Posts Tagged character-building
“Student achievement flows from great teaching,” states Vicki Phillips, Director of Education for the Bill & Melinda Gates Foundation.
We believe great teachers know how to create meaningful, engaging learning environments that challenge students to do their best. Unfortunately, the majority of time that’s spent on developing teachers is too focused on the “what” and the “why” but not the “how” of creating successful learning environments.
Teachers know what they want their classrooms to look like and how they want their students to be, yet often they don’t know how to make it happen. Over our 20 years of experience working with schools on professional staff development, we’ve seen many good teachers become great — once they learn how to change the dynamics of their classroom.
Specifically, great teachers know how to:
- Connect with students
- Make content meaningful and relevant
- Orchestrate positive interactions
- Build a classroom environment of respect and high expectations
- Inspire students to do their best
- Stimulate positive student behavior
- Teach to all types of learners
- Engage students in learning from bell to bell
- Great teachers know how to create a community of learners who are engaged and excited to learn!
When teachers are empowered and know how to make this happen in the classroom — when they have practical, transferable skills and techniques to create a learning environment that works — the desired outcomes follow: improved behavior, attendance, grades, test scores and graduation rates.
Vicki Phillips continues to say, “Great teaching is advanced by great professional development.” Effective teacher training takes time and commitment. Success in the classroom is not achieved with drive-by workshops that lecture teachers on the what without the how. Effective programs put the “how” first and ensure that teachers can successfully apply it in their classrooms.
When teachers acquire the necessary “how” skills and practice and personalize them in their classrooms, the result is a highly effective learning environment that produces positive outcomes for their students.
Below you can see a video of Kelli Myers’ Quantum Learning 5th grade class doing a “power whoosh.” A “Power Whoosh” is when on cue, everyone claps their hands three times in unison, then sends all of their positive energy to a designated person. It is a part of Quantum Learning’s “If It’s Worth Learning, It’s Worth Celebrating.” Celebration builds the desire for success. So celebrate often!
Congratulations to Bob Callahan for being chosen as Region 16 Principal of the Year by the Texas Association of Secondary School Principals (TASSP). Mr. Callahan is in his 20th year as principal of Dumas High School and his 33rd year with Dumas ISD. His prior positions with the district include five years as a biology teacher and assistant coach and eight years as the assistant principal all at DHS. He had six years of teaching experience before coming to Dumas. Mr. Callahan will be recognized at the upcoming TASSP State Conference.
Bob will present with Quantum Learning at a session entitled “Light the Fire of Loving Learning in EVERY Student!” at the Texas School Improvement Conference in October in Austin.
“Quantum Learning is the most powerful program for improving teacher effectiveness, enthusiasm and excitement for teaching that we’ve ever had in this district. It has become contagious! I remember hearing one of the QL instructors who is also a teacher talk about a new teacher who would come by his class every day because every student in the grade level he taught in wanted to be in his class, and the new teacher wanted to know why. The same thing has happened at my school. Students want to be in classes where teachers are using Quantum Learning methods to teach. They want to come to school and can’t wait to get there. You know, new teachers who step into a classroom and suddenly have to get everything done are just overwhelmed at first. There is so much more that they are responsible for than they ever imagined. And then they have a diverse classroom and all kinds of situations to deal with. That is where Quantum Learning comes in. It equips teachers to be the best they could ever want to be. If they are a parent, it equips them to be the kind of teacher they’d want their own children to have. I can see it in how my teachers carry themselves. They’re confident and their excited to be at school every morning. It’s been a real transformation in our school since we began Quantum Learning.”
The Tenets are important concepts or guiding principles that are basic to the Quantum Learning system. These ideas are woven throughout the fabric of the system, and as a result will be rediscovered in many applications and strategies. The Tenets are specifically designed to improve our practice in the classroom by directing our focus. We recommend that you post them in a place where you will see them on a regular basis.
The first Tenet is “Everything Speaks.” This concept reminds us that everything we do in the classroom sends a message to students. The way we greet students first thing in the morning or at the beginning of a class sends a message. The way we handle an incorrect response from a student given in front of peers sends a message. Our Environment, the Atmosphere we create, the Design of our lesson delivery or educational tasks, how we dress, the way we listen, or the character traits we model all send messages to our students. By being constantly aware of this important principle we tend to be more deliberate and proactive in orchestrating the messages students receive. This helps us better manage the variables that contribute to an optimal classroom atmosphere and learning environment.
