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Roland Gesthuizen

Public speaking in primary school - 34 views

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    "confidence in public speaking is a valuable tool for children to have. "A clear confident speaking voice is an essential life skill that fosters self-esteem and personal confidence,"" "Children need lots of opportunities to prepare and present speeches as well as to listen to and watch others speak."
Margaret FalerSweany

4 Tips to Build Student Confidence | Edutopia - 47 views

  • How can we help students feel in control, confident and willing to approach learning new material? How can we help them feel poised for success on assessments and confident with new material?
  • Say It Out Loud
  • Brain Dump
  • ...2 more annotations...
  • Not All in a Straight Line
  • Be Visual or Musical
anonymous

Taylor & Francis Online :: Supervision and scholarly writing: writing to learn-learning... - 0 views

  • students’ difficulties with the academic genre should be considered to be the norm, rather than the exception.
    • anonymous
       
      Step away from problematising writing and toward it being normal to seek help
  • mechanical errors r
  • errors in the microstructure of writing
  • ...77 more annotations...
  • inconsistencies in writin
  • macrostructure of writing
  • quality and clarity of purpose
  • substantive general writing errors
  • publication, authorship, training and fairness
  • plagiarism
  • formal writing courses and reading lists, writing activities, and peer writing groups
  • Ideally, the supervisor provides a writing role mode
  • fallacious to assume that supervisors are necessarily scholarly writers
    • anonymous
       
      relying on spvrs to be writing mentors does not always work, may have own issues with writing/lack of confidence
  • apprenticeship model can be ineffective
  • a passive role in improving their writing
  • tudents and supervisors need to master a range of writing task
  • benefit of naming what will be attended to and framing its context accrues through the process of planning, action and reflection
  • implicit contractual relationship between my students and me
  • supervisor
  • provide feedback
  • conceptu
  • methodological
  • I conceived postgraduate students’ writing as similar to that of an academic co‐author.
    • anonymous
       
      assumed they were more developed as writers than they actually were
  • initially corrected all errors
  • ttle emphasis to these errors in subsequent interactions
  • explored whether these were careless errors or whether the students had difficulty with particular aspects of writin
  • students assumed some responsibility for proofreading
  • cholarly writing in a thesis involves much more than a set of discrete writing tasks
  • heightened awareness of individual differences in students as writers
  • dependent writer
  • ‘writer’s block’ that could be overcome by breaking writing down into subtasks
  • copious notes
  • detailed note‐taking limited her interaction
  • brief summary of the key points on my written response to her drafts
  • action plan
  • writing block initially posed a major ethical dilemma for me because the ethical guidelines of authorship restrict the writing that should be undertaken by a superviso
  • not writing per se that underpinned Denise’s writing block but a lack of knowledge about the content and organization of a particular writing task.
    • anonymous
       
      Writers block can come from lack of knowledge/confidence in the writing process, rather than lack of subject knowledge
  • confident writer
  • published during his doctoral studies
  • nadvertently engaged in unethical writing behaviour by including me as a co‐author without my permission
  • difficulties with all aspects of the macrostructur
  • epeat sections of writing from earlier chapters
  • replace repeated text with concise summaries or use cross‐referencing
  • tendency to rush through corrections, which often resulted in many issues identified on a previous draft remaining unresolved
  • writing was often submitted and returned electronically using the ‘comments’ and ‘track changes’ tools in Microsoft Word.
    • anonymous
       
      use of technology to produce tracked drafts/version control
  • resistant writer
  • acknowledged herself to be a poor write
  • writing supp
  • oral and written feedback
  • email guidance, sessions where writing was modeled and her writing scaffolded, and handouts on writing style.
  • specialist assistance
  • r lack of commitment to improving the quality of subsequent drafts
  • argumentative stance towards writing feedback
  • my colleague and I decided that we were no longer prepared to supervise Rita.
  • imited writing progress
  • , Rita had failed to adequately demonstrate her writing capability as a doctoral candidat
  • sporadic writer
  • repeatedly failed to meet negotiated deadlines
  • supervisor, it was difficult to maintain interest in and respond to Sherry’s work because of the time lag between each piece of writing
  • enlisted an experienced supervisor to act as my mentor
  • forewarned
  • Sherry’s approach to writing was likely to result in a lengthy completion time and she needed to accept the responsibility for managing her writing tasks.
  • emotional excitement of writing up a thesis and the ensuing motivation
  • lacked
  • This trail of documentation
  • importance of
  • highlighted student‐centred writing issues
  • dentified broader issues that also needed to be accommodated in supervision
  • confidence in writing does not necessarily equate with capability.
  • uture directions
  • upport students
  • ncouraging them to participate in activities designed to support scholarly writing,
  • community of support for each othe
    • anonymous
       
      rationale for peer support groups
  • Technology
  • virtual community of student writers
  • Ethical writing
  • cant attention in postgraduate training to ethical practices in writing
  • explore the ethical standards that are in operation in our local academic community.
  • underpinned by a performance‐orientation
  • ssues of concern related to students’ scholarly writing were identified.
  • eper understanding of the breadth of issues related to the supervision of postgraduate writing
Sharin Tebo

