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Gayle Cole

A Letter To Parents Of Digital Age Children - 0 views

www.teachthought.com/...arents-of-digital-age-children

parents parenting digital age edutopia technology parent workshops

shared by Gayle Cole on 12 Feb 13 - No Cached
  • Providing a rich and engaging environment for your children
  • Years later, I found out that they were visiting a questionable chat room where a stranger was vaguely threatening them.
  • seventeen-year-old son of a Pakistani immigrant had connected with a like-minded geek with whom he had begun sharing ideas for creating apps — and soon a business was launched.  His mystified father shook his head as he told this story. “I don’t know how he did that,” he said.
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  • we need to be active, trusting, and respectful participants in the digital lives of young people.
  • Our young people are still learning their way around the digital landscape largely on their own — when what we need to do is confidently take them by the hand, show them how to look both ways, and cross the street with them — at least at first. That means staying up-to-date about digital safety, the rules of the road, and what’s going on in the neighborhood. Finally, we need to foster the kinds of personal relationships that encourage our kids to talk about where they are going and what they discover along the way (their successes as well as their mistakes) once we let them travel on their own.
  • y, “Digital Generation: Parents,” is a good place to start.
  • read Clay Shirky’s Cognitive Surplus (on social media
  • Jane McGonigal’s Reality Is Broken (on video games). If you want to try to keep up with the moving target of day-to-day digital parenting, I recommend Marti Weston’s information-packed, down-to-earth blog, Media! Tech! Parenting!
  • inspired by Adora Svitak,
  • Equally inspiring is nine-year-old Martha Payne, whose blog NeverSeconds, about the lunches served at her school in Scotland, sparked a national controversy about school nutrition that attracted the attention of celebrity chef Jamie Oliver
  • Some people call it a digital footprint, others a digital tattoo. As a parent, you are no doubt concerned about the possible missteps your children may take
  • the digital “brand” that will follow them for life.
  • although your children are already comfortable interacting online, they don’t yet necessarily know how to translate their skills into products that show them at their best
  • create “a portfolio of work that is both public and interactive, that reflects the potential of the online world and that serves as a solid foundation for a lifetime of participation online.”
  • Those of us in education need parents like you to be involved as active and open learners about the digital world, learners who can engage with us, their children and their children’s teachers, in much-needed conversations about digital matters.
Jill Bergeron

Beyond Parent-Teacher Conferences - 1 views

www.teachingchannel.org/...ond-parent-teacher-conferences

parent-teacher conferences

shared by Jill Bergeron on 05 Oct 16 - No Cached
  • 1. Value Parent Voice During the Conference: Start conferences by having parents share their impressions of how school is going for their child. Ask them to share what is working well for their child, what they see their child struggling with, and whether they have any specific questions they’d like answered during the conference. To save time, you can have parents answer these questions in writing before the conference. Showing parents that you value their expertise sets the stage for true collaboration. Hearing parents talk about their observations and concerns allows you an opportunity to assess the most productive direction for the conference. Beyond: Draw upon parents’ expertise throughout the year. If you’re struggling with a student, talk to his parents and don’t be afraid to ask for advice by asking questions such as, “Does this ever happen at home? What helps the situation?” True collaboration means learning from each other; building relationships with parents can help students receive better support at home and school. 2. Set Goals During the Conference: After having parents share their impressions of how school is going for their student, I shared my observations, student work, and assessment data. After looking at the information gathered from both home and school, I found success using this sheet to assess students’ progress and set goals. Sometimes I didn’t have enough time to fill in the sheet as I talked with families, so I jotted down quick notes during the conference and added more details later. Sharing the written record of the conference with parents helped to summarize our discussion and held us accountable for following through with action steps. Beyond: Revisit the action steps that were mutually agreed upon at the conference. Before winter break, consider sending home a copy of the action steps and having students work with their families to self-assess their progress towards their goals.
Jill Bergeron

