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Gayle Cole

Video -- "Young Voices on Climate Change" Trailer -- National Geographic - 0 views

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climate change carbon footprint STEAM

shared by Gayle Cole on 19 Nov 12 - No Cached
  • Gayle Cole on 19 Nov 12
     
    This is just a preview trailer.
Jill Bergeron

We need more black and brown teachers but not for the reasons you think - The Hechinger... - 0 views

hechingerreport.org/own-teachers-not-reasons-think

diversity teachers

shared by Jill Bergeron on 09 May 16 - No Cached
  • Privilege is passed on like inheritance. Therefore, we must educate the children of people currently in power so they won’t replicate the systems of the past. Undoing the racism that muffles achievement requires teaching the scions of privilege who will likely end up running systems that fail students of color.
  • Cultural differences influence teaching efficacy, however. “Most results show that when black teachers teach black students, black students achieve more than when taught by white teachers,” writes Andy Porter in Rethinking the Achievement Gap.
  • Jill Bergeron on 09 May 16
     
    This piece argues that not only do black and brown teachers have a positive impact on the success of students of the same background, but they also have a lasting impact on white students. The author stipulates that in order for change to take place, we need white students of privilege to learn from black and brown teachers because they need to break the cycle of inherent bias and racism.
Jill Bergeron

Could This Digital Math Tool Change Instruction For the Better? | MindShift | KQED News - 0 views

ww2.kqed.org/...nge-instruction-for-the-better

math desmos graphing MindShift

shared by Jill Bergeron on 19 May 16 - No Cached
  • Jill Bergeron on 19 May 16
     
    This article describes new features that have been added to Desmos, including a social element that lets students compare work.
Jill Bergeron

The Marshall Memo Admin - Issues - 0 views

www.marshallmemo.com/issue.php

evaluation teaching reading technology leadership PE coaching discipline classroom management population growth immigration math

