Welcome to College Readiness!
Ms. Boynton, Proud SIS
William H. Spencer High School
boynton.kimberly.j@muscogee.k12.ga.us
Office Hours: As Needed
Course Description: After high school we all come to a fork in the road deciding what to do. This class will help you make decisions as to which college you will choose, as well as prepare for your well-deserved scholarships. The purpose for this experience is to better prepare you for your long term career path. So hang on!!!! You can visit http://improvementcenter.blogspot.com/ for updated information about this symposium. We will use this site often throughout the year.
Materials Needed: Three-ringed binder, college-ruled paper, writing utensils (pens and pencils), resource guide (will be given to you); a jump drive will be useful although not required.
Classroom Rules:
• Be respectful of others and yourself.
• Be involved in class discussions and activities.
- Arrive to each session on time (be in seat when the bell rings).
- Do your own work - academic dishonesty will not be tolerated!
- Maintain a journal containing assigned notes, warm-up activities, class work, assignments, etc.
• Come to the sessions prepared (even for independent study).
• Follow all rules and regulations in student handbook.
• NO INTERNET SURFING.
• NO open containers near computer.
Course Objectives:
1. Knowing yourself;
2. Working collaboratively;
3. Identifying, clarifying, and describing issues/problems;
4. Locating, organizing, and processing information from various sources in order to complete your applications;
5. Utilizing thinking skills and reasoning conclusions; and
6. Creating, testing, and justifying solutions and conclusions.
Let’s have a great year!
Thursday, August 18, 2011
Friday, May 6, 2011
Happy Teachers' Appreciation!
Happy Teachers’ Appreciation Week!
"A good teacher is like a candle - it consumes itself to light the way for others." -Anonymous
"Teaching is leaving a vestige of one’s self in the development of another. And surely the student is a bank where you can deposit your most precious treasures." - Eugene P. Bertin
Hello, Everyone:
There is an ironic coincidence that Teachers’ Appreciation Week blends into the Mother’s Day weekend. Both observations deal with a nurturing spirit that only educators understand. As teachers, we put on our parental hat daily with our students—the “dos and don’ts of life”, character-building exercises, and making correct decisions are connected with great teaching. I am often faced with instances where I have used an everyday occurrence as a teachable moment with young people, as I am sure you have done the same. Our students desire structure. They crave it; naturally, we offer so much more than just structure. We offer a listening ear, a kind heart, a courageous spirit, and rules of order. Whether you know it or not, your students appreciate your due diligence!
It comes as no surprise that when much is given, much is required. You have been required to give of your time, your talents, and your treasures. For this, the past, present, and future student bodies are grateful. The present student body may not tell you directly, but they appreciate you! I am thankful to work with such a caring, nurturing staff who is willing to go beyond measure for their students.
"A good teacher is like a candle - it consumes itself to light the way for others." -Anonymous
"Teaching is leaving a vestige of one’s self in the development of another. And surely the student is a bank where you can deposit your most precious treasures." - Eugene P. Bertin
Hello, Everyone:
There is an ironic coincidence that Teachers’ Appreciation Week blends into the Mother’s Day weekend. Both observations deal with a nurturing spirit that only educators understand. As teachers, we put on our parental hat daily with our students—the “dos and don’ts of life”, character-building exercises, and making correct decisions are connected with great teaching. I am often faced with instances where I have used an everyday occurrence as a teachable moment with young people, as I am sure you have done the same. Our students desire structure. They crave it; naturally, we offer so much more than just structure. We offer a listening ear, a kind heart, a courageous spirit, and rules of order. Whether you know it or not, your students appreciate your due diligence!
It comes as no surprise that when much is given, much is required. You have been required to give of your time, your talents, and your treasures. For this, the past, present, and future student bodies are grateful. The present student body may not tell you directly, but they appreciate you! I am thankful to work with such a caring, nurturing staff who is willing to go beyond measure for their students.
Monday, January 3, 2011
High Schools That Work Goals for Continuous Improvement
The mission of HSTW is to create a culture of high expectations and continuous improvement in high school and the middle grades. To achieve this mission, HSTW has several goals:
Increase to 85 percent the percentages of high school students who meet the HSTW reading, mathematics and science performance goals on the HSTW Assessment, a National Assessment of Educational Progress (NAEP)-referenced exam.
