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Fair Isn’t Equal: Seven Classroom Tips

Fair Isn’t Equal: Seven Classroom Tips
In last month's post, I mentioned that there are two skills that separate great teachers from good ones. I explained that the first skill is the ability to reframe student behavior, to see it in new ways. Today I want to discuss the second skill: knowing how to treat students fairly by not treating them the same. Allen Mendler and I introduced the idea that fair isn't equal to the education community in 1988 in the first edition of Discipline With Dignity (an updated, more comprehensive explanation with examples is provided in the current edition). If you ask students what are the most important qualities they like in teachers, one of the universally top-mentioned is fairness. But what is fair? The most glaring example of the misunderstanding between fair and equal is in progressive consequence organization. Does treating students fairly take more time? Here’s how to put this concept into practice. 1. 2. 3. "Johnny, please stop interrupting. As opposed to: "Bessie, you little weasel. 4. Related:  Edutopia.org Articles on Character

Effective Teams: The Key to Transforming Schools? This fall I've been thinking a lot about what makes a good team in a school context. I'll share some of these thoughts, but I really want to hear your ideas on this subject. I'm going to admit that it's taken me a while to feel convinced by the power of teams. Until recently, I didn't have great experiences in teams. I felt that alone I could produce whatever needed to be created better, and quicker, than working with others. I often felt frustrated working in teams -- the process felt so slow and cumbersome. In the last few years, however, my experience in a couple different teams shifted these beliefs. Why Does This Matter? Here's why I think we need to articulate our beliefs and practices about good teams: Strong teams within a school are essential to retaining and sustaining teachers. What Makes a Good Team? Here are my thoughts. A good team knows why it exists. This last point is what I've been contemplating this fall: What does a good team leader do?

The Zen of Classroom Management - Teaching Now UserID: iCustID: IsLogged: false IsSiteLicense: false UserType: anonymous DisplayName: TrialsLeft: 0 Trials: Tier Preview Log: Exception pages ( /teachers/teaching_now/2012/12/the_zen_of_classroom_management.html ) = NO Internal request ( 198.27.80.148 ) = NO Open House ( 2014-06-24 17:33:57 ) = NO Site Licence : ( 198.27.80.148 ) = NO ACL Free A vs U ( 2100 vs 0 ) = NO Token Free (NO TOKEN FOUND) = NO Blog authoring preview = NO Search Robot ( Firefox ) = NO Purchased ( 0 ) = NO Monthly ( 3d55b1c4-514c-2dd9-67ec-8954772355ff : 3 / 3 ) = NO 0: /edweek/finding_common_ground/2014/06/are_bad_ideas_making_us_miss_the_good_ones.html 1: /ew/articles/2014/06/11/35ii-big-picture-side.h33.html 2: /ew/articles/2014/06/11/35ii-big-picture.h33.html

6 signs of a natural leader Leadership is a skill that can be taught, but it also manifests itself in some people naturally. Recognizing this as a trait in yourself or others can sometimes be tricky — and it can cause misunderstandings about the natural leader’s character or intentions. A busy manager who has to deal with all kinds of personalities within a team can overlook signs of leadership and instead see someone being difficult — perhaps asking too many questions, questioning their direction or stepping on their toes when it comes to guiding other members of the team. While these behaviors can be initially challenging, they are all signs that the individual has the potential to be a great leader. Questioning. What to do next Once you’ve identified the early signs of a leader beginning to emerge within a team, it’s up to you to nurture this. Yes, it may be a challenge, and you will need conviction to back up your own leadership.

Emotional Intelligence theories - Daniel Goleman's EQ concepts This webpage is a new format for mobile/small screens. Please send your feedback if it fails to operate well. Thanks. emotional intelligence theory (EQ - Emotional Quotient) Emotional Intelligence - EQ - is a relatively recent behavioural model, rising to prominence with Daniel Goleman's 1995 Book called 'Emotional Intelligence'. Emotional Intelligence links strongly with concepts of love and spirituality: bringing compassion and humanity to work, and also to 'Multiple Intelligence' theory which illustrates and measures the range of capabilities people possess, and the fact that everybody has a value. The EQ concept argues that IQ, or conventional intelligence, is too narrow; that there are wider areas of Emotional Intelligence that dictate and enable how successful we are. Different approaches and theoretical models have been developed for Emotional Intelligence. emotional intelligence - two aspects Understanding yourself, your goals, intentions, responses, behaviour and all.

