2758 Chapters
Medium 9781943874125

Chapter 2: The Definition of Joy

Dean Shareski Solution Tree Press ePub

Joy is what happens to us when we allow ourselves to recognize how good things really are.

—Marianne Williamson

If we’re going to talk about moving away from a focus on standards and toward one on embracing a culture of joy, it’s important that we define joy. While there are a few definitions we might choose, I’m going to focus on these (Joy, n.d.):

1a: the emotion evoked by well-being, success, or good fortune or by the prospect of possessing what one desires

b: the expression or exhibition of such emotion

Joy isn’t about being happy all the time. It isn’t a fleeting emotion that comes and goes depending on changing circumstances. It is about contentment and satisfaction and expressing those feelings. Sometimes that expression is visible, and sometimes it’s not. But joy requires an awareness that things are right. While it’s a deeply personal state, it’s also something that, when given the opportunity, will spread. Creating a culture of joy applies to both the environment and the learning itself. As it relates to learning, it’s the outward manifestation of success, achievement, and being. It’s learning for the sake of learning, not because of a grade or compliance. These are the moments we naturally seek.

See All Chapters
Medium 9781934009437

Chapter 4: Emphasizing Effort

Allen Mendler Solution Tree Press ePub

PUTTING THE FOCUS ON EFFORT IS CRUCIAL to increasing achievement, promoting learning, and minimizing behavior problems among students who are hiding their academic inadequacies. Most students who present themselves unfavorably, whether through their lack of motivation or their inappropriate behavior, are trying to conceal their concerns about academic or performance inadequacy. In a nutshell, they simply do not see themselves as capable and usually attribute success to ability rather than effort. As Carol Dweck’s research has shown, these students believe that intelligence is a fixed entity and is the factor responsible for success or failure (cited in Azar, 1996). By contrast, successful learners generally believe that their effort is the key factor in determining success. The end result is that many students who fail simply do not try because they believe that even if they worked harder, their achievement still would not improve in any substantial way. Although it is difficult to get such students to put forth greater effort, there are many classroom techniques that can work when the emphasis is placed on the relationship between achievement and effort.

See All Chapters
Medium 9781943874002

Chapter 6 Balancing It All

Nanci N. Smith Solution Tree Press ePub

The major work of the world is not done by geniuses. It is done by ordinary people, with balance in their lives, who have learned to work in an extraordinary manner.

—Gordon B. Hinckley

Many days, as teachers, we feel overwhelmed—we have so much to do, balancing professional demands inside and outside the classroom and demands in our personal lives. Did a little voice in your head just say, “A personal life? What’s that?” Besides designing mathematics lessons that will develop the mathematical minds in our care, we have other professional areas to focus on, such as communication with parents. The fact that it might feel overwhelming shows how much we care for our students. If we did not care about becoming the very best teachers we can be, none of this would weigh heavily on us. I offer a few thoughts in this closing chapter on how to keep balance in our classrooms as much as possible.

I will admit that when I first began teaching, I was afraid of my students’ parents. What if they did not like how I taught? I was afraid to call parents in negative situations. What I did not realize as a first-year teacher was that my students’ parents and I were on the same side. We both wanted their children to succeed more than anything else.

See All Chapters
Medium 9781942496885

Chapter 8 Global Digital Citizenship

Crockett, Lee Watanabe; Churches, Andrew Solution Tree Press ePub

Our level of global interconnectedness has been staggering since the World Wide Web was introduced into our lives. This interconnectedness allows us to see how collective or individual efforts can have a global effect. We can now see and track our actions on an international scale, measure our impact on the global environment, gauge our social and moral differences and similarities, rally together to inspire hope, and provide aid for countries, communities, or even individuals dealing with hardships and tragedies.

We have become very aware of our need to understand this continuous rapid change and forecast parameters of safety for our most vulnerable users. When we think about it, it makes sense to cultivate empowered individuals who are dutifully aware of their responsibility both for and with the power of the Internet for the lasting well-being of our global community.

This is a hallmark of what we call the global digital citizen: a conscientious, respectful, and compassionate individual who strives to establish a sense of global community in all his or her online and offline relationships, duties, and endeavors. The five unique aspects that define the global digital citizen are: (1) personal responsibility, (2) global citizenship, (3) digital citizenship, (4) altruistic service, and (5) environmental stewardship. In this chapter, we will describe these aspects, note some skills each helps to cultivate, and list potential benefits that result from developing those skills. We then provide rubrics for measuring items that students require to be successful with the aspects of global digital citizenship.

See All Chapters
Medium 9781934009529

Chapter 2: The Balanced Assessment Model: When Formative Meets Summative

Kay Burke Solution Tree Press ePub

Assessment is a broad term that can be looked at from many dimensions, including instructional purpose. The instructional purpose of a formative assessment is to provide feedback during the learning process; the instructional purpose of a summative assessment is to make a final judgment at the end of the learning process.

Assessment is the process of gathering evidence of student learning to inform instructional decisions. If the evidence is accurate and timely, educators can use it to support student learning. Assessment consists of all the tools that teachers use to collect information about student learning and instructional effectiveness. Teachers use tests, presentations, observations, and class work to assess student learning. Evaluation is the procedure for collecting information and making a judgment about it. For example, standardized test scores, dropout and graduation rates, and promotion and retention rates are used to evaluate the success of a high school (Carey, 2001, as cited in Ataya, 2007). Assessment is an ongoing process that occurs daily, whereas evaluation often occurs at the end of an assessment cycle.

See All Chapters

See All Chapters