date: 2011-08-01
Make the transition from traditional, whole-group reading instruction to the 21st century classroom by integrating three innovations that will dramatically improve elementary reading instruction: RTI, differentiated instruction, and technology. Detailed ex
This entirely new edition of a very successful book focuses on developing professional academic skills for supporting and supervising student learning and effective teaching. It is built on the premise that the roles of those who teach in higher education are complex and multi-faceted. A Handbook for Teaching and Learning in Higher Education is sensitive to the competing demands of teaching, research, scholarship, and academic management. The new edition reflects and responds to the rapidly changing context of higher education and to current understanding of how to best support student learning. Drawing together a large number of expert authors, it continues to feature extensive use of case studies that show how successful teachers have implemented these ideas. It includes key topics such as student engagement and motivation, internationalisation, employability, inclusive strategies for teaching, effective use of technology and issues relating to postgraduate students and student retention. Part 1 explores a number of aspects of the context of UK higher education that affect the education of students, looking at the drivers of institutional behaviours and how to achieve success as a university teacher. Part 2 examines learning, teaching and supervising in higher education and includes chapters on working with diversity, encouraging independent learning and learning gain. Part 3 considers approaches to teaching and learning in different disciplines, covering a full range including arts and humanities, social sciences, experimental sciences through to medicine and dentistry. Written to support the excellence in teaching and learning design required to bring about student learning of the highest quality, this will be essential reading for all new lecturers, particularly anyone taking an accredited course in teaching and learning in higher education, as well as those experienced lecturers who wish to improve their teaching practice. Those working in adult learning and educational development will also find the book to be a particularly useful resource. In addition it will appeal to staff who support learning and teaching in various other roles.
Author: Stephen D. Brookfield
Publisher: John Wiley & Sons
Release Date: 2012-06-14
Thoroughly revised and updated, the second edition of the landmark book Discussion as a Way of Teaching shows how to plan, conduct, and assess classroom discussions. Stephen D. Brookfield and Stephen Preskill suggest exercises for starting discussions, strategies for maintaining their momentum, and ways to elicit diverse views and voices. The book also includes new exercises and material on the intersections between discussion and the encouragement of democracy in the classroom. This revised edition expands on the original and contains information on adapting discussion methods in online teaching, on using discussion to enhance democratic participation, and on the theoretical foundations for the discussion exercises described in the book. Throughout the book, Brookfield and Preskill clearly show how discussion can enliven classrooms, and they outline practical methods for ensuring that students will come to class prepared to discuss a topic. They also explain how to balance the voices of students and teachers, while still preserving the moral, political, and pedagogic integrity of discussion.
Weaving Complementary Knowledge System and Mindfulness to Educate a Literate Citizenry for Sustainable and Healthy Lives contains 24 chapters written by 33 authors, from 9 countries. The book, which consists of two sections on mindfulness in education and wellness, is intended for a broad audience of educators, researchers, and complementary medicine practitioners. Members of the general public may find appeal and relevance in chapters that advocate transformation in a number of spheres, including K-12 schools, museums, universities, counselling, and everyday lifestyles. Innovative approaches to education, involving meditation and mindfulness, produce numerous advantages for participants in schools, museums, and a variety of self-help contexts of everyday life. In several striking examples, critical stances address a band wagon approach to the application of mindfulness, often by for-profit companies, to purportedly improve quality of education, in contexts where learning has been commodified and ideologies such as neoliberalism have been mandated by politicians and implemented by policy makers. In different international contexts, Buddhist roots of mindfulness are critically reviewed by a number of authors. Chapters on wellness focus on complementary practices, including art therapy, Jin Shin Jyutsu, Iridology, and yoga. Foci in the wellness section include sexual health, prescription drug addiction, obesity, diabetes, cancer, and a variety of common ailments that can be addressed using complementary medicine. New theories, such a polyvagal theory, provide scope for people to become aware of their bodies in different ways and maintain wellbeing through changes in lifestyle, heightened self-awareness, and self-help.
Author: Maurice J. Elias
Release Date: 1997
A guide to establishing high-quality social and emotional education programs describes approaches to social and emotional learning for all levels and includes thirty-nine guidelines and field-inspired examples for classrooms, schools, and districts.
