By Russell T. Osguthorpe
Detect how the applying of 8 robust ideas can encourage scholars, elevate each learner's self-confidence, and inspire contributors to move past prevalent ambitions to take potential dangers.
Read Online or Download Choose to Learn: Teaching for Success Every Day PDF
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Extra resources for Choose to Learn: Teaching for Success Every Day
We recorded the time required for everyone to finish and then tried to beat our time each week. Attention to the task increased dramatically as the class became more efficient and focused. Everyone succeeded at a task that for some students is difficult even to start without a great deal of prodding and help. TEACHER AS DESIGNER Teachers typically do not see themselves as instructional designers. They often view themselves more as consumers of instructional products developed by others, but teachers are designing every day.
When students see your excitement, they become excited. Talk about how important their success is to you. Celebrate their successes in ways that help them eliminate negative feelings of pressure and replace them with positive feelings of urgency. When you notice such a change, recognize it, so that students can see it for themselves. For example, some students become discouraged with a learning task and give up. They misplace their pencil, forget their notebook, and can’t focus on the task at hand.
You explain to students that you are expecting classwide improvement on the topic you are charting. Each time you measure their performance, you ask a student to update the chart. It can be a chart done in PowerPoint, a written chart on the wall, or a three-dimensional thermometer the students create— whatever you choose to help students see that the whole class can keep improving by doing things they’ve never done before. • Identify individual goals. Regularly invite students to write down something that they have never done before but that they want to accomplish in school.