Group items tagged

examine the entire school environment

Positive Behavioral Supports

target students' conversational ability and social skills

they need to have a "growth mindset" — the belief that success comes from effort — and not a "fixed mindset" — the notion that people succeed because they are born with a "gift" of intelligence or talent.

ducators say they see it all the time: Kids with fixed mindsets who think they just don't have the "gift" don't bother applying themselves. Conversely, kids with fixed mindsets who were always told they were "gifted" and skated through school tend to crumble when they hit their first challenge; rather than risk looking like a loser, they just quit.

We don't use the word 'gifted' — ever," Giamportone says. "In our school, you will never hear it." " 'Smart' is like a curse," adds social studies teacher June Davenport.

They fail fundamentally because it is conceived as an outside-in process, moving about parts of the organization, rather than an inside-out process which focuses on change within individuals.

70% of large-scale change programs didn’t meet their goals

the skills students need in the 21st century are not new.

Critical thinking and problem solving, for example, have been components of human progress throughout history

What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills

Those factors include integrating technology into intervention classes; setting aside time for professional learning and collaboration for teachers; allowing students to use technology to collaborate; integrating technology into core curricula at least weekly; administering online formative assessments at least weekly; lowering the student-to-computer ratio as much as possible; using virtual field trips at least monthly; encouraging students to use search engines daily; and providing training for principals on how to encourage best practices for technology implementation. Only about 1 percent of the 1,000 schools surveyed by Project RED followed all those steps, and those that did “saw dramatic increases in student achievement and had revenue-positive experiences,” Ms. Wilson said.

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

A study that evaluated the relative efficacy of four types of treatment for people with comorbid diagnoses showed that conclu-sions about the efficacy of the different therapeutic approaches changed depending on the nature of the outcome measure used.

Cognitive behavioral therapy is underpinned by the proposition that emotions and behavior are influenced by cognitions

We began with the ‘classical’ psychoanalytic psychotherapies, moving to some recent developments, such as the relational and attachment-based psychotherapies, and intensive short-term dynamic psychotherapy (ISTDP), followed by the behavioral, cognitive, and cognitive behavioral therapies, including the ‘new wave’ of therapies such as mindfulness-based therapies, acceptance and commitment therapy (ACT) and dialectical behavior therapy (DBT).