Increase the percentages of all high school students who perform at the proficient level to at least 50 percent in reading, mathematics and science, as measured by the HSTW Assessment.
Increase to 85 percent the percentages of high school graduates who the complete HSTW-recommended curriculum and a concentration in an academic area, a career/technical area or a blend of the two.
Increase to 90 percent the percentage of high school students who enter grade nine and complete high school four years later.
Advance state and local policies and leadership initiatives that sustain a continuous school improvement effort.
Have all students leave high school with postsecondary credit or having met standards for postsecondary studies to avoid remedial courses.
Work in the middle grades to increase annually the percentage of students entering high school prepared to succeed in college-preparatory courses.
Increase to 85 percent the percentages of high school students who meet the HSTW reading, mathematics and science performance goals on the HSTW Assessment, a National Assessment of Educational Progress (NAEP)-referenced exam.
Increase the percentages of all high school students who perform at the proficient level to at least 50 percent in reading, mathematics and science, as measured by the HSTW Assessment.
Increase to 85 percent the percentages of high school graduates who the complete HSTW-recommended curriculum and a concentration in an academic area, a career/technical area or a blend of the two.
Increase to 90 percent the percentage of high school students who enter grade nine and complete high school four years later.
Advance state and local policies and leadership initiatives that sustain a continuous school improvement effort.
Have all students leave high school with postsecondary credit or having met standards for postsecondary studies to avoid remedial courses.
Work in the middle grades to increase annually the percentage of students entering high school prepared to succeed in college-preparatory courses.
Eight Elements of School Improvement!
This is taken from betterschools.org: (July, 2008) Eight Elements of High School Improvement: A Mapping Framework. National High School Center
Eight Elements of High School Improvement
The eight systemic reform elements that make up the National High School Center Mapping Framework are listed below with their respective characteristics of effectiveness:
1. Rigorous Curriculum and Instruction: Everyone in the system is responsible for ensuring that all students have access to rigorous content and instruction that
• align to local, state, and national standards that look toward the depth of knowledge, skills, and abilities
needed for students to thrive in emerging economic, citizenship, and community contexts;
• incorporate multiple research-based instructional strategies, such as scaffolding, differentiated instruction, and double dosing, for all students, including those with special instructional needs;
• address both academic and workplace literacy skills across all content areas and provide students with
knowledge of a variety of career pathways;
• adapt easily to a variety of school organizational structures;
• are organized around student instructional needs and align with instruction in other content areas to support thematic and project-based learning, tiered instruction, etc.;
• interface with the existing school curriculum and quality of instruction;
• align vertically with prerequisite content, cognitive skills, curricula, and follow-up coursework;
• incorporate new modalities for learning and information sharing, including technology and universal design for learning;
• include academic supports such as tutoring, co-curricular activities, and extended learning opportunities, such as summer bridge programs, after-school and supplemental educational services, and Saturday academies;
• incorporate cognitive skills development, including note taking, outlining, content summarizing and synthesis, study skills, and test-taking skills; and
• involve continuous progress monitoring/formative assessment and the differentiation of teaching to meet multiple learners’ needs.
2. Assessment and Accountability: Balanced assessment and accountability systems cover a broad range of formal and informal assessment policies and practices aligned across multiple levels that
• include formative assessments embedded in instruction;
• may include school-based portfolios or projects, interim or benchmark exams (which often are
implemented at the district level) as well as end-of-course exams, state standards-based assessments, and high-stakes competency or exit exams;
• provide timely and effective feedback and access to data so that teachers, students, and parents can capture and evaluate student knowledge and skills, plan for future educational programs, and adapt instruction to better meet student needs;
• encourage and support continuous progress monitoring through both formal and informal assessments;
• give teachers and students access to college and work readiness assessments in order to best plan high school courses of study;
• support the early identification of students with special needs and those at risk of failure so that placement and tiered interventions appropriately meet student needs;
• collect and report longitudinal data to measure short- and long-term student growth for student-, teacher-, and/or program-based impact evaluations, including new interventions and initiatives; and
• can include both internal and external accountability provisions, including teacher and program performance measures, rewards, and consequences (depending on local and state contexts).
