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Martin Burrett

Using praise (in brief) by @thisiseducation - 14 views

ukedchat.com/...g-praise-brief-thisiseducation

praise article

shared by Martin Burrett on 05 Mar 17 - No Cached
  • Martin Burrett on 05 Mar 17
     
    "Praise seems such an obvious part of a teacher's role that it is often overlooked. However, like all tools the use of praise does need constant practice and planning in order for it to become a positive habit. With care, its use can be a highly effective intervention that supports young people with social, emotional or mental health needs as well as benefitting all pupils."
Nigel Coutts

The Language of Praise & Feedback - The Learner's Way - 7 views

thelearnersway.net/...anguage-of-praise-amp-feedback

praise growth mindset language learning education

shared by Nigel Coutts on 10 May 21 - No Cached
  • Nigel Coutts on 10 May 21
     
    Praise and Feedback occupy significant spaces in the lives of our learners. It should not be surprising then that the language we use to communicate praise and feedback can enhance or hinder our efforts.
Todd Finley

List of praise comments for student work - A to Z Teacher Stuff Forums - 129 views

forums.atozteacherstuff.com/showthread.php

praise list

shared by Todd Finley on 17 Feb 11 - No Cached
  • Todd Finley on 17 Feb 11
     
    Sometimes, it's hard to come up with original ways to praise student work. 
Martin Burrett

UKEdMag: Classroom Leadership vs Classroom Management by @RTBCoaching - UKEdChat.com - 29 views

ukedchat.com/...room-management-by-rtbcoaching

leadership management

shared by Martin Burrett on 30 Oct 16 - No Cached
  • Martin Burrett on 30 Oct 16
     
    Few people enter the teaching profession because they are passionate about controlling behaviour or disciplining prospective pupils. Most become educators because they want to make a positive difference in students' lives. However, countless well-intentioned yet potentially ill-prepared teachers find themselves in situations during the school year where they feel compelled to use forms of intimidation, manipulation, bribery, yelling, scolding, or even false praise to make students behave. These archaic classroom management techniques often backfire- as they did for me early in my teaching career-and result in students losing respect for and disliking the teacher.
Martin Burrett

Challenging students by @ncjbrown - 19 views

ukedchat.com/...allenging-students-by-ncjbrown

challenge students

shared by Martin Burrett on 27 Dec 15 - No Cached
  • Martin Burrett on 27 Dec 15
     
    As far as my work as a teacher and teacher trainer is concerned, I believe in challenging students and having high expectations of everyone in the classroom. This is coupled with appropriate support and guidance, which is then differentiated to meet pupils' and students' needs. To support my learners I provide relevant and specific praise and feedback, engaging and interesting tasks and activities, sound guidelines and instructions, solid question and answer sessions and clear, practical examples or modelling.
Howard Rheingold

Discovering How to Learn Smarter | MindShift - 100 views

mindshift.kqed.org/...scovering-how-to-learn-smarter

learning neuroplasticity

shared by Howard Rheingold on 03 Feb 12 - No Cached
  • Howard Rheingold on 03 Feb 12
     
    Stanford psychologist Carol Dweck conducted the groundbreaking research showing that praise intended to raise young people's self-esteem can seriously backfire. When we tell children, "You're so smart," we communicate the message that they'd better not take risks or make mistakes, lest they reveal that they're not so smart after all. Dweck calls this cautious attitude the "fixed mindset," and she's found that it's associated with greater anxiety and reduced achievement. Students with a "growth mindset," on the other hand, believe that intelligence can be expanded with hard work and persistence, and they view challenges as invigorating and even fun. They're more resilient in the face of setbacks, and they do better academically. Now Dweck has designed a program, called Brainology, which aims to help students develop a growth mindset. Its website explains: "Brainology makes this happen by teaching students how the brain functions, learns, and remembers, and how it changes in a physical way when we exercise it. Brainology shows students that they are in control of their brain and its development." That's a crucial message to pass on to children, and it's not just empty words of encouragement-it's supported by cutting-edge research on neuroplasticity, which shows that the brain changes and grows when we learn new things. You, and your child, can learn to be smarter.
MJ Kraus

Mind - When a Parent's Love Comes With Conditions - NYTimes.com - 0 views

www.nytimes.com/...15mind.html

love children tough love parenting praise

shared by MJ Kraus on 26 Sep 09 - Cached
  • praising children for doing something right isn’t a meaningful alternative to pulling back or punishing when they do something wrong. Both are examples of conditional parenting, and both are counterproductive.
  • In practice,
  • unconditional acceptance by parents as well as teachers should be accompanied by “autonomy support”: explaining reasons for requests, maximizing opportunities for the child to participate in making decisions, being encouraging without manipulating, and actively imagining how things look from the child’s point of view.
  • MJ Kraus on 26 Sep 09
     
    Conditional parenting vs. unconditional love, with research support
Steve Ransom

Obama 'locked out' of White House - 1 views

www.wtnh.com/...f-white-house-ob11-jgr_3755594

obama potus video locked news

shared by Steve Ransom on 24 Mar 11 - No Cached
  • Steve Ransom on 24 Mar 11
     
    "news"? Is there nothing else of significance going on in the world? CNN (live) praised his ability to remain cool and think on his feet. If trying another door is a key presidential skill, we are indeed in trouble.
Gloria Maristany