“Everything is on Purpose” is the second Tenet and it follows logically from the one before it, “Everything Speaks.” If everything speaks, then it follows that we want to be purposeful with everything we do in the classroom to get the desired outcome. A focus on the Tenet, “Everything is on Purpose”, encourages a greater awareness of all the variables that influence learning. It is this Tenet that helps us to begin to see our role in the classroom differently. We are not in the classroom to dispense knowledge – we are there to orchestrate learning. We are striving to get masterful in this orchestration, and even small variables and details become important to us.
“Experience Before Label” is an important principle that influences our lesson design and delivery. It means that we involve students in an experience or elicit an experience that they can relate to before we attempt to attach it to any symbolic language or label. From a scientific perspective we are creating schema or a new neural network in the brain before attaching the label. It can also mean that we move the students to inquiry where they are seeking the label or concept before we give it to them. For example, a math teacher may involve students in a real-life situation in which they are trying to solve a problem but having difficulty based on what they already know. They may begin to look for a new formula or principle to help them accomplish the solution. This state of inquiry or searching would be an ideal time for the teacher to introduce the new concept, and this process would be called “Experience Before Label.” In a literature class a teacher may have students experience writing from a talented author before introducing the literary concept of mood. A science teacher may have students experience or observe the laws of motion before actually labeling them.
Experience Before Label is about creating a teachable moment. It is about getting students emotionally involved and questioning with questions such as Why? When? Where? What? How? The word label in this principle refers to the information we want students to learn – the facts, the formulas, the new terms, the sequence, the reasons, etc. When we design our instruction using “Experience Before Label,” we are using a brain-considerate strategy that attaches the learning to previously established schema, evokes proper emotional learning states, maximizes the use of inquiry, and bridges the content to the students’ world.
The “Acknowledge Every Effort” Tenet places a strong emphasis on reinforcing effort in the classroom. By acknowledging effort the professional educator places a strong focus on effort. This focus on effort has many benefits in the educational arena. By acknowledging effort and creating a focus on effort we help our students to know that we consider good consistent effort the hallmark of a good student.
One very significant benefit with a focus on effort relates to our students’ self-efficacy. Self-efficacy is our students’ concept of what they are capable of accomplishing and relates to their views of their own abilities.When we define a student as one who gives good consistent effort we are asking the student to do something he or she can do. This is because effort is a choice. Even though some students may not be able to compete with the student sitting next to them in achievement scores, they can choose to give effort, and if effort is the sign of a good student then they can consider themselves good students. By asking students to give good consistent effort we are asking them to do something they know they can choose to do. How satisfied would you be as a professional educator if all your students did was give 100% effort? Most of us could live with that!
The last Tenet is “If It’s Worth Learning It’s Worth Celebrating.” These celebrations occur inside the student and are orchestrated by the professional educator. It is the good feeling students have about their own progress and their contributions to the learning of others. It includes the joy, excitement, and passion for learning that permeates the classroom atmosphere. It includes the positive acknowledgments the students receive for their effort and participation. It may be enhanced by such things as small as a comment by the teacher expressing appreciation for accomplishment or by an entire group joining together in a cheer, a special event or a rewarding activity. It should be an ongoing and consistent principle operating in the classroom. It reinforces motivation and the message, “This is important.
A new school year is here! Below is a message sent out by Quantum Learning with helps for starting a new year with new students. There are some specific and easy ideas for each part of FADE, with links to terrific resources. Enjoy!
Wow! Another school year is already upon us. Where did the summer go? Well, school can be fun, too, because Quantum Learning has a ton of ideas for you on how to get things off to a great start and make it the best year ever for you and your students.
Remember, Quantum Learning is a SYSTEM for boosting student engagement and learning and it all begins with FADE:
The beginning of a new school year means “training” students in what’s expected in the classroom. With a strong Foundation, you can establish a shared vision and an understanding of expectations in your classroom. Download our document entitled How to Develop Rules and Consequences for a plan on how to establish ground rules that will support a successful year.
How would you like your students to enter/exit the classroom? Consider last year – what did you develop that worked? What would you change? What level of self-directed behavior do your students manifest? Each of these areas of consideration is defined and developed in the QL attachment on PAPR – Policies, Agreement, Procedures, and Rules. Download it here.
The start of the year is your opportunity to establish an empowering Atmosphere for learning. Here’s a link to a short video with tips on what you can say and do to create a climate in your classroom that promotes a sense of joy, safety, and support.
Also, get QL’s Top 5 Hot Tips for creating an empowering Atmosphere in your classroom this year and tips from QL teachers and facilitators on how to build rapport with your students from the first day of school.