3. Teacher Quality and Professional Development: Teacher quality and professional development systems recognize a teacher’s need for deep content and pedagogical knowledge and include a broad set of recruitment, preparation, induction, professional growth, and retention policies and practices that
• include accreditation of teacher education programs, teacher certification and licensure standards and procedures, professional development requirements and opportunities, compensation systems, and local norms and expectations;
• are based on standards for staff development and adult learning and pass quality reviews;
• promote knowledge of adolescent development, varied and effective pedagogy for high school students, and the ability to motivate students and to work with diverse student needs effectively and empathetically;
• increase the abilities of and opportunities for teachers to work together to improve classroom practice and help all students connect information across disciplines and programs, such as Title I, special education, and services for English language learners;
• provide teachers with skills in assessing students and adjusting instruction accordingly;
• are embedded at the school and classroom levels and are connected and offered throughout the school year;
• help teachers develop and build on their classroom and leadership skills and abilities over time and, preferably, in collaboration with other teachers and instructional leaders; and
• promote effective classroom management skills.
4. Student and Family Supports: All high school students need guidance and supports that address the whole child, including physical and socioemotional needs, through positive conditions for learning that
• incorporate formal and informal guidance programs, including peer and professional counseling and mentoring;
• include attendance and behavior monitoring and support systems, such as Positive Behavior Intervention and Supports (PBIS);
• support wrap-around and English-language services that extend beyond the classroom;
• foster a positive school climate, including safe schools and respectful environments (e.g., anti-bullying);
• cultivate student voice and leadership in the classroom, school, co-curricular activities, and community;
• promote health and physical education and co-curricular activities;
• support students as they transition into and out of high school;
• provide family-focused services and outreach that engage parents and family members in programs and services; and
• respect and honor the strengths and resources of the student’s family and community.
5. Stakeholder Engagement: High schools exist in unique social, political, and cultural contexts, and high school improvement efforts should incorporate stakeholder engagement strategies that
• engage the interests, needs, skills, and resources of its multiple stakeholders, such as school staffs, students, parents and family members, guardians, community organizations and members, and business partners;
• foster relationships among high schools, middle-level and elementary schools, and postsecondary education institutions (e.g., dual enrollment agreements), the workforce, families, and communities;
• ensure that all appropriate stakeholders are at the table during critical planning and decision-making activities;
• incorporate multiple communications strategies that are culturally and linguistically appropriate and support two-way communications;
• acknowledge and draw on the strengths of the various stakeholder groups;
• are designed with contingencies of stakeholders in mind; and
• incorporate technologies to more creatively and effectively support stakeholder engagement.
6. Leadership and Governance: Promoting and supporting high-quality instructional and organizational leadership at the building and district levels require exercising leadership and approaches to governance that
• provide principals with adequate knowledge, time, and interpersonal skills to work with teachers as they define curricular and instructional goals and develop instructional strategies;
• promote distributed leadership, encouraging multiple roles for teacher leaders and tackling
organizational change where necessary;
• incorporate alternative structures to address management, discipline, and other functions of running high schools traditionally performed by principals;
• shift the focus of state and local policymakers and education agency staffs to support comprehensive high school improvement centered on strengthening the instructional core;
• enact enabling policies and codify a vision, a mission, and/or strategic plans for scale-up and
sustainability;
• develop strategies and skills to lead and support required organizational change; and
• clarify decision-making authority at all levels and recognize the expectations, requirements,
compensation, and recognition of faculty and staff.
7. Organization and Structure: Many high school improvement initiatives are enhanced by or may necessitate changes from the organization and structure of traditional, comprehensive high schools toward operational structures that
• support effective teaching and learning and personalization through physical and operational changes, such as the creation of small schools and smaller learning communities, freshman academies, career academies, career-tech high schools, and other alternative structures;
• incorporate alternative time/scheduling approaches, such as block scheduling, year-round schooling, and double dosing, especially in core academic courses;
• provide increased opportunities to learn, such as virtual courses, dual enrollment opportunities, and work-based internships;
• include students with special needs in the general curriculum with access to rigorous content through co-teaching, tiered intervention structures, and adaptive supports;
• support teacher organizational changes beyond traditional departmental structures, such as common planning periods, professional learning communities, and co-teaching; and
• support the difficult process of culture changes as roles, responsibilities, relationships, and patterns of engagement change.