How To Make The Most Of Your 10 Minutes With The Teacher : NPR Ed : NPR - 0 views

www.npr.org/...ur-10-minutes-with-the-teacher

parenting parent CATIE parent-teacher conferences

shared by Jill Bergeron on 03 Nov 15 - No Cached
  • Spin the conversation forward and ask what you can do to help.Parent-teacher conferences are no longer a once-a-year check-in; they can provide useful insight for immediate and clear next steps."Conferences are now a progress report timed so parents can actually do something about what they learn from teachers,"
  • If teachers bring up areas for improvement, don't get defensive, says Holmes, the elementary school assistant principal.
  • Don't be shy to ask your child's teacher to explain what a certain educational word means.
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  • By talking to your child in advance, you can ask more specific questions about grades or behaviors, says Graden.
  • Ask about what's happening in the classroom — both academically and socially.
  • Most experts suggest telling the teacher about your child. Describe what they're like at home, what interests and excites them, and explain any issues at home that may be affecting your child at school.
  • "It's important for everyone to understand what the goal is at the end of the year," says Graden, the school superintendent. "That way you all have a stake in that success."
  • "Go in looking for an opportunity to get involved with supporting your child,"
  • The Harvard Family Research Project's Tip Sheet for Parents suggests reviewing your child's work, grades and past teacher feedback. Ask your child about his experience at school and make a list of questions ahead of time to ask during the conference.
  • Jill Bergeron on 03 Nov 15
     
    What parents should do to prep for parent-teacher conferences.
Jill Bergeron

The Marshall Memo Admin - Issues - 0 views

www.marshallmemo.com/issue.php

empathy management leadership gratitude generosity evaluation check-in collaboration parent-teacher conferences PLC English poetry math election 2016

