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Step 1: Set Goals by Baselining Your Health

Step 3: Identify Harmful Patterns

Visualizing your desired outcome is a useful tool in your journey. “Seeing” yourself as you wish to be has helped smokers quit, obese people lose weight, and sports champions achieve their goals. In order to change the printout of the body, you must learn to rewrite the software of the mind.

It’s learner-centered teaching—it’s those instructional strategies and approaches designed and used by teachers who want learners to be motivated, independent, and self-regulated.

We criticize students for their surface learning approaches and yet I see a lot of surface learning when it comes to teaching. Our infatuation with teaching techniques—the tips, tricks, and gimmicks that can make our teaching dance—yes, they’re important, but so are the assumptions and premises on which they rest. We quest for “right” answers to what we think are simple questions. “Should I call on students or let them volunteer?” The answer depends on a host of variables including; how you call on students, who you call on, when you call on them, and what’s the motivation behind calling on them. Thinking that good teaching results from having right answers trivializes the complexities that makes teaching endlessly fascinating.

learning about teaching. I have talked with teachers who admit they don’t do any pedagogical reading and others who don’t do any professional development activities. How can you expect to stay instructionally alive and well when you’re not taking actions that promote health? It’s not about needing to improve; it’s about wanting to grow. It’s about taking our love of learning and tackling teaching as a subject to be mastered, a skill to be developed.

Learning the Network Principles

It required mission-driven leaders who put a premium on establishing and nurturing relationships based on trust, humility, and mutual benefit. It also required a radical change in rewards and affirmations from funders and boards. A new system, consistent with subordinating the organization’s brand to the common interest, became paramount.

common interest that placed the mission at the center

They propose a model in which students gain first-exposure learning prior to class and focus on the processing part of learning (synthesizing, analyzing, problem-solving, etc.) in class.

To ensure that students do the preparation necessary for productive class time, Walvoord and Anderson propose an assignment-based model in which students produce work (writing, problems, etc.) prior to class. The students receive productive feedback through the processing activities that occur during class, reducing the need for the instructor to provide extensive written feedback on the students’ work. Walvoord and Anderson describe examples of how this approach has been implemented in history, physics, and biology classes, suggesting its broad applicability.