28 Matching Annotations
  1. Oct 2017
  2. Aug 2017
    1. best practices

      Parents were surprised and confused by this concept at my school. 1st & 2nd grade teachers had to send a letter home explaining why kids were "playing games all day."

    2. voidance when they are working with smaller, more manageable tasks

      Yes! A huge final project with small tasks for it along the way. Almost by default it's done by the end of the semester.

    3. you are really smart!

      C. (nephew) is a walking example of this. He feels that because he is smart (as he was always told) he doesn't need to try. And, failure means he's failing those who thought he was smart but were clearly wrong.

    4. parent who has been working all day to keep his temper with the kids might lack the will to turn off the TV after dinner and go fi nish his term pa-per

      Sometimes I wish there was a parenting manual. I would give this it's own heading!

    5. Self- control is a limited resource— we can keep it up for only so much time before it fails, a psychological pro cess known as ego depletion. M

      I have always viewed self-contril as an infinite resource, and have always taken it hard when the (inevitable) ego depletion happens. This gives me much food for thought on patience with students.

    6. Achievement- oriented people seek out— and are very motivated by— the opportunity to set and accomplish goals

      This made me think of Mike's comment last residency about me wanting a badge for everything. It's totally true. I love a good physical representation of an earned skill.

    7. orches-trating online learning experiences

      I have seen several ways that universities have attempted to address this before a student registers. A notice at registration login, a notice after, a general notice before the semester starts. However, I think there is an individual's belief in success that is unrealistic to their actual practice.

    8. As most of us learn early on in our teaching lives

      I have thought a lot about this since beginning teaching. I did not take any teacher ed classes before this program, despite working two years in a public school. I have wondered if this was a taught skill in undergrad programs, and how to gain those skills for myself.

    9. As we will see later in this chapter, motivational problems that look purely emotional in nature— avoiding academic effort, reacting poorly to feedback, procrastination— are in fact heavily rooted in beliefs. The good news is that, as with any beliefs, it’s possible to modify these dysfunctional thoughts with the right persuasive techniques

      This made me almost laugh in that funny/not funny way. This is precisely what happened to me with this assignment

    10. recently

      I find it interesting that this is only a recent discovery/consideration. It makes sense when described here, but maybe it's something that makes the most sense in hindsight