shared by Jill Bergeron on 20 Sep 16 - No Cached
  • “While people usually gain power through traits and actions that advance the interests of others, such as empathy, collaboration, openness, fairness, and sharing, when they start to feel powerful or enjoy a position of privilege, those qualities begin to fade.”
  • Behaviors like these undermine leaders’ effectiveness by depressing the performance of those around them, and are ultimately self-defeating.
  • power puts us in something like a manic state, making us feel expansive, energized, omnipotent, hungry for rewards, and immune to risk – which opens us up to rash, rude, and unethical actions.” But it turns out that simply being aware of those feelings – “Hey, I’m feeling as if I should rule the world right now” – and monitoring impulses to behave inappropriately helps keep those behaviors in check.
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  • When Keltner works with up-and-coming executives, he counsels them to remember and repeat the virtuous behaviors that helped them rise in the first place and develop three essential practices: empathy, gratitude, and generosity.
  • To practice empathy: -   Ask a question or two in every interaction, showing genuine interest in the subject. -   Paraphrase important points made by others. -   Listen with gusto, orienting your body and eyes toward the person speaking and verbally showing interest and engagement. -   When someone comes to you with a problem, don’t jump right to judgment and advice but say something like, “That’s really tough” or “I’m sorry.” -   Before a meeting, take a moment to think about the person you’ll be with and what’s happening in his or her life.
  • The alternative mindset is that people can grow professionally and managers can change the way people perform through effective coaching, management, and intrinsic rewards like personal development and making a difference.
  • “From Silicon Valley to New York, and in offices across the world, firms are replacing annual reviews with frequent, informal check-ins between managers and employees.”
  • One observer called the traditional performance evaluation a “rite of corporate kabuki” that restricted creativity, generated mountains of paperwork, and served no real purpose. It was also an incentive to put off bad news until the end of the year, at which point both manager and employee may have forgotten what the problem was.
  • There’s one more reason: once-a-year reviews focus on past performance rather than encouraging current work and grooming talent for the future.
  • To practice gratitude: -   Make thoughtful thank-yous a part of how you communicate with others. -   Send colleagues specific and timely e-mails or notes of appreciation for a job well done. -   Publicly acknowledge the value that each person contributes to the team, including support staff. -   Use the right kind of touch – pats on the back, fist bumps, high-fives – to celebrate success. • To practice generosity: -   Seek opportunities to spend a little one-on-one time with people you lead. -   Delegate some important and high-profile responsibilities. -   Give praise generously. -   Share the limelight – give credit to all who contribute to the success of your team and your organization.
  • employees, especially recent college graduates, learn faster from frequent, detailed feedback from mentors and superiors. Second, companies realized they needed to be agile to survive and thrive in the competitive, ever-changing marketplace and real-time performance monitoring and feedback led to more rapid adaptations. And third, managers saw that teamwork was key to innovation and productivity and moving from forced annual ranking to frequent individual accountability was more conducive to teamwork and better results.
  • Studies of the workplace show that the time employees spend helping others is as important to their evaluations and chances of promotion as how they do their jobs. And Grant’s own research on “givers” (who enjoy helping others) and “takers” (who are focused on coming out ahead) shows that givers consistently achieve better results.
  • on the most difficult part of his exams – the multiple choice section – if a student was unsure of an question, he or she wrote down the name of another student who might know the answer – like asking for a lifeline on “Who Wants to Be a Millionaire.” If the classmate had it right, they both earned points; one person’s success also benefited a classmate. Grant reports that this made a big difference – more students joined study groups, the groups pooled their knowledge, and the class’s average score went up 2 percentage points compared to the previous year. Why? Because one of the best ways to learn something is to teach it to someone else, and that’s what was going on in the groups.