shared by Jill Bergeron on 24 May 16 - No Cached
  • In 2009, TNTP reported that teacher evaluation systems didn’t accurately distinguish among teachers with varying levels of proficiency, failed to identify most of the teachers with serious performance problems, and were unhelpful in guiding professional development.
  • The Widget Effect study concluded that “school districts must begin to distinguish great from good, good from fair, and fair from poor.”
  • On average, only 2.7 percent of teachers were rated below Proficient/Exemplary on a 4- or 5-point scale.
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  • The percent of teachers given the top rating ranged from 73 percent in Tennessee to 8 percent in Massachusetts and 3 percent in Georgia.
  • Many districts are drawing important distinctions between good and excellent teaching, but there is less differentiation among good, fair, and poor performance.
  • Why do so few teachers receive below-proficient ratings, despite the fact that school administrators estimate that more than a quarter of their teachers aren’t up to par?
  • The daunting workload involved in giving low ratings
  • Being merciful – Some principals said they were hesitant to give low ratings to rookie teachers out of kindness and a desire not to discourage (or lose) a teacher who had potential for growth.
  • Personal discomfort
  • Principals knew that teachers could lose their jobs as a result of a low rating, and were upset when teachers cried.
  • Her policy: use e-mail for non-urgent questions and texts when time is an issue.
  • 2013 Gates-funded Measures of Effective Teaching (MET) study, which asserted that it’s possible to accurately evaluate teachers by triangulating data from student surveys, value-added scores, and classroom observations.
  • Google, General Electric, and other corporations shifted from rating and ranking employees to providing real-time supervisor and peer feedback and coaching aimed at fostering professional growth to meet stretch goals. This rethinking was inspired by three findings from educational research: -   Performance ratings tend to foster a “fixed” versus a “growth” mindset. -   Numerical grades or ratings lead recipients to ignore detailed feedback. -   Extrinsic rewards can discourage the behaviors they aim to improve.
  • A 2012 initiative in Cincinnati suggests a different approach. Mid-career teachers who were observed four times by peers and given detailed feedback showed marked improvements in performance and student results. The key elements were frequency, credible observers, formative feedback, and a simple, low-stakes process with no direct ties to promotion and retention decisions.
  • Studies point to the following levers for continuous improvement:             • Peer collaboration – Veteran teachers continue to improve their skills if structures are in place that get them working with colleagues in focused, results-oriented instructional teams.             • Teacher evaluation – The key is detailed, valid feedback on classroom practices and support for improvement from knowledgeable and well-trained administrators or peers.             • Tailored on-the-job training – Most PD is ineffective, but intensive coaching focused on the specific needs of individual teachers and sustained over time can make a positive difference.             • Organizational supports – These include an orderly, disciplined school environment, services available to address students’ social and emotional needs, and positive parent engagement. • Leadership – “Hiring principals who have the talent to identify organizational weaknesses, establish schoolwide systems to support teachers and students, and galvanize collective buy-in from teachers is a central lever for improving the teaching and learning environment,” conclude Papay and Kraft.
  • Not having access to books in June, July, and August results in a two-month loss each summer for poor children compared to a one-month gain for more-advantaged children, and that accumulates over the years into a crushing achievement gap. Getting low-SES children reading over the summer is the most effective way to change that dynamic, but what works?
  • a home library is as important as parental education and twice as important as the father’s occupation in predicting educational outcomes;
  • Establish virtual office hours. Tucker tells students at the beginning of the year the dates and times when she’ll be available for a Google chat or Google Hangouts screen-sharing session. She has colleagues who tell students they can e-mail between 4:00 and 6:00 p.m. and any e-mails received after that will be answered the next day.
  • Limit communication channels.
  • Other reasons – These included racial concerns (for example, if a disproportionate number of minority teachers might receive low ratings); burdensome dismissal procedures; principals making deals in which teachers agreed to leave the school in exchange for a higher rating; and concern about ineffective replacement teachers.
  • Make information available online.
  • Set up a space where students can connect online. Tucker has a private Google+ community where students can share information, ask questions, and support one another.
  • Protect unplugged time at home.
  • Not every disagreement is a call to arms.
  • How and when I use my voice matters. “As I see it,” says Gannon, “my job requires that I advocate for both faculty members and students, and for both teaching and learning. Sometimes that means speaking truth to power; other times it means speaking truth to colleagues.” This is especially important with issues of gender, race, and bullying.
  • Don’t be afraid to ask for help
  • “It’s all too easy to let the minutiae detract from the larger goal… I’m not useful to anyone I serve if I’m overcommitted.”
  • Support, affirmation, and collegiality are more important. For me, leadership has become a matter of knowing and respecting my colleagues all over the campus, appreciating the work they do, and letting them know it… There’s no daily quota on thank you’s.”
  • At their best, they promote academic achievement, stronger student connections to education, and improved initiative, teamwork, and social skills.
  • Has a well-thought-out coaching philosophy aligned with the school’s educational, athletic, and programmatic goals – Winning isn’t the main goal, says Gould. Rather, “coaches work hard to help student-athletes learn important life lessons from their sport experiences.”
  • Shares decision-making with students and provides rationales for coaching actions
  • effective coaches meet their athletes’ need for autonomy, competence, and relatedness in an atmosphere where students feel they belong.
  • Builds strong coach-athlete relationships in a caring, supportive climate – Each athlete is known as an individual, made to feel welcome, and knows that bullying and belittling others isn’t tolerated on or off the field.
  • Is a knowledgeable and effective teacher – “Research reveals that coaches who give positive versus degrading and punitive feedback or no feedback at all have athletes who are more motivated, feel better about themselves, and achieve more positive developmental outcomes from sports participation,” says Gould.
  • Is intentional in fostering positive youth development – This includes attention to leadership, teamwork, and a work ethic.
  • What these parents didn’t understand, says Jones, is that “You are either consistent, or you are inconsistent. There is nothing in between.”
  • “The irony of consistency,” says Jones, “is that the closer you come to being consistent before you fail, the worse off you are. If the parent cracks easily, the child does not need to be a world-class yammerer in order to succeed. But, if the parent does not crack easily, the child must learn to play hardball.”
  • How does this apply to classrooms? Teachers must set clear, reasonable expectations, says Jones, and then be absolutely consistent in enforcing them.
  • Never make a rule that you are not willing to enforce every time.
  • If you are consistent, you can use smaller and smaller consequences to govern misbehavior. But if you are inconsistent, you must use larger and larger consequences to govern misbehavior.
  • “it’s extremely unlikely you can greatly improve your reading speed without missing out on a lot of meaning…
  • “If you want to improve your reading speed, your best bet – as old-fashioned as it sounds – is to read a wide variety of written material and expand your vocabulary.”
  • you can’t take in words you don’t see, and you have a set-point for processing language that can be changed only by long-term improvements in vocabulary and knowledge.
  • when it comes to reading for deep comprehension or enjoyment, there are no shortcuts.
  •   1. Why is it so difficult to improve the teacher-evaluation process?   2. Another look at the Measures of Effective Teaching study   3. Conditions for the continuous improvement of teaching   4. Counteracting summer reading loss   5. Using Reading Recovery techniques in guided reading groups   6. Keeping our technology use under control   7. Advice for leaders   8. The qualities of an effective high-school athletic coach   9. Consistency with classroom discipline 10. Are speed reading courses effective? 11. Short items: (a) World population growth animated; (b) Two centuries of U.S. immigration animated; (c) Common Core math sequence; (d) Survey on teacher evaluation
Jill Bergeron