8. Resources for Sustainability: Critical to any high school improvement initiatives are the identification and commitment of adequate fiscal and other resources that
• grow both the physical and human capital within the system for implementation and sustainability of high school reforms;
• continuously upgrade facilities, tools, and materials to keep pace with the changing economy,
technology, and citizenship expectations;
• adequately staff the initiatives and acknowledge the need for workload equalization and/or reduction;
• provide appropriate time and necessary fiscal support for initiatives to be implemented and take hold;
• continuously develop teacher knowledge and skills to incorporate these changes into their instruction;
• move effective practices to full implementation and scale-up; and
• define priorities and allocate needed resources to sustain them over time.
Eight Elements of High School Improvement
The eight systemic reform elements that make up the National High School Center Mapping Framework are listed below with their respective characteristics of effectiveness:
1. Rigorous Curriculum and Instruction: Everyone in the system is responsible for ensuring that all students have access to rigorous content and instruction that
• align to local, state, and national standards that look toward the depth of knowledge, skills, and abilities
needed for students to thrive in emerging economic, citizenship, and community contexts;
• incorporate multiple research-based instructional strategies, such as scaffolding, differentiated instruction, and double dosing, for all students, including those with special instructional needs;
• address both academic and workplace literacy skills across all content areas and provide students with
knowledge of a variety of career pathways;
• adapt easily to a variety of school organizational structures;
• are organized around student instructional needs and align with instruction in other content areas to support thematic and project-based learning, tiered instruction, etc.;
• interface with the existing school curriculum and quality of instruction;
• align vertically with prerequisite content, cognitive skills, curricula, and follow-up coursework;
• incorporate new modalities for learning and information sharing, including technology and universal design for learning;
• include academic supports such as tutoring, co-curricular activities, and extended learning opportunities, such as summer bridge programs, after-school and supplemental educational services, and Saturday academies;
• incorporate cognitive skills development, including note taking, outlining, content summarizing and synthesis, study skills, and test-taking skills; and
• involve continuous progress monitoring/formative assessment and the differentiation of teaching to meet multiple learners’ needs.
2. Assessment and Accountability: Balanced assessment and accountability systems cover a broad range of formal and informal assessment policies and practices aligned across multiple levels that
• include formative assessments embedded in instruction;
• may include school-based portfolios or projects, interim or benchmark exams (which often are
implemented at the district level) as well as end-of-course exams, state standards-based assessments, and high-stakes competency or exit exams;
• provide timely and effective feedback and access to data so that teachers, students, and parents can capture and evaluate student knowledge and skills, plan for future educational programs, and adapt instruction to better meet student needs;
• encourage and support continuous progress monitoring through both formal and informal assessments;
• give teachers and students access to college and work readiness assessments in order to best plan high school courses of study;
• support the early identification of students with special needs and those at risk of failure so that placement and tiered interventions appropriately meet student needs;
• collect and report longitudinal data to measure short- and long-term student growth for student-, teacher-, and/or program-based impact evaluations, including new interventions and initiatives; and
• can include both internal and external accountability provisions, including teacher and program performance measures, rewards, and consequences (depending on local and state contexts).
3. Teacher Quality and Professional Development: Teacher quality and professional development systems recognize a teacher’s need for deep content and pedagogical knowledge and include a broad set of recruitment, preparation, induction, professional growth, and retention policies and practices that
• include accreditation of teacher education programs, teacher certification and licensure standards and procedures, professional development requirements and opportunities, compensation systems, and local norms and expectations;
• are based on standards for staff development and adult learning and pass quality reviews;
• promote knowledge of adolescent development, varied and effective pedagogy for high school students, and the ability to motivate students and to work with diverse student needs effectively and empathetically;
• increase the abilities of and opportunities for teachers to work together to improve classroom practice and help all students connect information across disciplines and programs, such as Title I, special education, and services for English language learners;
• provide teachers with skills in assessing students and adjusting instruction accordingly;
• are embedded at the school and classroom levels and are connected and offered throughout the school year;
• help teachers develop and build on their classroom and leadership skills and abilities over time and, preferably, in collaboration with other teachers and instructional leaders; and
• promote effective classroom management skills.
