I compared my results against national data, and I began beating the averages.
The most important skill for college-bound students | Sia Knight Consulting - 18 views
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The Coach in the Operating Room - The New Yorker - 37 views
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the obvious struck me as interesting: even Rafael Nadal has a coach. Nearly every élite tennis player in the world does. Professional athletes use coaches to make sure they are as good as they can be.
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They don’t even have to be good at the sport. The famous Olympic gymnastics coach Bela Karolyi couldn’t do a split if his life depended on it. Mainly, they observe, they judge, and they guide.
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always evolving
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no matter how well prepared people are in their formative years, few can achieve and maintain their best performance on their own.
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For decades, research has confirmed that the big factor in determining how much students learn is not class size or the extent of standardized testing but the quality of their teachers.
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So, instead of having students take test after test after test, why don't we just have coaches who observe and sit and discuss and offer suggestions and divide the number of tests we give students in half and do away with half? Are we concerned about student knowledge? student performance? student ability? student growth or capacity for growth? What we really need to identify is what we value!
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California researchers in the early nineteen-eighties conducted a five-year study of teacher-skill development in eighty schools, and noticed something interesting. Workshops led teachers to use new skills in the classroom only ten per cent of the time. Even when a practice session with demonstrations and personal feedback was added, fewer than twenty per cent made the change. But when coaching was introduced—when a colleague watched them try the new skills in their own classroom and provided suggestions—adoption rates passed ninety per cent. A spate of small randomized trials confirmed the effect. Coached teachers were more effective, and their students did better on tests.
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they did not necessarily have any special expertise in a content area, like math or science.
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The coaches let the teachers choose the direction for coaching. They usually know better than anyone what their difficulties are.
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The conversation with the coach and the coach listening and learning what the teacher would like to expand, improve, and grow is probably the most vital part! If the teacher doesn't have a clue, the coach could start anywhere and that might not be what the teacher adopts and owns. So, the teacher must have ownership and direction.
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teaches coaches to observe a few specifics: whether the teacher has an effective plan for instruction; how many students are engaged in the material; whether they interact respectfully; whether they engage in high-level conversations; whether they understand how they are progressing, or failing to progress.
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must engage in “deliberate practice”—sustained, mindful efforts to develop the full range of abilities that success requires. You have to work at what you’re not good at.
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most people do not know where to start or how to proceed. Expertise, as the formula goes, requires going from unconscious incompetence to conscious incompetence to conscious competence and finally to unconscious competence.
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The coach provides the outside eyes and ears, and makes you aware of where you’re falling short.
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So coaches use a variety of approaches—showing what other, respected colleagues do, for instance, or reviewing videos of the subject’s performance. The most common, however, is just conversation.
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“What worked?”
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“What else did you notice?”
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something to try.
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Good coaches, he said, speak with credibility, make a personal connection, and focus little on themselves.
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“listened more than they talked,” Knight said. “They were one hundred per cent present in the conversation.”
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trying to get residents to think—to think like surgeons—and his questions exposed how much we had to learn.
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one twenty-minute discussion gave me more to consider and work on than I’d had in the past five years.
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watch other colleagues operate in order to gather ideas about what I could do.
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routine, high-quality video recordings of operations could enable us to figure out why some patients fare better than others.
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It’s teaching with a trendier name. Coaching aimed at improving the performance of people who are already professionals is less usual.
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modern society increasingly depends on ordinary people taking responsibility for doing extraordinary things
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We care about results in sports, and if we care half as much about results in schools and in hospitals we may reach the same conclusion.
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Education Rethink: What Does It Mean to be a Great Teacher? (Ten Ideas) - 178 views
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Here's the secret: It's really hard to pull it off and it takes years to master. It's far less like being a great salesperson and much closer to being a Jedi Knight. Anyone telling you otherwise is selling snake oil.
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The Life of Geoffrey Chaucer (c. 1343-1400) [Chaucer Biography] - 42 views
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In the grant of his pension Chaucer is called "dilectus vallectus noster," our beloved yeoman; before the end of 1368 he had risen to be one of the king's esquires.
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During the next twelve or fifteen years there is no question that Chaucer was constantly engaged in literary work,
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In August 1386 he was elected one of the two knights of the shire for Kent, and with this dignity, though it was one not much appreciated in those days, his good fortune reached its climax.
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In 1397 he received from King Richard a grant of a butt of wine yearly. For this he appears to have asked in terms that suggest poverty, and in May 1398 he o
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btained letters of protection against his creditors, a step perhaps rendered necessary by an action for debt taken against him earlier in the year.
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he died, on the 25th of the following October. He was buried in Westminster Abbey, and his tomb became the nucleus of what is now known as Poets' Corner.