The Marshall Memo Admin - Issues - 0 views

www.marshallmemo.com/issue.php

bias decision making evaluation teacher evaluation differentiation self-efficacy independence cold calling classroom management exit ticket formative assessment

shared by Jill Bergeron on 13 Sep 16 - No Cached
  • professionals often make decisions that deviate significantly from those of their peers, from their own prior decisions, and from rules that they themselves claim to follow… Where there is judgment, there is noise – and usually more of it than you think.”
  • In a school, if a principal consistently gives harsher punishments to boys than girls for the same infractions, that is bias, but if she often gives harsher punishments to students just before lunchtime, that’s noise.]
  • A noise audit works best when respected team members create a scenario that is realistic, the people involved buy into the process, and everyone is willing to accept unpleasant results and act on them.
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  • The challenge, say the authors, is designing classroom observations that provide valid data on what’s happening day to day in classrooms, make meaningful distinctions among teachers, provide teachers with useful feedback, and support helpful, high-quality professional development.
  • To accomplish these important goals, several challenges need to be addressed: -   Quality assurance of supervisors’ observation and coaching skills; -   Achieving a reasonable degree of inter-rater reliability among supervisors; -   A rubric with research-based criteria for classroom instruction; -   The conceptual difficulty of capturing complex classroom dynamics in a rating instrument; -   Getting an accurate sampling of each teacher’s work; -   Giving fair evaluations to teachers working with different types of students
  • Addressing the tendency of principals to “go easy” on some teachers to keep the peace and/or avoid the hard work of following up on critical evaluations (are outside observers and/or multiple observers necessary to get truly objective data on teachers?).
  • I would suggest two more questions: First, are classroom visits announced or unannounced? If researchers don’t gather data on this, they are missing an important variable in the reliability of teacher assessment – teachers are likely to put on an especially good lesson when they know they’re being observed. Second, are teacher-evaluation rubrics used to score individual classroom visits, which is conceptually very difficult, or as end-of-year summations of multiple classroom visits with feedback conversations through the year?
  • Tomlinson and other proponents suggest that teachers differentiate by content (what is taught), process (how it’s taught), and product (how students are asked to demonstrate their learning).
  • students learn better, they said, when the work is at the right level of difficulty, personally relevant, and appropriately engaging.
  • trying to assess a teacher’s work asking, Is it differentiated? runs the risk of missing the forest for the trees. Better, says Marshall, to ask two broader questions (tip of the hat to Rick DuFour): -   What are students supposed to be learning? -   Are all students mastering it?
  • Good lesson plans build in multiple entry points, using the principles of Universal Design for Learning to make learning accessible to as many students as possible, and have clear goals; thoughtful task analysis; chunked learning; teaching methods appropriate to the content; links to students’ interests and experiences; checks for understanding; and accommodations for students with special needs.
  • a major factor in student success is a set of in-the-moment moves that effective teachers have always used, among them effective classroom management; knowing students well; being culturally sensitive; making the subject matter exciting; making it relevant; making it clear; taking advantage of visuals and props; involving students and getting them involved with each other; having a sense of humor; and nimbly using teachable moments.” But equally important is checking for understanding – dry-erase boards, clickers, probing questions, looking over students’ shoulders – and using students’ responses to continuously fine-tune teaching.
  • Timely follow-up with these students is crucial – pullout, small-group after-school help, tutoring, Saturday school, and other venues to help them catch up.
  • Among the most important life skills that students should take away from their K-12 years,” says Marshall, “is the ability to self-assess, know their strengths and weaknesses, deal with difficulty and failure, and build a growth mindset. Student self-efficacy and independence should be prime considerations in planning, lesson execution, and follow-up so that students move through the grades becoming increasingly motivated, confident, and autonomous learners prepared to succeed in the wider world.”
  • cold-calling actually increases students’ voluntary participation. “Cold-calling encourages students to prepare more and to participate more frequently,” said one researcher. “The more they prepare, and the more frequently they participate, the more comfortable they become when participating.”
  • If we don’t encourage students to come out of their shells for fear of putting them on the spot, we may be doing them a disservice… You’re curious about their views and their understanding of the issues being discussed. What they think is important – both to their own learning and to that of their peers.”
  • Drawing on two decades of data from the National Center for Educational Statistics, the authors found that between 1998 and 2010, the reading readiness gap closed by 16 percent and the math gap by 10 percent. The black-white and the Hispanic-white gaps also narrowed by about 15 percent.
  • the gaps closed because of rapid progress by low-income children, not declines in the readiness of high-income children, and the gains persisted at least through fourth grade.
  • What brought about the early reading and math gains? The authors believe several factors contributed: • The availability of high-quality, publicly funded preschool programs – the percent of U.S. 4-year-olds enrolled in state-funded preschools has increased from 14 to 29 percent from 2000. • The fact that more families are investing in books and other reading matter for children, as well as Internet access and computer games focused on reading and math skills. • More parents are spending quality time with children, taking them to local libraries, and engaging in learning activities at home.
  • Jill Bergeron on 13 Sep 16
     