  • There was something else going on in the lifeline idea: transactive memory, or knowing who knows best and taking advantage of their knowledge. It’s easier to get help if you know where to look.
  • In this Chronicle of Higher Education article, Ellen Boucher (Amherst College) says the “pressure of perfection” is causing lots of stress for students in their teens and twenties, contributing to the rising suicide rate in this age bracket.
  • The burden of multiple obligations can seem insurmountable.”
  • Sociologists have shown that students from less-privileged backgrounds often have trouble understanding the unwritten rules of college life – the so-called hidden curriculum… [A]sking a professor for an extension doesn’t always come naturally. It might not even occur to them as an option.”
  • all students can elect to take a two-day grace period on any paper, with no questions asked.
  • “Since changing my policy, I’ve seen higher-quality work, less anxiety, and fewer cases of burnout.
  • Rebrand. A more inviting name for these perennial meetings is “progress conferences.” This is more positive and doesn’t seem to exclude foster parents and guardians.
  • Finesse the childcare issue. “To pay a babysitter to watch your three younger siblings so a parent can attend a conference is not going to happen,” says Ohio high-school teacher Allison Ricket. She invites parents to bring along other children and provides crayons and paper in an area at the back of her classroom where they can entertain themselves during conferences.
  • Accommodate. Some parents need an interpreter (children shouldn’t be asked to translate) and support with disabilities.
  • Change the dynamic. It makes a difference if a teacher sits side by side with family members and doesn’t hold a clipboard or pad of paper; open hands suggest an open mind.
  • Involve students. Progress conferences are much more helpful when students are at the table reporting on their progress, challenges, and goals. Advisory group meetings focus on preparing students to lead parent conferences and lobby their parents to attend.
  • • Listen. “Parents usually come in having an idea of what they want to talk about, so I like to be open and ready for whatever they need,” says Ricket. Although she has students’ grades and portfolios on hand, she lets parents go first and is careful to empathize with any concerns they have.
  • “mathematics is better taught when everyone shares in consistent language, symbols and notation, models and schema, and rules that support developing learners. The idea behind this comprehensive agreement is not unlike a schoolwide behavior management policy – whereby children hear the same phrases, share identical expectations, and experience practices that are common and consistent year after year across classrooms and throughout the school.”
  • Language – Moving from less conceptual language – borrowing, carrying, reducing fractions, the “Ring around the Rosie” property – to more mathematically appropriate language – regrouping, simplifying fractions to the lowest terms.
  • Symbols and notation – For example, writing fractions with a slanted bar 3/8 may confuse students who think the bar is the numeral 1 and think it’s 318.
  • Models and schema
  • Number lines or graphics should be consistent through the grades, for example, a graphic showing two parts next to one whole.
  • Rules
  • “This unified approach is particularly helpful for students who struggle,” conclude Karp, Bush, and Dougherty, “as it provides a recognizable component to new content. Additionally, all learners in a school can make connections among ideas in a unified and collaborative culture that promotes stronger learning in mathematics.”
  • Jill Bergeron on 20 Sep 16
     
    "Online Resources for Teaching About the Presidential Campaign             In this article in Education Week, Madeline Will shares five free classroom resources for teaching and discussing this year's election: -   Letters to the Next President 2.0 www.letters2president.org - Students' letters to the 45th president will be published by PBS member station KQED and the National Writing Project. -   Teaching Tolerance Election 2016 Resources www.tolerance.org/election2016 - These include a civility contract, civic activities, and PD webinars. -   iCivics www.icivics.org/election_resources_2016 - Materials on the basics of democracy, with an interactive digital game in which students manage their own presidential campaign. -   C-Span Classroom www.c-spanclassroom.org/campaign-2016.aspx - Primary sources with historical and contemporary video clips and related discussion questions, handouts, and activity ideas. -   Join the Debates www.jointhedebates.org - Curriculum materials for collaborative discussions on issues in the campaign and debates.   "Educators Grapple with Election 2016" by Madeline Will in Education Week, September 14, 2016 (Vol. 36, #4, p. 1, 12-13), www.edweek.org "
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