4. Student and Family Supports: All high school students need guidance and supports that address the whole child, including physical and socioemotional needs, through positive conditions for learning that
• incorporate formal and informal guidance programs, including peer and professional counseling and mentoring;
• include attendance and behavior monitoring and support systems, such as Positive Behavior Intervention and Supports (PBIS);
• support wrap-around and English-language services that extend beyond the classroom;
• foster a positive school climate, including safe schools and respectful environments (e.g., anti-bullying);
• cultivate student voice and leadership in the classroom, school, co-curricular activities, and community;
• promote health and physical education and co-curricular activities;
• support students as they transition into and out of high school;
• provide family-focused services and outreach that engage parents and family members in programs and services; and
• respect and honor the strengths and resources of the student’s family and community.
5. Stakeholder Engagement: High schools exist in unique social, political, and cultural contexts, and high school improvement efforts should incorporate stakeholder engagement strategies that
• engage the interests, needs, skills, and resources of its multiple stakeholders, such as school staffs, students, parents and family members, guardians, community organizations and members, and business partners;
• foster relationships among high schools, middle-level and elementary schools, and postsecondary education institutions (e.g., dual enrollment agreements), the workforce, families, and communities;
• ensure that all appropriate stakeholders are at the table during critical planning and decision-making activities;
• incorporate multiple communications strategies that are culturally and linguistically appropriate and support two-way communications;
• acknowledge and draw on the strengths of the various stakeholder groups;
• are designed with contingencies of stakeholders in mind; and
• incorporate technologies to more creatively and effectively support stakeholder engagement.
6. Leadership and Governance: Promoting and supporting high-quality instructional and organizational leadership at the building and district levels require exercising leadership and approaches to governance that
• provide principals with adequate knowledge, time, and interpersonal skills to work with teachers as they define curricular and instructional goals and develop instructional strategies;
• promote distributed leadership, encouraging multiple roles for teacher leaders and tackling
organizational change where necessary;
• incorporate alternative structures to address management, discipline, and other functions of running high schools traditionally performed by principals;
• shift the focus of state and local policymakers and education agency staffs to support comprehensive high school improvement centered on strengthening the instructional core;
• enact enabling policies and codify a vision, a mission, and/or strategic plans for scale-up and
sustainability;
• develop strategies and skills to lead and support required organizational change; and
• clarify decision-making authority at all levels and recognize the expectations, requirements,
compensation, and recognition of faculty and staff.
7. Organization and Structure: Many high school improvement initiatives are enhanced by or may necessitate changes from the organization and structure of traditional, comprehensive high schools toward operational structures that
• support effective teaching and learning and personalization through physical and operational changes, such as the creation of small schools and smaller learning communities, freshman academies, career academies, career-tech high schools, and other alternative structures;
• incorporate alternative time/scheduling approaches, such as block scheduling, year-round schooling, and double dosing, especially in core academic courses;
• provide increased opportunities to learn, such as virtual courses, dual enrollment opportunities, and work-based internships;
• include students with special needs in the general curriculum with access to rigorous content through co-teaching, tiered intervention structures, and adaptive supports;
• support teacher organizational changes beyond traditional departmental structures, such as common planning periods, professional learning communities, and co-teaching; and
• support the difficult process of culture changes as roles, responsibilities, relationships, and patterns of engagement change.
8. Resources for Sustainability: Critical to any high school improvement initiatives are the identification and commitment of adequate fiscal and other resources that
• grow both the physical and human capital within the system for implementation and sustainability of high school reforms;
• continuously upgrade facilities, tools, and materials to keep pace with the changing economy,
technology, and citizenship expectations;
• adequately staff the initiatives and acknowledge the need for workload equalization and/or reduction;
• provide appropriate time and necessary fiscal support for initiatives to be implemented and take hold;
• continuously develop teacher knowledge and skills to incorporate these changes into their instruction;
• move effective practices to full implementation and scale-up; and
• define priorities and allocate needed resources to sustain them over time.
High Schools That Work Key Practices
HSTW Key Practices
1. Setting Higher Expectations
Setting higher expectations and getting students to meet them.
2. Revising vocational/technical studies
Increasing access to challenging vocational studies with a major emphasis on using highlevel mathematics, science, English, history/social studies and problem solving competencies in the context of modern business and technical studies.
3. Revising academic studies
Increasing access of technical/career diploma students to higher level academic studies that teach essentials content from the Georgia Performance Standards enabling students to see the relationship between course content and future roles in post high school settings.
