In outcomes-based learning environments, we generally see three elements in play: 1) learning objectives or targets are created from given standards; 2) instruction of some kind is given; and then 3) learning results are assessed. These assessments offer data to inform the revision of further planned instruction. Rinse and repeat.
But lost in this clinical sequence are the Habits of Mind that (often predictably) lead to success or failure in the mastery of given standards. In fact, it is not in the standards or assessments, but rather these personal habits where success or failure -- in academic terms -- actually begin.
October is Bullying Prevention Month, and schools and families across the country are having frank discussions to raise awareness about bullying. It's a subject that's grown increasingly complex and troubling over the years: while in-person teasing and harassment has never flagged, new technologies have given rise to cyberbullying, which can be equally as damaging -- and even more public. And news of tragic consequences stemming from cases of both kinds spreads quickly through social media.
Health education includes a lot of topics -- nutrition, fitness, substance use, mental health, violence prevention and communication skills, to name a few -- but the one that always gets the most attention is sex ed. And lately it's not just getting attention in class.
In this nine-part series, we will look at important factors that influence the happiness and social and emotional learning of elementary school age children. These factors are very useful in helping students learn, manage emotions and increase empathy. Each blog features one letter of the acronym HAPPINESS:
H = Happiness
A = Appreciation
P = Passions and Strengths
P = Perspective
I = Inner Meanie, Inner Friend
N = Ninja Mastery
E = Empathy
S = So Similar
S = Share Your Gifts
There has been a lot of talk lately of what makes a good teacher. It is easy to make lists of hundreds of values, skills and attributes that make for good teachers, but there are two skills that separate the good teachers from the great ones. One skill is the ability to "reframe" a situation for students, which I will discuss today. The other, which I've mentioned in earlier posts, is the recognition that "fair is not equal." I will devote next month's post to some specific teaching techniques which build on this.
There are many instances in which ancient wisdom anticipated contemporary research, and one of them can be found on the upcoming Jewish observance day of Yom Kippur. It is also known as the Day of Atonement and it is considered the holiest day in the Jewish calendar.
Happiness is something we all want, and new research shows that happiness and well-being can be taught! But who has time to teach happiness when there is so much else to cram into a school day? At the university level, we see courses at Harvard and University of Southern California on the Science of Happiness. There are good reasons why those courses are among these schools' most popular classes. Happier people tend to be healthier, more productive, more generous and kinder to others. They also learn more easily and enjoy life. Who doesn’t want some of that?
Ask your students to imagine themselves at an assembly in June. All of their classmates, teachers, staff, even parents are there. Every student is called up to the podium at the center of the stage, and the principal reads a statement of what they accomplished in the past year.