Don't Blame Social Media if Your Teen Is Unsocial. It's Your Fault | Wired Opinion | Wi... - 0 views

www.wired.com/...ap_thompson-2

parenting CATIE parent CATIE social media SEL

shared by Jill Bergeron on 02 Jan 14 - No Cached
  • Lots of work offers the opposite conclusion, such as Pew surveys finding that kids who text the most also socialize the most in person.
  • If kids can’t socialize, who should parents blame? Simple: They should blame themselves. This is the argument advanced in It’s Complicated: The Social Lives of Networked Teens, by Microsoft researcher Danah Boyd.
  • a metronomic diet of horrifying but rare child-abduction stories, and parents shortened the leash on their kids
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  • increased competition to get into college meant well-off parents began heavily scheduling their kids’ after-school lives.
  • Jill Bergeron on 02 Jan 14
     
    Another perspective on teens and social media. Blames parents, tight schedules and kidnapping as reasons for why kids don't hang out in public spaces and instead turn to social media.
Jill Bergeron

5 App and Mobile Use Guides for Parents | Edutopia - 0 views

www.edutopia.org/...esources-using-apps-matt-davis

parents apps parenting parent CATIE common sense

shared by Jill Bergeron on 26 Jan 15 - No Cached
  • 75 percent of children 8 years old or younger had access to a "smart" mobile device at home
  • For teens, mobile use is near ubiquitous; almost 80 percent own a cell phone and three-quarters use mobile devices to access the internet, according to findings from a 2013 Pew Research survey.
  • Jill Bergeron on 26 Jan 15
     
    Resources for parenting with technology.
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

Principal: What happened when my school ended useless homework - The Washington Post - 1 views

www.washingtonpost.com/...-school-ended-useless-homework

homework learning differentiation elementary lower school

shared by Jill Bergeron on 21 Mar 16 - No Cached
  • a famous meta-analysis of previous research on the subject, published in 2006 by researcher Harris Cooper and colleagues, which found that homework in elementary school does not contribute to academic achievement.
  • One parent pointed out that some of the content of the homework is beyond the child’s knowledge so parents are almost “required” to teach it at home.
  • I read a number of articles about how we have to get better at homework, the argument being  that homework is a problem for children and families because it is tedious and doesn’t ask children to think critically and creatively. 
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  • Newly learned skills: Kohn argues that it is rare that all students need the same practice at the end of a lesson.  For some, additional practice may  be confusing, while for others, it may  be unnecessary. What the research says: Kohn scoured the research to find that there is no evidence that homework in elementary school leads to an increase in student achievement.
  • Time management and organizational skills: Kohn points out that rather than teaching time management to students, homework actually requires parents to do more to organize children’s time.
  • As a former teacher, I had always felt that homework was a critical part of children learning organizational skills and responsibility and a way to practice newly developed skills.  Moreover, the idea of getting rid of homework seemed a bit too unconventional. But when I finally did pick up “The Homework Myth,” I couldn’t put it down. One by one, my reasons for considering homework an essential part of the elementary school experience were dismantled.
  • In kindergarten, students dictate stories to their families on a regular basis, but with no official due dates.  Parents were encouraged to read to their children, but there were no set expectations for how much or how often. Starting in first grade, students were expected to read nightly and this included families reading to children. Most grade-level teams opted out of reading logs or other accountability structures, noting that these often devolved into a meaningless checklists lacking accountability altogether. Third graders were asked to write nightly. Students determine the content and form of their writing, which is not graded.  Third graders are also expected to practice their math facts based on both grade level expectations and personal levels of mastery.
  • Teachers give parents information about other elements also taught in class so they can be supportive of the related homework.  When a teacher asks students to read for 30 minutes, some students may read 10 pages, and others may read 30.  Parents can help children find a regular time to do that homework because the time needed is consistent. 
  • Our school may be giving less homework but we have more students engaged in more meaningful learning activities at home than ever before.
  • Jill Bergeron on 21 Mar 16
     
    This principal details the approach her elementary school took to reducing homework and making it more meaningful.
Scott Nancarrow