4. Program of Study
Having students complete a challenging program of study with an upgraded academic core and a major.
5. Changing the Instructional Process
Having each student actively engaged in the learning process.
6. Advisement
Involving each student and his/her parent in an individualized advisement system that guides each student in completing an accelerated and challenging program of studies with a career/technical and/or academic focus.
7. Implementing work-based learning
Providing students access to a structured system of work-based learning that is planned in collaboration with rigorous school-based learning-secondary and post secondary – and that will result in an industry-recognized credential and employment in a career pathway.
8. Helping Teachers Work Together
Having an organizational structure and schedule that enable academic and vocational/technical teachers to have time to plan and deliver a comprehensive curriculum aimed at teaching high-level academic and technical content.
9. Providing Extra Help and Extra Time
Providing a structured system of extra help to enable students to successfully complete an accelerated program of study.
10. Using HSTW and other Assessment data for school Improvement
1. Setting Higher Expectations
Setting higher expectations and getting students to meet them.
2. Revising vocational/technical studies
Increasing access to challenging vocational studies with a major emphasis on using highlevel mathematics, science, English, history/social studies and problem solving competencies in the context of modern business and technical studies.
3. Revising academic studies
Increasing access of technical/career diploma students to higher level academic studies that teach essentials content from the Georgia Performance Standards enabling students to see the relationship between course content and future roles in post high school settings.
4. Program of Study
Having students complete a challenging program of study with an upgraded academic core and a major.
5. Changing the Instructional Process
Having each student actively engaged in the learning process.
6. Advisement
Involving each student and his/her parent in an individualized advisement system that guides each student in completing an accelerated and challenging program of studies with a career/technical and/or academic focus.
7. Implementing work-based learning
Providing students access to a structured system of work-based learning that is planned in collaboration with rigorous school-based learning-secondary and post secondary – and that will result in an industry-recognized credential and employment in a career pathway.
8. Helping Teachers Work Together
Having an organizational structure and schedule that enable academic and vocational/technical teachers to have time to plan and deliver a comprehensive curriculum aimed at teaching high-level academic and technical content.
9. Providing Extra Help and Extra Time
Providing a structured system of extra help to enable students to successfully complete an accelerated program of study.
10. Using HSTW and other Assessment data for school Improvement
Thursday, December 16, 2010
A Few Words on Motivation
Hello, Everyone:
As professional educators, I know that you are constantly seeking ways of providing engaging lessons for our students. However, you are also challenged and encouraged (especially during this time of the year) to find ways to keep yourself motivated. Please do not allow yourself to become bogged down by complaining, but to find ways of refreshing yourself in thinking about why you are here. I would like to think that we are all here to change lives; the art of educating young minds is difficult to master. Yet, in spite of standardized tests, additional professional learning, personal obligations, lesson planning, and wayward students—you have managed to look beyond the present and look at the long-term goal—being a teacher leader in an effort for us to make Adequate Yearly Progress!
Here are a few “Pearls of Wisdom” from some notable people about staying motivated.
On Motivation:
Setting an example is not the main means of influencing others; it is the only means. Albert Einstein
Show class, have pride, and display character. If you do, winning takes care of itself. Paul Bryant (Sorry, Auburn Tigers) :)
Six essential qualities are the key to success: sincerity, personal integrity, humility, courtesy, wisdom, charity. William Menningner
Snowflakes are one of nature's most fragile things, but just look at what they can do when they stick together. Vesta Kelly
Some people think they are concentrating when they're merely worrying. Bobby Jones (The Atlanta Braves retired coach—he will be missed!)
So many fail because they don't get started; they don't go. They don't overcome inertia. They don't begin. W. Clement Stone
Sometimes we are limited more by attitude than by opportunities. Anonymous :)
Stay Encouraged,
Kim :)
As professional educators, I know that you are constantly seeking ways of providing engaging lessons for our students. However, you are also challenged and encouraged (especially during this time of the year) to find ways to keep yourself motivated. Please do not allow yourself to become bogged down by complaining, but to find ways of refreshing yourself in thinking about why you are here. I would like to think that we are all here to change lives; the art of educating young minds is difficult to master. Yet, in spite of standardized tests, additional professional learning, personal obligations, lesson planning, and wayward students—you have managed to look beyond the present and look at the long-term goal—being a teacher leader in an effort for us to make Adequate Yearly Progress!