    "In This Issue: 1. "Noise" in decision-making 2. Are classroom observations accurate measures of teachers' work? 3. A different way of thinking about differentiation 4. A professor changes his mind about cold-calling 5. Close reading of challenging texts in middle school 6. Good news about the rich-poor gap in kindergarten entry skills 7. On-the-spot assessment tools 8. Short items: The Kappan poll"
Jill Bergeron

Pediatricians Change Their Recommendations About Screen Time | Parents - 0 views

www.parents.com/...ommendations-about-screen-time

parent CATIE parenting screen time

shared by Jill Bergeron on 20 Sep 16 - No Cached
  • Jill Bergeron on 20 Sep 16
     
    Nine recommendations from the American Academy of Pediatricians about children and screen time.
Jill Bergeron

Seven ways to give better feedback to your students | Teacher Network | The Guardian - 0 views

www.theguardian.com/...tter-feedback-to-your-students

feedback assessment

shared by Jill Bergeron on 21 Nov 16 - No Cached
  • too much praise can convey a sense of low expectation and, as a result, can be demotivating.
  • Teenagers care a lot about what their peers think of them. Constructive feedback given in front of others, even if it is well-intended, can be read as a public attack on them and their ability. This can lead to students developing a fear of failure and putting up a front.
  • This is similar to the technique he calls the whisper correction – the feedback technically takes place in public, but the pitch and tone of voice is designed to be heard only by the individual receiving it.
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  • A recent study found that being positively compared to others can lead to narcissistic behaviour. This sort of comparison can also reduce motivation and result in lower confidence, emotional control, academic performance and increased anxiety.
  • The more detailed and specific your feedback is, the better, to remove any ambiguity. Rather than “good work”, say “The way you did X was really good.”
  • Praising effort instead of intelligence increases intrinsic motivation and provides a template for students to follow next time.
  • In this study, 86% of children who had been praised for their natural ability asked for information about how their peers did on the same task. Only 23% of children who had been praised for effort asked for this type of feedback, with the vast majority of them asking for feedback about how they could do better.
  • But you should aim for a combination of open and closed questions in your feedback, along with statements. Closed statements are useful for conveying key information and keeping the conversation focused.
  • Any feedback that doesn’t lead to a change in behaviour change is redundant – there must be a point to it. What do you want them to do differently? What are they going to do after the conversation to improve? The more detailed and specific the action points, the better.
  • Jill Bergeron on 21 Nov 16
     
    This article gives tangible tips on how to improve feedback to students.
Jill Bergeron

Strengthening Student Engagement:A Framework for Culturally Responsive Teaching - 0 views