5 Reasons Why Reading Conferences Matter - Especially in High School English | Three Te... - 57 views

  • Reading Conferences
  • Every child needs one-on-one conversations with an adult as often as possible.
  • One way to show our adolescent students that we care is to talk with them. And face-to-face conversations about books and reading is a pretty safe way to do so, not to mention that we model authentic conversations about reading when we do.
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  • The more we grow in empathy, the better relationship we’ll have with our friends, our families and all other people we associate with — at least the idealist in me will cling to that hope as I continue to talk to students about books and reading.
  • circles about engagement.
  • Try questions like: How’s it going? (Thanks, Carl Anderson) Why did you choose this book? Do you know anyone else who has read this book? What’d she think? How’d you find the time to read this week? What’s standing in the way of your reading time?
  • Try questions like: What character reminds you of yourself or someone you know? What part of the story is the most similar/different to your life? Why do you think the author makes that happen in the book? What does he want us to learn about life? How does this story/character/conflict/event make you think about life differently?
  • when I take the time to talk to each student individually, and reinforce the skill in a quick chat, the application of that skill some how seeps into their brains much deeper.
  • Try questions like: Tell me about _____ that we learned in class today. How does that relate to your book/character? Remember when we learned _____, tell me how/where you see that in your book. Think about when we practiced ___, where does the author do that in your book? You’ve improved with ___, how could you use that skill for _______?
  • We must provide opportunities for our students to grow into confident and competent readers and writers in order to handle the rigor and complexity of post high school education and beyond. We must remember to focus on literacy not on the literature
  • We must validate our readers, ask questions that spark confidence, avoid questions that demean or make the student defensive, and at the same time challenge our readers into more complex texts.
  • Try questions like: On a scale of 1 to 10 how complex is this book for you? Why? What do you do when the reading gets difficult? Of all the books you’ve read this year, which was the most challenging? Why? How’s it going finding vocabulary for your personal dictionary? Tell me how you are keeping track of the parallel storyline?
  • I ask students about their confidence levels in our little chats, and they tell me they know they have grown as a readers. This is the best kind of reward.
  • Try questions like: How has your confidence grown as you’ve read this year? What do you think is the one thing we’ve done in class that’s helped you improve so much as a reader? How will the habits you’ve created in class help you in the reading you’ll have to do in college? Why do you think you’ve grown so much as a reader the past few weeks? What’s different for you now in the way you learn than how you learned before? Describe for me the characteristics you have that make you a reader.
  • What kinds of questions work for you in your reading conferences?
Martin Burrett

Intellectual curiosity and confidence help children take on maths and reading - 2 views

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    "Children's personalities may influence how they perform in maths and reading, according to a study by psychology researchers at The University of Texas at Austin. Proficiency in reading and maths is associated with a complex system of skills, some of which derive from personality traits. In a study published in the Journal of Personality and Social Psychology, researchers found that characteristics related to openness, such as intellectual curiosity and confidence, made children more adept to take on maths and reading than characteristics describing conscientiousness, such as diligence and perseverance."
meghankelly492

Precompetitive appraisal, performance anxiety and confidence in conservatorium musician... - 0 views