Here are a few “Pearls of Wisdom” from some notable people about staying motivated.
On Motivation:
Setting an example is not the main means of influencing others; it is the only means. Albert Einstein
Show class, have pride, and display character. If you do, winning takes care of itself. Paul Bryant (Sorry, Auburn Tigers) :)
Six essential qualities are the key to success: sincerity, personal integrity, humility, courtesy, wisdom, charity. William Menningner
Snowflakes are one of nature's most fragile things, but just look at what they can do when they stick together. Vesta Kelly
Some people think they are concentrating when they're merely worrying. Bobby Jones (The Atlanta Braves retired coach—he will be missed!)
So many fail because they don't get started; they don't go. They don't overcome inertia. They don't begin. W. Clement Stone
Sometimes we are limited more by attitude than by opportunities. Anonymous :)
Stay Encouraged,
Kim :)
Making Student Learning Central to Teaching!
This excerpt was taken from SEDL, formerly known as the Southwest Educational Development Library.
Making Student Learning Central to Teaching
Every dedicated teacher is concerned about student learning. However, the day-to-day pressures of teaching, much of the dialogue about educational ills and improvements, and professional training tend to push attention toward what teachers do rather than toward what students learn. We see that it is critically important to make student learning the central focus of instructional decision making. This involves a thoughtful examination of the process of learning. Carol, a seventh grade teacher, wrote in her journal,
"It still amazes me when you think you have taught a concept so well and still a couple of kids bomb a test. Is it that they are just bad test-takers? That they don't seek assistance when they have no clue? That they are not developmentally ready to grasp the concept? That I am not really teaching what I think I am teaching? That they need more practice to really learn the concept? It could be all of the above. It depends on the student and the situation. Seeing their work and making them talk about their work and their understanding of the concept gives the teacher vital information as to what next step should be. . . . Teaching the same thing [over again] in the same way will not necessarily produce successful learning. I must target the specific problem."
Carol has begun to question the relationship between her teaching and her students' learning. However, teachers' views of how children learn often go unexamined. As Bruce Pirie, an English teacher and author, says,
For most of us, our teaching has been formed by a few influential teachers from our own schooling, a handful of respected colleagues, readings from books or journals, and the push and pull of classroom realities. From this, we assemble a practice that keeps us going, but which has not always been scrutinized in its assumptions or challenged for inconsistencies. (1997, p. 6)
Most of us focus primarily on the methods of practice and pay less attention to the foundations and directions. Examined or not, those ideas that constitute the foundations (such as views of how children learn and the purposes of schooling) impact our decisions about instructional practice.
Making Student Learning Central to Teaching
Every dedicated teacher is concerned about student learning. However, the day-to-day pressures of teaching, much of the dialogue about educational ills and improvements, and professional training tend to push attention toward what teachers do rather than toward what students learn. We see that it is critically important to make student learning the central focus of instructional decision making. This involves a thoughtful examination of the process of learning. Carol, a seventh grade teacher, wrote in her journal,
"It still amazes me when you think you have taught a concept so well and still a couple of kids bomb a test. Is it that they are just bad test-takers? That they don't seek assistance when they have no clue? That they are not developmentally ready to grasp the concept? That I am not really teaching what I think I am teaching? That they need more practice to really learn the concept? It could be all of the above. It depends on the student and the situation. Seeing their work and making them talk about their work and their understanding of the concept gives the teacher vital information as to what next step should be. . . . Teaching the same thing [over again] in the same way will not necessarily produce successful learning. I must target the specific problem."
Carol has begun to question the relationship between her teaching and her students' learning. However, teachers' views of how children learn often go unexamined. As Bruce Pirie, an English teacher and author, says,
For most of us, our teaching has been formed by a few influential teachers from our own schooling, a handful of respected colleagues, readings from books or journals, and the push and pull of classroom realities. From this, we assemble a practice that keeps us going, but which has not always been scrutinized in its assumptions or challenged for inconsistencies. (1997, p. 6)
Most of us focus primarily on the methods of practice and pay less attention to the foundations and directions. Examined or not, those ideas that constitute the foundations (such as views of how children learn and the purposes of schooling) impact our decisions about instructional practice.
Subscribe to:
Posts (Atom)