www.ascd.org/...rally-Responsive-Teaching.aspx

culturally responsive cultural competency responsive classroom responsive

shared by Jill Bergeron on 11 May 16 - Cached
  • To be effective in multicultural classrooms, teachers must relate teaching content to the cultural backgrounds of their students.
  • Engagement is the visible outcome of motivation, the natural capacity to direct energy in the pursuit of a goal. Our emotions influence our motivation. In turn, our emotions are socialized through culture—the deeply learned confluence of language, beliefs, values, and behaviors that pervades every aspect of our lives.
  • What may elicit that frustration, joy, or determination may differ across cultures, because cultures differ in their definitions of novelty, hazard, opportunity, and gratification, and in their definitions of appropriate responses. Thus, the response a student has to a learning activity reflects his or her culture.
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  • motivationally effective teaching is culturally responsive teaching.
  • Because the importance of grades and grade point averages increases as a student advances in school, it is legitimate to question whether extrinsic motivation systems are effective for significant numbers of students across cultures. We can only conclude that, as long as the educational system continues to relate motivation to learn with external rewards and punishments, culturally different students will, in large part, be excluded from engagement and success in school.
  • It is part of human nature to be curious, to be active, to initiate thought and behavior, to make meaning from experience, and to be effective at what we value. These primary sources of motivation reside in all of us, across all cultures. When students can see that what they are learning makes sense and is important, their intrinsic motivation emerges.
  • We can begin to replace the carrot and stick metaphor with the words “understand” and “elicit”; to change the concept of motivation from reward and punishment to communication and respect. We can influence the motivation of students by coming to know their perspective, by drawing forth who they naturally and culturally are, and by seeing them as unique and active. Sharing our resources with theirs, working together, we can create greater energy for learning.
  • A growing number of educational models, including constructivism and multiple intelligences theory, are based on intrinsic motivation. They see student perspective as central to teaching.
  • Unfortunately, educators must often apply these theories within educational systems dominated by extrinsic reinforcement, where grades and class rank are emphasized. And, when extrinsic rewards continue to be the primary motivators, intrinsic motivation is dampened. Those students whose socialization accommodates the extrinsic approach surge ahead, while those students—often the culturally different—whose socialization does not, fall behind. A holistic, culturally responsive pedagogy based on intrinsic motivation is needed to correct this imbalance.
  • The framework names four motivational conditions that the teacher and students continuously create or enhance. They are: Establishing inclusion—creating a learning atmosphere in which students and teachers feel respected by and connected to one another. Developing attitude—creating a favorable disposition toward the learning experience through personal relevance and choice. Enhancing meaning—creating challenging, thoughtful learning experiences that include student perspectives and values. Engendering competence—creating an understanding that students are effective in learning something they value. These conditions are essential to developing intrinsic motivation. They are sensitive to cultural differences. They work in concert as they influence students and teachers, and they happen in a moment as well as over a period of time.
  • Figure 1. Four Conditions Necessary for Culturally Responsive Teaching
  • 1. Establish Inclusion Norms: Emphasize the human purpose of what is being learned and its relationship to the students' experience. Share the ownership of knowing with all students. Collaborate and cooperate. The class assumes a hopeful view of people and their capacity to change. Treat all students equitably. Invite them to point out behaviors or practices that discriminate. Procedures: Collaborative learning approaches; cooperative learning; writing groups; peer teaching; multi-dimensional sharing; focus groups; and reframing. Structures: Ground rules, learning communities; and cooperative base groups. 2. Develop Positive Attitude Norms: Relate teaching and learning activities to students' experience or previous knowledge. Encourage students to make choices in content and assessment methods based on their experiences, values, needs, and strengths. Procedures: Clear learning goals; problem solving goals; fair and clear criteria of evaluation; relevant learning models; learning contracts; approaches based on multiple intelligences theory, pedagogical flexibility based on style, and experiential learning. Structure: Culturally responsive teacher/student/parent conferences.
  • 3. Enhance Meaning Norms: Provide challenging learning experiences involving higher order thinking and critical inquiry. Address relevant, real-world issues in an action-oriented manner. Encourage discussion of relevant experiences. Incorporate student dialect into classroom dialogue. Procedures: Critical questioning; guided reciprocal peer questioning; posing problems; decision making; investigation of definitions; historical investigations; experimental inquiry; invention; art; simulations; and case study methods. Structures: Projects and the problem-posing model. 4. Engender Competence Norms: Connect the assessment process to the students' world, frames of reference, and values. Include multiple ways to represent knowledge and skills and allow for attainment of outcomes at different points in time. Encourage self-assessment. Procedures: Feedback; contextualized assessment; authentic assessment tasks; portfolios and process-folios; tests and testing formats critiqued for bias; and self-assessment. Structures: Narrative evaluations; credit/no credit systems; and contracts for grades. Based on Wlodkowski, R. J., and M. B. Ginsberg. (1995). Diversity and Motivation: Culturally Responsive Teaching. San Francisco: Jossey-Bass.
  • Jill Bergeron on 11 May 16
     
    This article offers up four conditions teachers can create in order to foster a culturally responsive classroom.
Jill Bergeron

