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Whenwefindcommonground,wemovebeyondourdifferences,andwecommunicatethatwetrulyseesomeoneelse.InthisWay,findingcommongroundisawaytoshowrespect.
This is so true. I find that in the classroom it helps you gain respect of the kids when you show you care to find their interests.
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- Jun 2024
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a) be curious, (b) ask open, opinion questions,and (c) be nonjudgmental.
Great rule to live by and remember. This also makes me reflect on how we ask students questions on tests.
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instructional framework.
I really appreciate these points. I think this is a great foundation to ensuring learning in the classroom. I believe these are the true tests of education, not necessarily standardized tests.
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urning Toward: Means to react in positive ways toanother’s bids for emotional connection. (p. 16)e Turning Away: This pattern of relating generallyinvolves ignoring another’s bid or acting preoccu-pied. (p. 17)e Turning Against: People who turn against one anoth-er’s bids for connection might be described as belliger-ent or argumentative. For example, if a man fantasizedabout owning a passing sports car, his friend mightreply, “On your salary? Dream on!”
I like how Brene Brown talked about similar responses like this to shame. We often demonstrate a variety of responses.
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www.oakton.edu www.oakton.edu
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Messages That Promote a Growth Mind-Set* We believe in your potential and are committed to helping everyone get smarter.* We value (and praise) taking on challenges, exerting effort, and surmounting obstaclesmore than we value (and praise) "natural" talent and easy success.* Working hard to learn new things makes you smarter - it makes your brain grow newconnections.* School is not a place that judges you. It is a place where people help your brain grownew connections
I really value these! This seems like a good poster for a school
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they can quickly and accurately judge those traits. This means that oncethey have decided that someone is or is not capable, they are not very open to newinformation to the contrary. And they may not mentor people who they have decided arenot capable
Sadly, I've seen this. What is worse is when they voice these ideas to the students. Then, the students feel unmotivated to learn.
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usergeneratededucation.wordpress.com usergeneratededucation.wordpress.com
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“I cannot change because the system won’t let me change.” Sometimes educators are creating some obstacles for themselves that in reality don’t exist.
I hear this a lot and unfortunately, I see this mindset as contagious. When someone is negative about the workplace environment and complain about all the restraints they have, it is difficult to see progress or see the positive opportunities.
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Sociologists havedocumentedtheenvironmentaldemandsposedbymakingthousandsofdecisionsdaily,byconstant psychological pressure,andby expecta-tions thattheteachermustdothejobalone—unwatchedand unaided.
I love those videos of teachers with a clicker documenting the number of questions they get asked a day. It is emotionally exhausting!
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asamongthefirst tosuggestf‘emonstrationofadultintelligencethrhenoughattentionhasfocusedofreal-worldproblems.oughtheidentificationandsolutionprocessofaduthatadultlearningdidnotpeakinyouthanddiminishsteadilythereafter
Creating lifelong learners! That's why we are all here, right!?
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unbounded-uploads.s3.amazonaws.com unbounded-uploads.s3.amazonaws.comjsd2
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If they learn anduse a few Spanish phrases in a schoolwith a large Spanish-speaking popula-tion or make the effort to providematerials in multiple languages, it sig-nals to those who are watching thatthis is important
When I first started teaching, I was embarrassed to speak Spanish in front of my Spanish speaking students. I am not good by any means at Spanish. However, I had a conversation with one of my students once that will always stick with me. He reminded me that they are learning English and that is hard for them. So he encouraged me to try - and that effort goes a long way. Today, I use a lot of little phrases with students. It helps breaks the ice with students and they often laugh at my pronunciation, but I think that helps build our relationship.
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I find that whenyou create a space in which peoplecan share those experiences, theyacknowledge how much they are car-rying around. When they can talkabout it, they say they feel lighter andenergize
So often I want to talk about these experiences, but I agree that it can be difficult to start those conversations because for so many years, I didn't talk about it. I really relate to this.
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www.edweek.org www.edweek.org
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talks about our collective poor health which he argues is a result of vast inequality. Chronic stress and anxiety, mental illness, obesity, violence, militancy, fanaticism, fascism, excessive consumerism, low-trust, widespread drug abuse, escapism are all examples of this imbalance.
This is an interesting correlation that I haven't thought about before, but makes sense. I frequently tell my students that the world is too hard, we need to be kind to one another.
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we foster trustby putting others’ interests ahead of our own.
I like this definition of Stewardship. We have character traits at my school, and Stewardship is one of them. Often times, students think of stewardship as just cleaning up after themselves. I like that this definition puts more emphasis of people.
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ions many questions that are closed or thatents in disguise.
I like how she worded "judgments in disguise", it can be frustrating when someone is asking a question that they already have an answer to in their head.
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serviceworkers. Teacherswereatthebottomofthelist.
Interesting. This was just surprising to me!
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individual-level oppression is unintentional. But unintentional oppression hurts just as much asintentional oppression.
This is so true and something I don't always think about. I have recently been more aware of oppression in my school. I always try to assume best intent, but this makes me think there is more than just intent. I keep thinking we need to do better and just being aware of unintentional oppression seems like a good place to start.
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Perhaps the most publicized finding from the report was that schools account for only about 10 percent of the variance in stu- dent achievement—the other 90 percent is accounted for by student background charac- teristics
This statistic is outstanding!
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www.instructionalcoaching.com www.instructionalcoaching.com
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It’s always a discovery – we are always adding to what we know
I like this because you can always learn more and add to your opinions and beliefs.
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Coaching is applied in corporateand educational settings as well as in indivi ;ual settings primarily to promote growth anachieve potential, yet some forms of coac 8are more prevalent in one setting or anothe
It is interesting to see all the different types of coaching! This opens so many doors! It is good to be aware of what type of coaching the mentee may need at different times throughout their placement.
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elife-giving“yo-itaywor©FMS.Pangeler(6)SheLONVar paladin ahs+eenfo ori a an sifofneke ag “OLLeyhadto came fo kneat””
I was trying to just highlight the #6: Conversation should be life-giving. I love how that is worded! It makes me think back to the Golden Rule, but it goes above and beyond. It makes me think that when we have conversation we should be contributing positively to society.
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neistorememberwhoyouare.
I think this is so important! Every teacher has a unique style and it is important to be authentic in teaching. Don't try to copy someone else's style.
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www.cultofpedagogy.com www.cultofpedagogy.com
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So in the spirit of identification, here are some common walnut tree varieties to look out for:
This section made me laugh because it is so true! When reading, I could identify someone that I work with matching the description of each.
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Learn who has what marigold qualities and get what you can from each of them.
I think this is so important! Every person has valuable assets that you can learn from...even the walnut trees.
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