Begin every lesson with a plan for how you will Enroll your students so that they are engaged; create Experiences and curiosity; Label what is learned AFTER the Experiences; allow students to Demonstrate what they have learned;Review and promote Reflection of new content learned; and Celebrate your students’ learning successes. The Quantum Learning Design Frame (E L L D R C) provides a proven process for promoting greater learning and long term memory. Click here for some great “Enrolling” ideas.
The start of the school year is your chance to establish a physical learning space that is inviting and supportive so that you can deliver your content in more engaging and interesting ways. As we say in QL, “Everything Speaks,” meaning everything in the environment sends a message that either enhances or detracts from learning. Download our document on How to Create a Supportive Environment in your classroom.
This is just the beginning of how you can begin to make it a GREAT YEAR for your students and boost learning! Also, be sure to check out our QL blog for valuable research and more great ideas.
Looking forward to hearing all about your successes the next time we see you!
Your Quantum Learning Education Team
P.S. Ask about our additional programs to support you: Observation and Coaching Days, Tele-coaching sessions, Reinforcement and Renewal Workshops, and our new QL Topic Specific one day workshops! Visit our website at http://www.qln.com and find out what’s new at Quantum Learning! Or, contact your QL Education Senior Consultant at www.qln.com/learning_education_contact.html
It’s about teacher competence. It’s always been about teacher competence. Although teachers attend and graduate from a teacher program, for the most part they are inadequately equipped to facilitate learning with today’s kids in today’s world; a world of technology, graphics, multi-tasking, quick information “sound bites”, and relationships. Kids are immersed in a world of instant connectivity, instant gratification and advanced visual stimulation. These characteristics impact students’ attention spans requiring teachers to rethink and redesign the learning environment and the way students learn the content.
With the growing implementation of value-added analysis, the statistics are undeniably clear– teacher competence is a significant contributor to the quality of student learning. This is not a new belief. We’ve intuitively known this for decades. The analyses now prove it. It’s about teacher competence. How to fix that? Implement teacher residency programs modeled after the medical profession. Teacher competence is enhanced by consistent and frequent interactions with master teachers. These master teachers impart best educational practices and partner with the teacher-in-residence to ensure competence.
It’s about student competence. The unfortunate and disproportional emphasis on standardized tests as the sole determinant of student achievement has misguided our educational efforts. Tests on standards are important to show content mastery. The missing ingredient is the teaching of critical thinking to boost students’ competence in approaching, analyzing and finding solutions to real-life problems. The direct orchestration of business, political, social and scientific experiences that immerse students in the complexity of today’s problems creates milieu in which critical thinking and collaboration grows.
It’s about character. There is an undeniable connection between character and content mastery. Teachers spend a considerable amount of time addressing character–effort, choices, and responsibility–for they know that the development of our character is the foundation to achievement. Character development is a conscious and deliberate act. It is not left to chance. Building the culture of the classroom upon character traits sets a strong foundation for a healthy learning environment. Kids feel safe and respected as they improve the quality of who they are. Additionally, character traits can be developed as they emerge within content–literature, social science, science, and/or math. Through the lens of character traits, students see the connection character has on other people’s as well as their own attitudes, choices and actions.
It’s a daunting endeavor to “fix” our schools. No one solution is the answer. The passion and commitment of educators to do what is effective for their students is a great place to start.
Iconic Posters: Hang an iconic poster to reinforce learning.
Here is a classic memory tag. I once had a conversation with someone about the power of icons. I need to do more research into this. Companies and marketing groups understand the potential in a superb icon. Think the golden arches (McDonalds). Think the Nike swoosh. Think the Apple…apple. Just seeing one of these icons brings a rush of thoughts, associations, feelings, etc. We have a few icons in Quantum Learning: Home Court Advantage (circle in a triangle); the Line; and Prime Directive. Each of these can represent a wealth of information (and associations, feelings, etc.). It depends on what we put into it. I have a friend and fellow facilitator, Dan St. Romain, that only brings icon mini-posters to events (versus full-size flip charts) of all the Quantum Learning content.
Now What?: What are your big rock concepts? What’s the big stuff that holds it all together? What information bears repeating over and over again? How can you represent these concepts, ideas, formulas, or whatever in an ICON? I recommend icons that are simple, yet distinctive. After learning all about it and repeating it several times, students should be able to look at it and know immediately what it’s all about. Work to be as purposeful as possible with the icon. Put it on a chart and hang it as a content poster. Put the icon on relevant homefun assignments. Have students recreate the icon with additional details for a review activity.
Bonus: As you create multiple icons for your classroom, is it possible for icons to interact? If the knowledge builds on or interacts with other knowledge, can the icons do the same? Wouldn’t that be cool? As always, I would love to hear your examples (firstname.lastname@example.org). Keep up the great work!