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The development of his genius has been attractively summed up as comprised in three stages, French, Italian and English,
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On the 8th of June he was appointed Comptroller of the Custom and Subsidy of Wools, Hides and Woodfells and also of the Petty Customs of Wine in the Port of London.
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Share"feedforward," not feedback - 83 views
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feedback goldsmith knight reviews performance standards
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Music performance skills: A two-pronged approach - facilitating optimal music performan... - 1 views
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The concept of “flow”, describing the subjective psychological state in which a person is completely immersed and fully concentrated in an activity which is enjoyable and rewarding, is often associated with optimal functioning
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The clinical implications of this negative association between MPA and flow suggest that a two-pronged approach focusing on facilitating flow and positive functioning as well as reducing pathological MPA may bring about improvements in the performer’s subjective performing experienc
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Seligman’s (2011) most recent model of well-being, from the field of positive psychology, understands well-being as comprising five elements: Positive emotion, Engagement, Relationships, Meaning and Achievemen
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There is a substantial body of Music Performance Anxiety (MPA) research providing evidence that MPA is a debilitating phenomenon (Kenny, 2011) which can affect musicians at any stage of their careers, from highly experienced professional performers (Fishbein, Middlestadt, Ottati, Straus, & Ellis, 1988; Kenny, Driscoll, & Ackerman, 2014) through to child beginners
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Anxiety is often described as having an antithetical relationship to the experience of flow (Csikszentmihalyi, 1975), and it has been suggested that fostering techniques for facilitating flow may provide a powerful tool for reducing MPA and encouraging optimal performance
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“when performance anxiety was highest, flow was lowest and vice versa … the presence of one minimises the magnitude of the other” (Fullager et al., 2013, p. 251), and a recent study found evidence of a strong, significant negative association between flow and MPA amongst 200 professional orchestral musicians (Cohen & Bodner, 2018), supporting Kirchner et al.’s (2008) earlier findings with music students
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Investigations of the efficacy of existing methods for treating MPA indicate that Cognitive Behavioural Therapy based interventions are most effective (for an overview, see Burin & Osorio, 2016).
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However, evidence suggests that pharmacological methods, particularly beta-blockers, are most commonly used, often in the absence of medical supervision (Cohen & Bodner, 2018; Kenny et al., 2014) and that the subject of MPA is still stigmatised, with many musicians and teachers unwilling to talk openly about it
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Although there was an increase in flow over time, this was not significant, F(1, 20) = 4.27, p > .05, η2 =.18, and there was no evidence of a significant interaction between group and time, F(1, 20) = 0.56, p > .05, η2 = .03, indicating that the hypothesis that there would be an increase in self-reported levels of flow in the intervention group, was not supported.
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Figure 4. Judge-rated musical performance quality and signs of performance anxiety in the intervention group.
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These results support the fourth hypothesis that there would be an increase in judge-rated PQ and a decrease in judge-rated SPA.
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Results showed evidence of a significant negative association between MPA and flow, and three out of the four study hypotheses were supported: the music performance skills intervention was found to be effective in reducing pre-/post-test MPA in the intervention group compared to the wait-list control group; there were significant improvements in positive and negative affect and state anxiety associated with the performance situation in the intervention group; and there were significant improvements in judge-rated PQ and behavioural signs of performance anxiety. However, there was no significant change in pre-/post-test measures of flow. These findings will now be discussed in more detail.
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This supports the understanding of MPA as a specific type of anxiety, where the performer suffers from MPA without necessarily being generally anxious or impaired in any other areas of his/her life (Clark & Williamon, 2011; Hoffman & Hanrahan, 2011) and corresponds to Kenny’s (2011) description of the first and most mild of three types of MPA (for full coverage of this issue, see Kenny, 2011).
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Thus, the absence in improvement in levels of flow in the current study could also be due to the low average hours of daily practice reported
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The increases in participants’ positive affect and decreases in negative affect after the second simulated performance compared to the first indicate that the intervention was effective in facilitating positive emotion, the first component of Seligman’s (2011) PERMA model of well-being
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Evidence of improvements in judge-rated performance quality indicate that the intervention was also effective in facilitating the fifth (Achievement) component of the PERMA model.
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“Ironically, it may be that the last people to receive some benefit from the therapeutic value of music may be the musicians themselves” (Brodsky, 1996, p. 95).
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Hopefully, such an approach will enable developing musicians to acquire the skills necessary to enjoy satisfying, successful and healthy lives as performing musicians, in which the threat of debilitating MPA and the need to recourse to beta-blockers are a thing of the past.
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Cohen, S., & Bodner, E. (2019). Music performance skills: A two-pronged approach – facilitating optimal music performance and reducing music performance anxiety. Psychology of Music, 47(4), 521–538. https://doi.org/10.1177/0305735618765349