Bullying in Schools Plagues Neurodivergent Students: ADDitude Survey - 0 views

www.additudemag.com/neurodivergent-students-report

bullying

shared by Scott Nancarrow on 02 Nov 22 - No Cached
  • Advertisement ADHD Parenting Friendships & Activities Friends at School Bullying Is the Norm. So Is an Inadequate Response. Bullying plagues a majority of neurodivergent students at school, on social media, and/or on the bus. When asked about the school’s response to incidents of bullying, 72% of ADDitude readers surveyed said they were dissatisfied and only 12% said the bullies faced any punishment. By ADDitude Editors Verified Updated on October 28, 2022 Email Save Save
  • Bullying Prevention Strategies
  • For Educators and School Staff
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  • e
  • vigilant.
  • B
  • Respond quickly and consistently to bullying. Always try to stop bullying on the spot, as it can stop bullying behavior over time. Do not ignore the situation and assume that the issue will resolve on its own. Avoid forcing the bully and victim to “work it out” on the spot. Get medical attention or police help if warranted.
  • Incorporate bullying prevention activities in lessons. Get creative. Students can learn how to respond to bullying, how to report it (including cyberbullying) to teachers and staff, and the role they play in fostering a culture of safety, inclusion, and respect at school.
  • Conduct school-wide bullying assessments and evaluation prevention efforts. Refine plans as necessary.
  • Bullying generally happens in areas where supervision is limited – playgrounds, crowded hallways, lunchrooms, school buses, etc. Monitor these hot spots.
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

BTSN boys new ideas instructional coaching dress code mediation difficult conversations grit character

shared by Jill Bergeron on 06 Sep 16 - No Cached
  • 1. True grit 2. Successfully educating boys: what works 3. Teacher-student mediation in action 4. How to work with an opinionated colleague (who is wrong) 5. Should schools continue to teach cursive handwriting? 6. Do students’ appearance and grooming affect achievement? 7. Key elements of an effective open house 8. I wish my teacher knew…
  • A lot of what we take to be toughness of the past was really just callousness.
  • There was a greater tendency in years gone by to wall off emotions, to put on a thick skin – for some men to be stone-like and uncommunicative and for some women to be brittle, brassy, and untouchable. And then many people turned to alcohol to help them feel anything at all.”
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  • A more helpful way to think of toughness is resilience, says Brooks. “The people we admire for being resilient are not hard; they are ardent. They have a fervent commitment to some cause, some ideal, or some relationship. That higher yearning enables them to withstand setbacks, pain, and betrayal.
  • strategies that build connections with boys.
  • “In every school I have visited, social competition and hierarchy, bullying and maltreatment, peer policing, and the marginalization of less-preferred types of boys characterize cultures that even wonderfully committed faculty and staff cannot control.”
  • These teachers report that, “contrary to the stereotypes of young men as diffident, disruptive, or dangerous, most boys care deeply about being successful and simply long for instructors… capable of connecting personally with them and believing in them, even when they may not believe in themselves and struggle with behavior, effort, or attention problems… Relationship is the very medium through which successful teaching and learning is performed with boys.”
  • If people today are less tough or resilient, Brooks concludes, it may be because they lack purpose. “If you really want people to be tough,” he says, “make them idealistic for some cause, make them tender for some other person, make them committed to some worldview that puts today’s temporary pain in the context of a larger hope
  • Acknowledge a common characteristic.
  • Maintain high standards.
  • Respond to a student’s personal interest or talent.
  • Share a common interest.
  • Accommodate a measure of opposition.
  • Change should be collective.
  • Be willing to reveal vulnerability.
  • “Mediation provides teacher and student with ways to listen and understand each other’s perspectives, restore goodwill, and develop positive plans to move forward,” she says. “The process boosts social, problem-solving and communication skills – all of which are important for students’ resourcefulness should problems arise in the future.”
  • the characteristics of an ideal academic team: -   There is frequent, easy communication. -   Assessment is an integral part of the culture. -   Changes are identified and readily implemented. -   New ideas are frequently discussed. -   Limitations in professional knowledge and skills are recognized and addressed. -   Professional development is seen as essential and it happens regularly. -   Improvement is continuous.
  • Don’t just tell them they’re wrong.
  • People with incorrect beliefs can become even more entrenched when presented with facts that contradict their beliefs. To change people, you have to reach their hearts, and you can do that only by building relationships.
  • Evidence alone won’t work.
  • Listen
  • If you want to effectively address forces that resist positive change, you need to genuinely listen first.”
  • Be indirect. Use suggestive rather than declarative language. Let your colleagues come to their own conclusion and, better yet, think it’s their own idea.
  • Have one-to-one conversations.
  • Identify your allies.
  • Demonstrate mastery of subject matter.
  • Identify the mission.
  • Choose your battles.
  • Focus on your personal goals.
  • Be patient, hopeful, and persistent.
  • If change happens, expect things to get worse before they get better.
  • “Research suggests that individuals are prone to automatically make assessments about the competence and social status of others based on features of their physical appearance. These features may include facial cues, ethnicity, clothes, and body language… [I]ndividuals are likely to base their impression of others on limited information and then fill in the rest accordingly.”
  • “Children described by teachers more negatively in terms of their appearance had worse academic adjustment… Students described by teachers as appearing poorly dressed, tired, sleepy, or hungry were rated by teachers as being less competent academically, less engaged, and as having a poorer relationship with these teachers.
  • “These results suggest that some students may be experiencing difficulties in school because they appear inadequately physically prepared for the classroom,”
  • As a staff, if we said, ‘Here’s our first chance to engage parents,’ then surely open houses… would be a much warmer, much more collaborative event and linked to learning.”
  • Consider having a general orientation for parents before the beginning of school – more of a mini-fair, with fun activities and a chance to get to know school staff. This is distinct from the open house in mid-September, which is more academically focused. -   Encourage teachers to make a positive phone call to each family early in the year so that calls on behavior problems are not the first time parents hear from the school.
  •   Give parents and guardians name tags and a chance to socialize with family members of other students.
  • Have students be leaders of the open house at the classroom level: students prepare a PowerPoint presentation on what they are learning and what the plan is going forward.
  • Include actual learning activities for parents.
  • The bottom line: family members should leave the open house excited about the school year, clear about three or four things their child will know by the end of the year, and feeling part of a team that will help students accomplish those key learnings.
  • Jill Bergeron on 06 Sep 16
     
