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garth nichols

We're Teaching Grit the Wrong Way - The Chronicle of Higher Education - 1 views

  • Good self-control has also been shown to be a key component of grit — perseverance in the face of educational challenges. It’s no wonder, then, that colleges have placed great emphasis on teaching students better self-control.
  • But the strategies that educators are recommending to build that self-control — a reliance on willpower and executive function to suppress emotions and desires for immediate pleasures — are precisely the wrong ones. Besides having a poor long-term success rate in general, the effectiveness of willpower drops precipitously when people are feeling tired, anxious, or stressed. And, unfortunately, that is exactly how many of today’s students often find themselves.
  • Efforts to emphasize willpower and executive function to achieve self-control are largely ineffective in helping those students.
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  • ortunately, there is a solution. For millennia, what ensured long-term success was cooperation. Strong interpersonal relationships were necessary to thrive. But to be identified as a good partner, a person had to be trustworthy, generous, fair, and diligent. She had to be willing to sacrifice immediate self-interest in order to share with and invest in others. In short, she had to have good character.
  • When a person feels grateful, he’ll work harder and longer to pay others back as well as pay favors forwar
  • For example, in adaptations of the marshmallow test for college students — in which differing amounts of cash were used instead of sweets — we found that leading people to feel grateful doubled the value they placed on future gains, and thereby doubled their willingness to wait for larger amounts of money in the future rather than take smaller amounts of money in the moment. Feelings of pride and compassion work in a similar way.
  • The upshot is that by increasing the value the mind places on future rewards, these emotions enable people to cooperate more with their own future selves as well as with others.
  • It matters what path people use. As one example, grit combined with gratitude is a strong predictor of resilience with respect to lowered suicidal thoughts among college students. On its own, however, grit isn’t associated with this buffering effect.
garth nichols

What The Screen Time Experts Do With Their Own Kids | MindShift | KQED News - 2 views

  • They unplug at family dinner and before bed. They have a family movie night on Fridays, which is an example of the principle Radesky touts in her research, of “joint media engagement,” or simply sharing screen time.
  • But more than just limiting time, says Radesky, “I try to help my older son be aware of the way he reacts to video games or how to interpret information we find online.” For example, she tries to explain how he is being manipulated by games that ask him to make purchases while playing.
  • She sums up her findings from over a decade of research: “As kids and adults watch or use screens, with light shining in their eyes and close to their face, bedtime gets delayed. It takes longer to fall asleep, sleep quality is reduced and total sleep time is decreased.”
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  • No screens in the hour before bed, no screens in the bedroom and no screens as part of the bedtime routine.
  • “You don’t want to look at a screen before bed because it tells your brain to stay awake.”
  • His materials promote the formula 5- 2- 1- 0. That means five servings of fruits and vegetables a day, no more than two hours of screens, one hour of physical activity, and no sugary beverages
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    "They unplug at family dinner and before bed. They have a family movie night on Fridays, which is an example of the principle Radesky touts in her research, of "joint media engagement," or simply sharing screen time."
garth nichols

Building Staff Culture: The Importance of Gratitude - The Wejr Board - 1 views

  • Some days I saw all of this; most days, however, I was looking through “deficit-coloured glasses” and o
  • nly saw the fact that I was teaching more than ever (as we were short teachers-on-call to replace
  • could not get done at work nor in the evening as we had an amazing new little family member), I was en
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  • teachers that were absent), I was spending more time working at night (as I had to catch up on stuff I
  • fecting me) were causing more work and taking its toll on me.
  • gaging in very negative conversations, and external changes that were beyond my control (but
  • rf
  • s
  • This year, our district has made a commitment to improving adult wellness and our school had a team
  • nd and see so many positives at our school.
  • I
    • ave also challenged staff to show more gratitude not only to each other but also be more thankful for what we have at work and at home.

      • We continue to start every staff meeting with WWW (What Went Well) and encourage each other to share s
    • ed before like this.
    • We have started a “gratitude wall” in the staff room for staff to acknowledge the positives they see around the school (this is in the early stages).
    • Some staff have starte
    • A teacher used a gratitude exercise with her grade 4/5 students and surround their classroom door with things they are thankful for.
    • e with her grade 3 students and they then wrote personal thank you notes to classmates and staff.
garth nichols

Discomfort, Growth, and Innovation | Edutopia - 0 views

  • We’ve all heard the calls for innovation ringing through the education field. This age of exponential change leaves us no choice—we must change or our students will fall behind.
  • about 16 percent of any group actively pursue change
  • So how do we encourage the rest of our colleagues toward this cycle of innovation? It comes down to one simple thing: School leaders and coaches must foster a culture that celebrates the discomfort inevitably resulting from change. And that requires three key strategies.
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  • This is not a quick fix. It requires an investment of time, energy, and patience that may not be realized for years. But by creating a culture in which our teachers celebrate discomfort, we also enable them to encourage their students in the same way.
Ryan Archer

