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Nigel Coutts

Enhancing the power of our reflective practice - The Learner's Way - 18 views

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    "We do not learn from experience... we learn from reflecting on experience." ― John Dewey These words by John Dewey point to a truth about learning that is often forgotten. Experience alone is not sufficient for true learning to occur; reflection is an essential part of the process and our failure to include time for this is why our learning often does not stick.
Deborah Baillesderr

Needle Arts Mentoring Program - The National NeedleArts Association - 16 views

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    I'm starting a lunchtime knitting/crochet club for my students this year and came along this wonderful program to help with the cost. This program donates supplies for mentors who would like to start a program to teach needle arts. Here are some of the benefits from learning a needle art: For Youths: Develops focus and concentration Encourages following a process Builds self-esteem Improves math and reading skills Enhances critical thinking and problem solving Offers a vehicle for stress release and anger management Encourages creativity through portable alternative activity Provides healthy interpersonal relationships with adults Ensures tangible accomplishments with immediate results Learns a practical, useful and fun activity Enhances hand/eye coordination, small motor skills, tactile energy, communication skills, self discipline and attention to detail
psmiley

.@maynard: Mentoring Is No Longer the Company's Responsibility - The Accelerators - WSJ - 9 views

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    Mentoring and its importance to career success
Roland Gesthuizen

Teaching How to Teach: Coaching Tips from a Former Principal | Edutopia - 1 views

  • Balance specific feedback with reflective questions
  • Done well, coaching can help you sort through your pedagogical baggage, develop or hone new skills, and ultimately find your best teaching self. Done poorly, it might turn you off to the entire notion of support. But what if it's not done at all?
  • I was reminded that good coaching is not about dynamic coaches serving as heroic educators, but rather stems from the simple habits of connecting teachers to resources and asking them reflective questions.
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  • I met with each teacher one-on-one to ask questions and understand their hopes, fears, and support needs in the upcoming year. By choosing to listen rather than to talk, I conveyed that I saw my primary duty as supporting good teaching.
  • Rather than reject his adapted style, I tried to build off of it
  • As his coach, I sought to model, little by little, some strategies I had learned on the job, such as literacy-building techniques, structuring controversial debates, and charting student discussions on the board for visual impact.
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    "High-quality coaching lies somewhere near the crossroads of good teaching and educational therapy. Done well, coaching can help you sort through your pedagogical baggage, develop or hone new skills, and ultimately find your best teaching self. Done poorly, it might turn you off to the entire notion of support. But what if it's not done at all?"
Richard D Solomon,PhD

Add New Bookmark | Diigo - 33 views

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    Announcing open source Google spreadsheet on the integration of web technology into Judaic and secular instruction and staff development @ https://docs.google.com/Doc?docid=0AVHRiMW9xDMfZGRycHJnaGZfODZjdzd0czlkMg&hl=en
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