Digital Learning Series: GTOD #31 - Whoops! How to Unsend an Email - 0 views

www.digitallearningseries.com/...hoops-how-to-unsend-email.html

google gmail unsend

shared by Jill Bergeron on 18 Nov 13 - No Cached
  • Jill Bergeron on 18 Nov 13
     
    Google tip of the day: how to change settings in gmail in order to unsend a message
Jill Bergeron

Is Your School Building a "Whalephant" | The Future of K-12 Education - 0 views

www.grantlichtman.com/r-school-building-a-whalephant

innovation strategic plan lichtman

shared by Jill Bergeron on 06 Sep 15 - No Cached
  • Jill Bergeron on 06 Sep 15
     
    For schools to be innovative, they require large changes, not just tweaks around the margins.
Jill Bergeron

Simulations Can Change the Course of History . . . Classes | Edutopia - 0 views

www.edutopia.org/...-history-classes-matt-levinson

simulations game_based_learning edutopia

shared by Jill Bergeron on 27 May 14 - No Cached
  • With each unit of study, I made sure to incorporate an active simulation, ranging from mock press conferences and trials to murder mysteries and dinner parties, from spy dilemmas to mock Survivor games.
  • When a student adopted that character's thinking and point of view in one of the simulations, passion and purpose soared.
  • Even the quietest, most introverted student, given the opportunity to play a personality from history, can step up and into the opportunity to speak from that person's perspective
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  • Set up the environment so that students will be speaking and debating with each other in the roles of their historical characters and around a framing problem or issue
  • Bring in a variety of sources for students to analyze and research.
  • Social media is a wonderful connector for these kinds of simulations, with students setting up Edmodo, Schoology, or Facebook pages for their characters in a simulation, figuring out friend groups, posting photos, and speaking from their character's point of view.
Jill Bergeron

Tips for Parent-Teacher Conferencing | Edutopia - 0 views

www.edutopia.org/...-conference-tips-elena-aguilar

conferences parent-teacher

shared by Jill Bergeron on 21 Oct 14 - No Cached
  • Whatever support you ask from a parent needs to be something that is within her sphere of influence.
  • Always convey a growth mindset. All behaviors can change given the right conditions. If you want to see changes and have concerns about a student, be prepared to offer specific, actionable solutions
  • If this is the first time you're sitting down with parents, it's a great opportunity to hear their perspective on their child's school experience so far, on what their child likes to do outside of school, on the questions and concerns they have about their child, and so on.
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  • Don't underestimate the power of the positive, and lead with it.
  • Be specific in the positive data you share -- tell an anecdote or show a piece of work.
Jill Bergeron

Parenting With Dignity - Reasons why punishment doesn't work - 0 views

www.parentingwithdignity.com/...s_punishment_does_not_work.htm

parenting punishment consequences

shared by Jill Bergeron on 26 Mar 15 - No Cached
  • Punishment will be considered to be any artificially created consequence for a given behavior.
  • Any time that one attempts to change a child's behavior the child will resist.
  • Add punishment and you will insure more resistance to change.)
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  • When a parent resorts to punishment both the parent and the child begin to pay attention to the punishment
  • the child is not engaged in creating a new thought process that will bring about better decisions and outcomes next time.
  • A child sent to his/her room will seldom or never think about how to behave properly but rather will think about how unfair his/her parents are or some equally negative idea.
  • It becomes a game of not getting caught.
  • Punishment traps the "punisher" into maintaining the punishment schedule. "You made the rules, now you must enforce them."
  • Punishment does not teach accountability.
  • As parents we need to point out the negative consequences inherent in their negative behavior, we do not need to create new ones.
  • We can serve as a big help to our children if we help them foresee potential problems and the natural consequences of some of their possible decisions.
  • The error comes when we think that the punishment has taught the child what to do in the next situation.
  • It has taught the kid NOT to do something… but it has not taught them what to do! That is our job as parents… teach them what to do and how to decide to do it!
  • Jill Bergeron on 26 Mar 15
     
    Another take on parenting and punishment
Jill Bergeron

+Acumen - 0 views

plusacumen.org/about

designthinking design thinking PD professional development blended learning

shared by Jill Bergeron on 29 Jan 16 - No Cached
  • Jill Bergeron on 29 Jan 16
     
    The free courses offered by +Acumen help adults learn how to make social change happen.
Jill Bergeron

10 Strategies To Make Learning Feel More Like A Game - - 0 views

www.teachthought.com/...30225

gamification teaching learning

shared by Jill Bergeron on 30 Nov 15 - No Cached
  • Jill Bergeron on 30 Nov 15
     
    Tips for how to gamify your classroom with small tweaks rather than big changes.
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