ADD / ADHD and School: Helping Children with ADHD Succeed at School - 2 views

helpguide.org/...hd_add_teaching_strategies.htm

strategies adhd teaching

shared by Gloria Maristany on 15 Jul 11 - Cached
  • Kids with attention deficit disorder respond best to specific goals and daily positive reinforcement—as well as worthwhile rewards. Yes, you may have to hang a carrot on a stick to get your child to behave better in class. Create a plan that incorporates small rewards for small victories and larger rewards for bigger accomplishments.
  • Seat the child with ADD/ADHD away from doors and windows.
  • Alternate seated activities with those that allow the child to move his or her body around the room. Whenever possible, incorporate physical movement into lessons.
  • ...20 more annotations...
  • Write important information down where the child can easily read and reference it. Remind the student where the information can be found. Divide big assignments into smaller ones, and allow children frequent breaks.
  • The self-esteem of children with ADD/ADHD is often quite fragile
  • Develop a “secret language” with the child with ADD/ADHD. You can use discreet gestures or words you have previously agreed upon to let the child know they are interrupting. Praise the child for interruption-free conversations.
  • written behavior plan is near the student
  • consequences immediately following misbehavior. Be specific in your explanation, making sure the child knows how they misbehaved.
  • Recognize good behavior out loud. Be specific in your praise, making sure the child knows what they did right.
  • cross off each item as it is completed.
  • run an errand or do a task for you
  • play a sport—or at least run around before and after school.
  • Provide a stress ball, small toy, or other object for the child to squeeze or play with discreetly at his or her seat.
  • do one step and then come back to find out what they should do next
  • extremely brief when giving directions
  • write directions down in a bold marker or in colored chalk on a blackboard.
  • Read to children. Read with children. Make reading cozy, quality time with you. Make predictions or “bets.” Constantly ask the child what they think might happen next. Model prediction: “The girl in the story seems pretty brave—I bet she’s going to try to save her family.” Act out the story. Let the child choose his or her character and assign you one, too. Use funny voices and costumes to bring it to life.
  • If you understand how your child with ADD/ADHD learns best, you can create enjoyable lessons that pack an informational punch.
  • With organization
  • Establish a homework folder for finished homework. Check and help the child organize his or her belongings on a daily basis, including his or her backpack, folders, and even pockets. If possible, keep an extra set of textbooks and other materials at home. Help the child learn to make and use checklists, crossing items off as they are accomplished. Help organize loose papers by color coding folders and showing the child how to hole-punch and file appropriately.
  • Allow the child breaks as often as every ten to twenty minutes. Teach a better understanding of the passage of time: use an analog clock and timers to monitor homework efficiency.
  • Neurological deficits, not unwillingness, keep kids with attention deficit disorder from learning in traditional ways.
  • If you can work with and support your child’s teacher, you can directly affect the experience of your child with ADD/ADHD in the classroom.
  • Gloria Maristany on 15 Jul 11
     
    Simple stategies for classroom
  • Gloria Maristany on 15 Jul 11
     
    Homework tips to share with parents
mrscottb

When Everything Clicks | Hidden Brain : NPR - 23 views

www.npr.org/...ower-of-judgment-free-learning

behaviorism clickertraining education npr hiddenbrain 6711SM3

shared by mrscottb on 20 Mar 19 - No Cached
  • mrscottb on 20 Mar 19
     
    This is a segment from NPR's HIdden Brain about Dr. Martin Levy's use of a clicker, usually used to train dogs, to train surgical students. It's fascinating. Essentially, the argument is made that clickers work so well because it is a form of feedback that does not use any verbal signals - no praise, no reprimand, no "good job," no "not like that." Praise and criticism distract a learner from mastering the skill being taught, making a learner focus instead on pleasing the teacher. With nonverbal feedback, the learner doesn't focus on the teacher but on the skill being taught
Joe Hirsch

Instead of praise sandwiches, try a feedback wrap - 50 views

bit.ly/2xlNGQg

feedback conferences student work communication

shared by Joe Hirsch on 24 Oct 17 - No Cached
  • Joe Hirsch on 24 Oct 17
     
    Instead of a praise sandwich, try a feedback wrap: It's more authentic, targeted, and likely to be received.
Christopher Carlson

Microsoft Word - 121192.doc - 121192.pdf - 76 views

www.aabri.com/...121192.pdf

shared by Christopher Carlson on 09 Apr 13 - No Cached
  • Not only do they cheat, but they justify their behavior as business as usual’
    • Christopher Carlson
      Christopher Carlson on 09 Apr 13
       
      More discussion on ethics is needed as technology is used to assess student learning. I believe the use of the letter grade system exacerbated the problem.
  • However, ‘academics who once praised the Internet for giving students more access to information are now worried it is providing students with easy access to pre-written essays
    • Christopher Carlson
      Christopher Carlson on 09 Apr 13
       