The Distracted Classroom - The Chronicle of Higher Education - 1 views

  • Distraction occurs, the authors argue, when we are pursuing a goal that really matters and something blocks our efforts to achieve it.
  • They argue that distraction actually arises from a conflict between two fundamental features of our brain: our ability to create and plan high-level goals versus our ability to control our minds and our environment as we take steps to complete those goals.
  • cognitive control abilities
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  • Our cognitive control is really quite limited: We have a restricted ability to distribute, divide, and sustain attention; actively hold detailed information in mind; and concurrently manage or even rapidly switch between competing goals."
  • while older adults can fully retain their ability to focus their attention, their capacity to block out irrelevant distractions diminishes with age.
  • That’s one reason why older adults may have more trouble concentrating on a conversation in a crowded restaurant than younger people.
  • What goal had I established for Kate’s learning that day? How had I created an environment that supported her ability to achieve that goal? And perhaps most important — assuming that the class had a learning goal that mattered for her — did she know about it?
  • The more powerful the goals we establish for ourselves, and the more we feel ownership over those goals, the more we are able to pursue them in the face of both internal and external distractions.
  • Most of us can shut out distractions when we are pursuing something that really matters to us.
  • Who creates them? How much do they matter? And how well do students understand them?
garth nichols

Problem or opportunity? Depends on how you look at things. - The Principal of Change - 5 views

  • You cannot simply swap out the word, “problem” with “opportunity”; your thinking has to shift that way.  For example, a subtle change in the question, “When am I going to have time to do this?”, to, “How would I work this into my day in a meaningful way?”, changes the way we frame what is in front of us.  One question is looking for ways things won’t work, and the other is trying to find a way.

  • A subtle change in language, can change how we move forward, and how we tackle the challenges  embrace the opportunities in front of us.
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    Hey everyone, let's make a change in our language, so that we can make a real change in our schools!
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    I love the power of making subtle changes in our language. I am going to take this quote and post it in my office- so good to remember going forward.
    I've been trying to encourage my students (and my own children) to change from saying "have to" to "get" to help them see the opportunity in their everyday actions. While not always successful, it can have a profound effect on the way they see things.
ebdaigle

Grammar | Khan Academy - 1 views

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    Please let open software take care of this vital component of language learning, so I can teach 21st century skills. Thank you internet! Thank you Khan! Thank you @jmedved
ebdaigle

Has Your School Reached an Edtech Plateau? Here's the Key to Moving the Needle (EdSurge... - 1 views

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    Fantastic hyperlinks to classroom technology: Whether your role is as an administrator, teacher, parent, or student leader, if you're reading this, you are probably interested in helping other school community stakeholders understand the power of technology in a teaching and learning environment.
mrdanbailey61

Makerspaces in Libraries: Play, Discovery, and Collegiality | Whyte | The iJournal: Gra... - 1 views

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    This article is from the journal of U of T's School of Information Science. Based on research in public libraries, it speaks about the importance of promoting play, discovery, and collegiality in makerspaces. It offers some encouragement re: letting students mess around, after at least a little guidance!
mrdanbailey61

Educational Leadership:Relationships First:Fox Taming and Teaching - 1 views

  • Little Prince asks the fox to play with him—to enter his world. "I cannot play with you," says the fox. "I am not tamed."
  • The curious traveler asks what it means to be tamed.
  • "You become responsible, forever, for what you have tamed."
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  • that's the essence of "real" teaching—the transformative kind that sends a young person forward on a journey they understand to be their own
  • It's about a teacher intending to see beauty—what is invisible to the eye—in the child who passes by.
  • It's about knowing that establishing ties must start the learning journey
  • John Hattie (2009) points to positive teacher-student relationships as one of the most potent catalysts for student achievement.
  • ne of the great satisfactions of teaching is that those of us who teach are the primary beneficiaries of the process. We are re-made each year
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    This article was referred to me by my colleague Nicole Davies as I was writing and thinking about making contact with students in more meaningful ways in the classroom. A neat metaphor...
garth nichols

6 Illustrations That Show What It's Like in an Introvert's Head - 5 views

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    Love these illustrations as a way to visualize what a quiet student is doing on the inside!
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    Very interesting article - the illustrations gave me a lot to think about. Knowing a bit of this now, it will be interesting to think about how to manage collaborative work, from grouping to helping students to find the right pacing so that everyone has time to figure out what they need to say and do. In short, getting the tortoise and the hare to the start line at roughly the same time?
lesmcbeth

MLTS Sparks - 3 views

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    A series of videos about the future of education...great food for thought, sparks for discussion, etc.
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    These look great - thank you. I partciularly like the idea of group testing near the end of in A Test of Value.
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