  • Primary and secondary appraisals formed theoretically consistent and reliable evaluations of threat and challenge. Secondary appraisals were significantly lower for students who viewed the performance as a threat. Students who viewed the performance as a challenge reported significantly less cognitive anxiety and higher self-confidence. Findings indicate that the PAM is a brief and reliable measure of cognitive appraisals that trigger precompetitive emotions of anxiety and confidence which can be used to identify those performers who could benefit from pre-performance intervention strategies to manage performance stress.
  • Music performance anxiety (MPA) can be controlled when musicians cognitively restructure their own thoughts and feelings about their performance by anticipating symptoms of anxiety and turning them to constructive use
  • The cognitive interpretation, or appraisal, of an initial emotional response, such as fear, exerts a proximal influence on performance
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  • and substantially determines if performers will suffer emotion-related detriments or profit from emotion-related benefits
  • Emotions that are too weak or intense and feel unpleasant lead to lower motivation, distracted attention, and reduced performance.
  • On the other hand, appropriately intense emotions which feel pleasant and are expected to help future performance are more likely to lead to increased effort, better decision making, and hence enhanced performance
  • Mann-Whitney U tests of mean ranks showed that compared to students who viewed performance as a threat (MThreat = 7.00, SDThreat = 0.99), students who viewed performance as a challenge (MChallenge = 5.02, SDChallenge = 1.91); reported significantly less cognitive anxiety at pre-recital (U = 21.00, z = -2.167, p = .028) and significantly higher self-confidence both at the start of semester, (MThreat = 4.79, SDThreat = 0.90; MChallenge = 6.42, SDChallenge = 1.08; U = 29.50, z = -3.555, p < .001) and pre-recital (MThreat = 4.45, SDThreat = 0.72; MChallenge = 6.55, SDChallenge = 0.98; U = 2.50, z = -3.104, p < .001, Figure 2).
Dallas McPheeters

Teaching with Confidence: Advice for New Faculty - 31 views

  • Teaching with Confidence: Advice for New Faculty
    • Dallas McPheeters
       
      Classic, basic, and simple to apply this answer to what every new teacher wants to know.
Matt Renwick

Reading with Discernment - School in the Cloud - 35 views

  • It’s quite remarkable what children will achieve when adults have confidence in them.
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    "It's quite remarkable what children will achieve when adults have confidence in them."
Cath Horan

RBA: Speech-The Economic Outlook - 8 views

  • world economy has continued its expansion
  • 2014 economic global growth is thought likely by major forecasters to be a bit higher than in 2013
  • growth is coming from the advanced countries
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  • United States continues its recovery led by private demand and over the second half of last year the economy expanded at an annualised rate of just over 3 per cent.
  • The euro area has resumed growth, albeit in a somewhat hesitant fashion and with noticeable differences in performance by country.
  • A few emerging economies have lately come under pressure,
  • In fact were the Bank of Japan (BoJ) to step up its current program of quantitative and qualitative easing, it would soon be adding more cash to the global financial system, in absolute terms, than the Federal Reserve.
  • China's economy grew close to, and in fact a little faster than, the government's target last year. Strong and about equal contributions to growth were made by household consumption and investment. Consumer price inflation continues to be stable.
  • Recent indicators have shown possible signs of slower growth in the early part of 2014: growth of industrial production slowed; retail sales and passenger vehicle sales moderated; and fixed asse
  • Australia certainly weathered the financial crisis well, and with a real GDP some 13 per cent larger than it was at the beginning of 2009, compares well with many other advanced countries. It is the case, though, that growth while positive, has been running at a pace a bit below its trend pace for about 18 months now. The rate of unemployment has increased by something like a percentage point over the same period.
  • strong conditions in the natural resources sector.
  • n the rest of the economy, households have spent most of the past five years behaving more conservatively, or rather more normally, than they did over a long period up to the mid 2000s when they had been in a very expansive mood. Both consumption and residential construction have been soft for a while.
  • esources sector's capital spending continues to fall, it
  • It is unlikely, though, that a pick-up in resources exports, as important as that will be, will be enough to keep overall growth on the right trac
  • Recent data shows stronger household consumption over the summer. The latest surve
  • bundant signs of confidence in the housing market
  • Measures of business confidence have improved over the past six months. Businesses seem, so far, to be taking a cautious approach to investment,
  • is important to stress that this outlook is, obviously, a balance between the large negative force of declining mining investment and, working the other way, the likely pick up in some other areas of demand helped by very low interest rates, improved confidence and so on, as well as higher resource shipments. The lower exchange rate since last April and the improved economic conditions overseas also help.
  • On inflation, our view is that it will be a little higher than we thought three months ago
Jennie Snyder

Design Thinking in Schools: An Emerging Movement Building Creative Confidence in our Yo... - 46 views