Author: Richard Dufour
Publisher: Solution Tree
Release Date: 2018-06-11
In this dynamic keynote from Solution Tree's 2016 PLC at Work(TM) Institute in Illinois, Richard DuFour confronts the criticisms that American educators and public schools have faced in the 21st century. A companion to Richard DuFour's best-selling book, In Praise of American Educators, the video highlights what educators have accomplished despite unprecedented challenges and what they can do to be even better. See and hear Richard DuFour present his thoughts on education in America: Review evidence for why the present generation of American educators has accomplished more than previous generations Learn the steps that educators can take to transform school culture and structure Consider how the collaborative culture of professional learning communities can support student achievement Break down assumptions surrounding the policies that have been set up for school improvement Understand why the stakes for students have never been higher
Author: Timothy D. Kanold
Publisher: Every Student Can Learn Mathem
Release Date: 2018
Part of the Every Student Can Learn Mathematics series Build a mathematics teaching community that promotes learning for K-12 educators and students. This user-friendly resource is divided into two parts, each covering a key team action for mathematics in a PLC at Work(TM). First you'll discover how to coach highly effective mathematics teams within your professional learning community. Then you'll learn how to utilize collaboration and lesson-design elements within your math curriculum for teacher team reflection, data analysis, and action. Learn to lead math teacher teams and foster effective collaborative teaching strategies: Build a collaborative math learning culture that engages and promotes learning for students and staff members. Optimize coaching and foster equity and belonging to encourage collaboration. Engage in mathematics lesson study to help teams learn from one another and reflect on effective strategies in teaching mathematics. Develop norms, SMART goals for teachers, agendas, and a plan for working effectively as a collaborative team in a PLC at Work(TM). Contents: Preface Introduction Part 1: Develop PLC Structures for Effective Teacher Team Engagement, Transparency, and Action Chapter 1: Five Inspirational PLC Leadership Practices Chapter 2: Five Leadership Strategies for Effective Collaboration in Mathematics Part 2: Use Common Assessments and Lesson-Design Elements for Teacher Team Reflection, Data Analysis, and Subsequent Action Chapter 3: How to Create and Nurture a Culture of Change, Growth, Reflection, and Improvement in Your Mathematics Program Chapter 4: How to Lead a Culture of Transparency and Learning With Mathematics Assessments Chapter 5: How to Lead in a Culture of Transparency and Learning With Mathematics Instruction Chapter 6: How to Lead a Culture of Collective Responsibility Epilogue Appendix A References and Resources Books in the Every Student Can Learn Mathematics series: Mathematics Assessment and Intervention in a PLC at Work(TM) Mathematics Instruction and Tasks in a PLC at Work(TM) Mathematics Homework and Grading in a PLC at Work(TM) Mathematics Coaching and Collaboration in a PLC at Work(TM)
Author: Robert W. Cole
Release Date: 2008-06-15
Designed to promote reflection, discussion, and action among the entire learning community, Educating Everybody's Children encapsulates what research has revealed about successfully addressing the needs of students from economically, ethnically, culturally, and linguistically diverse groups and identifies a wide range of effective principles and instructional strategies. Although good teaching works well with all students, educators must develop an extensive repertoire of instructional tools to meet the varying needs of students from diverse backgrounds. Those tools and the knowledge base behind them are the foundation of this expanded and revised second edition of Educating Everybody's Children. Each strategy discussed in the book includes classroom examples and a list of the research studies that support it. The most important thing we have learned as a result of the education reform movement is that student achievement stands or falls on the motivation and skills of teachers. We must ensure that all teachers are capable of delivering a standards?based curriculum that describes what students should know and be able to do, and that these standards are delivered by means of a rich and engaging "pedagogy of plenty." By these two acts we can ensure that all schools will be ready and able to educate everybody's children.
Author: Arthur L. Costa
Release Date: 2008
In Learning and Leading with Habits of Mind, noted educators Arthur L. Costa and Bena Kallick present a comprehensive guide to shaping schools around Habits of Mind. The habits are a repertoire of behaviors that help both students and teachers successfully navigate the various challenges and problems they encounter in the classroom and in everyday life. The Habits of Mind include * Persisting * Managing impulsivity * Listening with understanding and empathy * Thinking flexibly * Thinking about thinking (metacognition) * Striving for accuracy * Questioning and posing problems * Applying past knowledge to new situations * Thinking and communicating with clarity and precision * Gathering data through all senses * Creating, imagining, innovating * Responding with wonderment and awe * Taking responsible risks * Finding humor * Thinking interdependently * Remaining open to continuous learning This volume brings together--in a revised and expanded format--concepts from the four books in Costa and Kallick's earlier work Habits of Mind: A Developmental Series. Along with other highly respected scholars and practitioners, the authors explain how the 16 Habits of Mind dovetail with up-to-date concepts of what constitutes intelligence; present instructional strategies for activating the habits and creating a "thought-full" classroom environment; offer assessment and reporting strategies that incorporate the habits; and provide real-life examples of how communities, school districts, building administrators, and teachers can integrate the habits into their school culture. Drawing upon their research and work over many years, in many countries, Costa and Kallick present a compelling rationale for using the Habits of Mind as a foundation for leading, teaching, learning, and living well in a complex world.