The Seven Characteristics of a Good Leader Updated 01/2014 How can we determine not only who is a competent leader, but a good leader? Some, like Tom Lickona of the Smart and Good Schools Initiative, believe the proper distinction is between moral and performance character. The former typically refers to having sound values, to be oriented toward an ethical way to behave; the latter refers to the essential importance of having the skills -- particularly SEL skills-- to carry out one's values. What does this mean for leadership? Sargent Shriver, whose leadership credentials are unrivaled in American public service, believed leaders must act and infuse their organizations with: 1) A sense of purpose: The values of an organization must be clear, members of the organization should know them, and they should exemplify and uphold them in their own actions. 2) Justice: Everyone in an organization should be held to common standards, with rules and procedures that are clear, firm, fair, and consistent.

How Tough Kids Can Make Us Better Teachers Early in the school year, Mr. Spriggs asked me to sit in on a conference with his most challenging student. Jon rarely participated appropriately in class, instead drawing attention to himself by "accidentally" dropping books, suddenly having coughing spells and loudly expelling air from either end. As the conference began, Jon seemed prepared for an expected onslaught of demands and nagging, defending himself with a steely downward glare and arms firmly folded across his chest. The Importance of Attitude Educators often ask me for strategies that work with difficult students, and I have devoted a considerable amount of effort and creativity in developing these, filling up numerous books. Let's look at the attitudes reflected by this strategy: Your presence is important to me. A Simple Experiment It is not unusual to think that if only others changed their ways, our lives would be so much better. Start by thinking about your most challenging student (or class). See what happens.

How We Got Here Updated:The FCC Tuesday voted 3:2 to approve an order that will enshrine the policies of network neutrality — the idea that ISPs can’t hinder or discriminate against lawful content flowing through their pipes — as regulations enforced by the commission. While legal challenges remain, and the text of the full order won’t be out for a few days, here’s the gist of what’s in store, as I explained last night: The order contains three sections that set policies around transparency, create a prohibition against blocking lawful content on wireline networks and certain types of content on wireless networks, and set up rules preventing unreasonable discrimination. More analysis will come later. Update: Here’s the release discussing the order, and the full order itself will come in a few days. As for how we got here, this is a brief recap of the events and decisions leading up to today’s vote: 2006: Congress attempts to pass the first of many network neutrality bills.

Rubrics for Evaluating Educational Apps How do you choose the best educational app for your classroom? Check out this great post from Tony Vincent on LearningHand, sharing his own rubric to help teachers evaluate educational apps and other rubric resources. Spotlighted in the Rubric are: RelevanceThe app’s focus has a strong connection to the purpose for the app and appropriate for the studentCustomizationApp offers complete flexibility to alter content and settings to meet student needsFeedbackStudent is provided specific feedbackThinking SkillsApp encourages the use of higher order thinking skills including creating, evaluating, and analyzingEngagementStudent is highly motivated to use the appSharingSpecific performance summary or student product is saved in app and can be exported to the teacher or for an audience Download Resources: apps, Rubric

Creating Classrooms for Social Justice A lot has been discussed and written about being an "educator for social justice." What does that really mean? In this post, I will break down a few basic classroom practices that allow teachers to engage with best practices in teaching core subjects while also being advocates for social justice in the classroom. Social justice is recognizing and acting upon the power that we have for making positive change. It is also important to note that many of the practices that demonstrate a social justice orientation are also reflective of best practices in teaching. Connecting to Students' Lives When making curricular decisions, consider, value, and build on the diverse prior learning experiences of your students. Linking to Real-World Problems and Multiple Perspectives Make what you are teaching relevant to what is going on in the world. Discerning fact from opinion Figuring out your own and others' point of view Interpreting all of this information to decide on your own "truth."

Classroom Management: More Than a Bag of Tricks UserID: iCustID: IsLogged: false IsSiteLicense: false UserType: anonymous DisplayName: TrialsLeft: 0 Trials: Tier Preview Log: Exception pages ( /tm/articles/2012/11/28/fp_garrett.html ) = NO Internal request ( 198.27.81.81 ) = NO Open House ( 2014-06-24 17:31:58 ) = NO Site Licence : ( 198.27.81.81 ) = NO ACL Free A vs U ( 2100 vs 0 ) = NO Token Free (YSQFLObp25w6fG NqhXIDWFPtmitpQgA7IB6) = NO Blog authoring preview = NO Search Robot ( Firefox ) = NO Purchased ( 0 ) = NO Monthly ( 22806bae-75b4-41a0-cd65-a3f3d8a101d5 : 3 / 3 ) = NO 0: /tm/articles/2014/06/03/ctq_wilbanks_website.html 1: /edweek/on_innovation/2014/06/celebrating_success_a_snapshot_of_edtech_procurement_in_houston.html 2: /ew/articles/2014/01/29/19el-math.h33.html

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