  • design thinking is a set of tools, methods, and processes by which we develop new answers for challenges, big and small.
  • Through applying design thinking to challenges, we learn to define problems, understand needs and constraints, brainstorm innovative solutions, and seek and incorporate feedback about our ideas in order to continually make them better. The more we apply design thinking to the challenges we see, the deeper we strengthen the belief in our ability to generate creative ideas and make positive change happen in the world.
  • If you are interested in finding a program or resources to help integrate design thinking in your school, the directory offers a great set of organizations already listed for inspiration and new connections.
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  • We are living in an age of increased complexity, and are facing global challenges at an unprecedented scale. The nature of connectivity, interactivity, and information is changing at lightening speed. We need to enable a generation of leaders who believe they can make a difference in the world around them, because we need this generation to build new systems and rebuild declining ones. We need them to be great collaborators, great communicators, and great innovators.
  • As we help today’s students build their foundation of core academic knowledge and skills, we also need to look at the ways we are helping our youth build their confidence in their abilities to create.
Rachel Hinton

iPad Pro frozen after a recharge? iOS 9.2 may fix the problem | ZDNet - 7 views

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    "Apple's support document for the issue doesn't exactly inspire confidence but the company says the latest software update may bring stability to the iPad Pro after a recharge."
  •  
    "Apple's support document for the issue doesn't exactly inspire confidence but the company says the latest software update may bring stability to the iPad Pro after a recharge."
Nigel Coutts

A Conceptual approach to Big Understandings and Mathematical Confidence - The Learner's... - 15 views

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    This traditional pedagogy results in students developing a negative attitude towards mathematics. Many develop a mathematical phobia and believe that they are not a "maths person". When confronted by challenging mathematics they retreat and have no or only poor strategies with which to approach new ideas. This all leads to a decline in the number of students pursuing mathematical learning beyond the years where it is compulsory. Fortunately there is a growing body of research that shows there is a better way. 
John Evans

A Letter To Parents Of Digital Age Children - 2 views

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    "First, let me thank you for entrusting me with teaching your children, honoring the amazing individuals they are, and helping them discover the confident and empowered young people they can be. Providing a rich and engaging environment for your children to learn in is my utmost concern, but Iately I have had to acknowledge that the young people I see every day do much of the learning that is important to them when they leave the parking lot and head home from school. Thus, I am writing to solicit your help."
Roland Gesthuizen

Teenage Usability: Designing Teen-Targeted Websites - 68 views

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    "Teens are (over)confident in their web abilities, but they perform worse than adults. Lower reading levels, impatience, and undeveloped research skills reduce teens' task success and require simple, relatable sites."
Angela Beaton

The Journal of Technology Studies - 52 views

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    Volume 38 Number 2 Fall 2012
    Gender Difference of Confidence in Using Technology for Learning.
Marc Patton

Issaquah School District: 5000 Days - 5 views

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    Take today's kindergartner and fast forward 5,000 days: Will that same child be a confident graduate prepared to tackle his or her dreams? Stay tuned as the 5,000 Days Project follows the lives of a diverse group of students as they progress through the Issaquah School District. The participants are being filmed each year, and their final video documentaries will be posted here as they graduate.
Roland Gesthuizen

Facebook Stories: We Are All Daniel Cui - YouTube - 27 views

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    "After freshman goalie Daniel Cui became the scapegoat for a losing season, the whole high school rallied to defend him. More than 100 students changed their profile pictures to a photo of Cui making a save and with newfound confidence, Cui returned the next season to play the game of his life and lead his team to a win."
Martin Burrett

Children gain confidence and social skills when schooled in local museum - 5 views

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    "A new report, published today by King's College London, shows the findings of four projects that for the first time in the UK placed Nursery, Key Stage 1 and Key Stage 2 children in their local museum for extended residencies. The groups undertook many of their daily lessons and activities at their local museums for a period of between two weeks and up to a full term."
Nigel Coutts

A healthy dose of scepticism - The Learner's Way - 63 views

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    I want my students to be sceptics. I believe that in the present age scepticism is more important than ever. Easy access to information, ease of publishing, scams and confidence tricksters combine to create a climate where blind trust is dangerous for our security, our finances and our knowledge bases. For students of all ages a healthy dose of scepticism is much needed not just so they may reveal falsehoods but to allow them to discover new truths.
Martin Burrett

The Value of Argument by @History__Girls - 23 views

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    "Debating societies may seem to be the preserve of Oxbridge and private schools, but there is a place for debating in classrooms everywhere, argues Gemma Jones Debating societies may seem to be the preserve of Oxbridge and private schools, but there is a place for debating in classrooms everywhere. From 'Why William Won the Battle of Hastings' to 'causes of the First World War', history is a natural subject to use debates to deepen knowledge in lessons. However, across the curriculum there is scope to engage the pupils in a structured debate to challenge misconceptions, structure arguments and encourage independent study. Additionally, participating in debates can develop confidence and public speaking skills."
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