      Parts of an essay can be quoted in a Google search in order to trace "cut & paste" plagiarism.
  • However, where calculators make it easy for students and adults to make quick calculations, they are ‘becoming a mental crutch for students, rather than a tool that promotes higher order learning’
  • ...1 more annotation...
  • survey
    • Christopher Carlson
      Christopher Carlson on 09 Apr 13
       
      It can be difficult to have complete faith in surveys but most true cases of cheating go unnoticed.
Ed Webb

Imagining College Without Grades :: Inside Higher Ed :: Higher Education's Source for N... - 0 views

www.insidehighered.com/...grades

education grading

shared by Ed Webb on 28 Jan 09 - Cached
  • A professor who tells his students that “grades are the death of composition.” Another said: “Grades create a facade of coherence.”
    • Dana Huff
      Dana Huff on 28 Jan 09
       
      Interesting. I agree. I wish that we didn't have to grade student writing and could just give written or oral feedback. I love the "facade of coherence" comment.
  • politically impossible
    • Dana Huff
      Dana Huff on 28 Jan 09
       
      Key words. Grading is political.
  • grades were squelching intellectual curiosity.
    • Dana Huff
      Dana Huff on 28 Jan 09
       
      Totally true in more places than prestigious law schools
  • ...9 more annotations...
  • growing use of e-portfolios
    • Dana Huff
      Dana Huff on 28 Jan 09
       
      I like portfolios for demonstrating learning, but I haven't learned how to effectively integrate them into my own classroom.
  • most professors and students are much more likely to complain about grading than to praise its accuracy or value.
    • Dana Huff
      Dana Huff on 28 Jan 09
       
      Amen!
  • Done right, she said, eliminating grades promotes rigor.
  • the elimination of grades — if they are replaced with narrative evaluations, rubrics, and clear learning goals — results in more accountability and better ways for a colleges to measure the success not only of students but of its academic programs.
    • Ed Webb
      Ed Webb on 28 Jan 09
       
      This strikes me intuitively as correct. Grades are a substitute for thoughful assessment of learning outcomes, not an equivalent to it.
  • the idea of consistent and clear grading just doesn’t reflect the mobility of students
    • Ed Webb
      Ed Webb on 28 Jan 09
       
      Absolutely. My own institution, Dickinson College, sends ~70% of its students abroad for at least a semester, and most often a year. I have experience in education in different national contexts, and grading conventions simply do not translate.
  • ending grades can mean much more work for both students and faculty members.
    • Ed Webb
      Ed Webb on 28 Jan 09
       
      Aye, there's the rub. Those of us who are serious about learning - students and faculty - have to recognize that better learning is more work. On the other hand, it's more fun, too.
  • When faculty members are providing written, detailed analyses of multiple course objectives and are also — for majors — relating performance to larger goals for the major, so much more is taking place she said, than in a letter grade.
    • Ed Webb
      Ed Webb on 28 Jan 09
       
      Yes. Grades are a terrible assessment tool.
  • the training that colleges provide to professors before they start producing narrative evaluations, and officials of the no-grades colleges all said that training was extensive, and that faculty members needed mentors as they started out.
    • Ed Webb
      Ed Webb on 28 Jan 09
       
      And how much training do faculty get before they start handing out grades?
  • they end up favoring the evaluation system
    • Ed Webb
      Ed Webb on 28 Jan 09
       
      This is the point. Users have to be educated in the advantages of the system - once they have been, they are likely to favor it over grading.
Michael Ritter

Online Literacy Is a Lesser Kind - ChronicleReview.com - 0 views

chronicle.com/...04b01001.htm

shared by Michael Ritter on 03 Feb 09 - Cached
  • National School Boards Association measures social networking at nine hours per week, much of it spent on homework help
    • Bill Genereux
      Bill Genereux on 03 Feb 09
       
      This is the first year I have ever had students contact me via Facebook for help with assignments.
  • I continue to believe in the linear, author-driven narrative for educational purposes. I just don't believe the Web is optimal for delivering this experience. Instead, let's praise old narrative forms like books and sitting around a flickering campfire
  • Educators must keep a portion of the undergraduate experience disconnected, unplugged, and logged off.
  • ...1 more annotation...
    • Michael Ritter
      Michael Ritter on 05 Feb 09
       
      And just how do pencils and blackboards form intellegence? I find the the whole "sitting around a flickering campfire" nonsense. Article seems to be written by one who wants to ignore the cultural changes taking place in how information is created and distributed. The linear, author-driven narrative is nothing more than an attempt to keep authortarian control over information and the learning process. Much of science cannot be approached in a linear fashion but has to recognize a web of relationships and interactions.
Kathy Gill

Web Privacy : In Praise of Oversharing - 34 views

www.instapaper.com/text

privacy Facebook social networks

shared by Kathy Gill on 25 May 10 - Cached
  • Kathy Gill on 25 May 10
     
    From Time Magazine; Where Good Ideas Come From by Johnson
BJ Madewell

Praise versus Encouragement - 118 views

www.noogenesis.com/...encouragement.html

ed220 Behavior

shared by BJ Madewell on 17 Feb 11 - Cached
  • BJ Madewell on 17 Feb 11
     
    just what it says
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