Great coaches ask young athletes to go to "great heights" to challenge themselves. They take care to prepare the athlete for each stage of development, but they cannot eradicate risk because it's inseparable from growth. They can, however, intervene to ensure that the risk isn't so great that it outweighs the reward of accomplishment
Educational Leadership:Coaching: The New Leadership Skill:Every Teacher a Coach - 0 views
-
-
The best coaches encourage young people to work hard, keep going when it would be easier to stop, risk making potentially painful errors, try again when they stumble, and learn to love the sport. Not a bad analogy for a dynamic classroom.
-
passionate about their sport and understand it deeply
- ...28 more annotations...
Recipe for high-school success: be curious, work late, ignore the textbooks - The Globe... - 0 views
-
High-school textbooks are devices that regurgitate the universally accepted and least debated ideas from the field of science and technology, almost placing us in an isolated prism where we learn to accept knowledge.
-
our second biggest obstacle lies in the method of evaluation we have accepted to assess all students. I feel that much of our attention is channelized towards evaluating the amount of knowledge a student possesses. This focus would be better shifted if we start to question what the individual is able to do with their knowledge and to what extent they can they apply their learning toward writing textbooks of their own.
-
ack on the assembly line, our society didnʼt need innovators and thinkers shaping a shared vision for the field of their expertise. Now that weʼre getting trained for jobs which potentially donʼt exist today, itʼs crucial for educators to turn their attention to building the right aptitude just as much as they focus on instilling the informational aspects.
- ...2 more annotations...
What if Finland's great teachers taught in U.S. schools? - 0 views
-
The role of an individual teacher in a school is like a player on a football team: all teachers are vital, but the culture of the school is even more important for the quality of the school
-
If a teacher was the most important single factor in improving quality of education, then the power of a school would indeed be stronger than children’s family background or peer influences in explaining student achievement in school.
-
Most scholars agree that effective leadership is among the most important characteristics of effective schools, equally important to effective teaching. Effective leadership includes leader qualities, such as being firm and purposeful, having shared vision and goals, promoting teamwork and collegiality and frequent personal monitoring and feedback. Several other characteristics of more effective schools include features that are also linked to the culture of the school and leadership: Maintaining focus on learning, producing a positive school climate, setting high expectations for all, developing staff skills, and involving parents. In other words, school leadership matters as much as teacher quality.
- ...8 more annotations...
7 Habits of Highly Effective Tech-leading Principals -- THE Journal - 0 views
-
Principals must effectively and consistently model the use of the same technology tools they expect teachers to use in their classrooms with the students. Principals must be consistent in their decisions and expectations about integrating learning technology in the school. The principal's communication about the pace and process of integrating learning technology needs to be clear and reasonable. The principal must provide appropriate professional development time and resources to support effective classroom implementation of technology. The principal must support early adopters and risk takers. The principal must do whatever it takes to ensure that all staff has early access to the very same digital tools that students will be using in their classrooms. As the educational leader, the principal must make it clear to the technology leader that all decisions relating to learning technology will be made by the educational leaders with input from the technology leaders, not the other way around. The principal must set and support the expectation that student work will be done and stored using technology. Principals must ensure that families and the public are kept informed about the school's goals and progress relating to its use of technology as a learning resource. The principal must be an active and public champion for all students, staff members, and the school in moving the vision of fully integrating learning technology for the second decade of the 21st century.
1 - 5 of 5
Showing 20▼ items per page