Know Your Why

The next few blog posts for us will feature short video clips from Jon Gordon (@JonGordon11).

Click here to view the first video clip.

Questions to consider:
1.  How can we/students incorporate the idea that "I am not just a janitor?"
2.  What is your bigger purpose?
3.   How do you bring your mission to the work you do each day?

 Here is a short bio about Jon Gordon.

Jon Gordon's best-selling books and talks have inspired readers and audiences around the world. His principles have been put to the test by numerous NFL, NBA, MLB coaches and teams, Fortune 500 companies, school districts, hospitals and non-profits. He is the author of numerous books including The Wall Street Journal bestseller The Energy Bus, Soup,The No Complaining Rule, Training Camp, and The Carpenter. Jon and his tips have been featured on The Today Show, CNN, Fox and Friends and in numerous magazines and newspapers. His clients include The Atlanta Falcons, LA Clippers, Pittsburgh Pirates, Campbell Soup, Wells Fargo, Northwestern Mutual, Publix, Southwest Airlines, Bayer, West Point Academy and more.

Jon is a graduate of Cornell University and holds a Masters in Teaching from Emory University. He and his training/consulting company are passionate about developing positive leaders, organizations and teams.

via:  http://www.jongordon.com/about.html

Affective Teaching 7

For the next four or five blog posts I will focus on an article I read in Educational Leadership, a magazine published by ASCD (American Society of Curriculum Developers) about Highly Affective Teachers.  The Highly Affective Practices are designed to help teachers examine their individual emotional states and how that interacts with students.  Emotional states or wellness of students is a variable in our setting that often doesn't get discussed much.  As teachers/support staff we must be able to not only be content experts but experts in helping students deal with multiple life situations.  Here is the link to the whole article; http://www.ascd.org/publications/educational-leadership/oct15/vol73/num02/The-Seven-Habits-of-Highly-Affective-Teachers.aspx.

Click here to read about Affective Habit 7.

Here are a few questions to think about.
1.  Have you ever thought about having a colleague burst in to "share" needed information?  How do you think your students would react to that?
2.  How hard is it to have as much enthusiasm in the afternoon as you did in the morning?  How can you keep that moving forward?
3.  What do you think your students would create if you asked them to write a conversation between to punctuation marks?

Affective Teaching 5/6

For the next four or five blog posts I will focus on an article I read in Educational Leadership, a magazine published by ASCD (American Society of Curriculum Developers) about Highly Affective Teachers.  The Highly Affective Practices are designed to help teachers examine their individual emotional states and how that interacts with students.  Emotional states or wellness of students is a variable in our setting that often doesn't get discussed much.  As teachers/support staff we must be able to not only be content experts but experts in helping students deal with multiple life situations.  Here is the link to the whole article; http://www.ascd.org/publications/educational-leadership/oct15/vol73/num02/The-Seven-Habits-of-Highly-Affective-Teachers.aspx.

Click here to read about Affective Strategies 5/6.

Here are some questions to consider:
1.  Have you ever dismissed feedback from a colleague because you didn't feel it was constructive feedback?
2.  What do you pursue that is meaningful outside of the school day/house?
3.  Of those items listed as ways to stimulate you intellectually, how you ever done any of them?

Affective Teaching 3,4

For the next four or five blog posts I will focus on an article I read in Educational Leadership, a magazine published by ASCD (American Society of Curriculum Developers) about Highly Affective Teachers.  The Highly Affective Practices are designed to help teachers examine their individual emotional states and how that interacts with students.  Emotional states or wellness of students is a variable in our setting that often doesn't get discussed much.  As teachers/support staff we must be able to not only be content experts but experts in helping students deal with multiple life situations.  Here is the link to the whole article; http://www.ascd.org/publications/educational-leadership/oct15/vol73/num02/The-Seven-Habits-of-Highly-Affective-Teachers.aspx.

The linked document here is for habits 3 and 4.  I would recommend just looking at these two.  We will examine all of them over the next few posts. 

Questions to consider:
1.  What ways to do you get to know students so they aren't just another student in your room?
2.  How can you more effectively plan for individual students when you really get to know them?
3.  How do colleagues view you in relation to talking to you about your teaching techniques?
4.  What do you think of the idea of giving a separate grade from the "project grade" for parts of it like meeting deadlines and following directions?