    "In This Issue: 1. True grit 2. Successfully educating boys: what works 3. Teacher-student mediation in action 4. How to work with an opinionated colleague (who is wrong) 5. Should schools continue to teach cursive handwriting? 6. Do students' appearance and grooming affect achievement? 7. Key elements of an effective open house 8. I wish my teacher knew…"
Gayle Cole

Blogging About The Web 2.0 Connected Classroom: Using Technology In The Classroom? Keep... - 0 views

blog.web20classroom.org/...hnology-in-classroom-keep.html

twitter technology parents communication CATIE CATIE for Parents

shared by Gayle Cole on 08 Aug 13 - No Cached
  • Gayle Cole on 08 Aug 13
     
    Using Technology In The Classroom? Keep Parents In Mind http://t.co/Ahe6GF8KTN I liked this.
Jill Bergeron

Raising a Moral Child - NYTimes.com - 0 views

www.nytimes.com/...raising-a-moral-child.html

SEL nytimes morals ethics

shared by Jill Bergeron on 10 Jun 14 - No Cached
  • For example, research suggests that when parents praise effort rather than ability, children develop a stronger work ethic and become more motivated.
  • Surveys reveal that in the United States, parents from European, Asian, Hispanic and African ethnic groups all place far greater importance on caring than achievement
  • Genetic twin studies suggest that anywhere from a quarter to more than half of our propensity to be giving and caring is inherited
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  • By age 2, children experience some moral emotions — feelings triggered by right and wrong. To reinforce caring as the right behavior, research indicates, praise is more effective than rewards.
  • Rewards run the risk of leading children to be kind only when a carrot is offered, whereas praise communicates that sharing is intrinsically worthwhile for its own sake
  • The researchers randomly assigned the children to receive different types of praise. For some of the children, they praised the action: “It was good that you gave some of your marbles to those poor children. Yes, that was a nice and helpful thing to do.” For others, they praised the character behind the action: “I guess you’re the kind of person who likes to help others whenever you can. Yes, you are a very nice and helpful person.”
  • A couple of weeks later, when faced with more opportunities to give and share, the children were much more generous after their character had been praised than after their actions had been.
  • Praising their character helped them internalize it as part of their identities.
  • The children learned who they were from observing their own actions: I am a helpful person.
  • If we want our children to care about others, we need to teach them to feel guilt rather than shame when they misbehave.
  • When our actions become a reflection of our character, we lean more heavily toward the moral and generous choices.
  • Tying generosity to character appears to matter most around age 8, when children may be starting to crystallize notions of identity.
  • When children cause harm, they typically feel one of two moral emotions: shame or guilt. Despite the common belief that these emotions are interchangeable, research led by the psychologist June Price Tangney reveals that they have very different causes and consequences.
  • Shame makes children feel small and worthless, and they respond either by lashing out at the target or escaping the situation altogether.
  • guilt is a negative judgment about an action, which can be repaired by good behavior
  • When children feel guilt, they tend to experience remorse and regret, empathize with the person they have harmed, and aim to make it right.
  • The ashamed toddlers were avoiders; the guilty toddlers were amenders.
  • it was 22 to 29 percent more effective to encourage them to “be a helper.”
  • shame emerges when parents express anger, withdraw their love, or try to assert their power through threats of punishment: Children may begin to believe that they are bad people. Fearing this effect, some parents fail to exercise discipline at all, which can hinder the development of strong moral standards
  • The most effective response to bad behavior is to express disappointment.
  • parents raise caring children by expressing disappointment and explaining why the behavior was wrong, how it affected others, and how they can rectify the situation. This enables children to develop standards for judging their actions, feelings of empathy and responsibility for others, and a sense of moral identity, which are conducive to becoming a helpful person.
  • You’re a good person, even if you did a bad thing, and I know you can do better.”
  • Children learn generosity not by listening to what their role models say, but by observing what they do
  • If you don’t model generosity, preaching it may not help in the short run, and in the long run, preaching is less effective than giving while saying nothing at all
  • when it comes to producing moral children, we need to remember that action also shapes character.
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

Punitive Damages - 0 views

www.alfiekohn.org/...punishment.htm

parenting punishment consequences

shared by Jill Bergeron on 26 Mar 15 - No Cached
  • Punishment proved to be counterproductive regardless of whether the parents were using it to stop aggression, excessive dependence, bed-wetting, or something else.  The researchers consistently found that punishment was “ineffectual over the long term as a technique for eliminating the kind of behavior toward which it is directed.”
  • parents who “punish[ed] rule-breaking behavior in their children at home often had children who demonstrated higher levels of rule-breaking when away from home.”[3]
  • Hitting children clearly “teaches them a lesson” – and the lesson is that you can get your way with people who are weaker than you are by hurting them. 
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  • Announcing how we plan to punish children (“Remember:  if you do x, then I’ll do y to you”) may salve our conscience because we gave them fair warning, but all we’ve really done is threaten them.
  • This communicates a message of distrust (“I don’t think you’ll do the right thing without the fear of punishment”), leads kids to think of themselves as complying for extrinsic reasons, and emphasizes their powerlessness.
  • Sometimes parents are advised to use a time-out instead of spanking their kids -- as though these were the only two options available.  The reality, as we saw in an earlier chapter, is that both of these tactics are punitive.  They differ only with respect to whether children will be made to suffer by physical or emotional means. 
  • “When you stand by and let bad things happen, your child experiences the twin disappointments that something went wrong and you did not seem to care enough about her to lift a finger to help prevent the mishap.  The ‘natural consequences’ approach is really a form of punishment.”[7]
  • Jill Bergeron on 26 Mar 15
     
    This book excerpt puts an interesting spin on punishing children.
Jill Bergeron

3 Places Families Should Make Phone-Free | Common Sense Media - 0 views

www.commonsensemedia.org/...amilies-should-make-phone-free

parenting parent CATIE cell phones media

shared by Jill Bergeron on 15 Apr 16 - No Cached
  • Author Sherry Turkle says that even the presence of a phone on the table makes people feel less connected to each other.
  • . Kids are beginning to complain about the amount of time parents spend on their phones.
  • There's scientific proof that the blue light emitted from cell phones disrupts sleep.
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  • Phones in the car also interfere with those conversations you tend to have with your kids when you're driving them around.
Jill Bergeron

SXSWedu 2015 Featured Session: Raised by Siri: A Digital Parenting Course - YouTube - 0 views

www.youtube.com/watch

parenting gaming tech

shared by Jill Bergeron on 22 Jul 15 - No Cached
  • Jill Bergeron on 22 Jul 15
     
    Mr. Hooker takes a very grounded approach to explaining kids' tech use to parents.
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