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If this were a cookbook, I’d write that these recipes have been tested. It will be a useful book for veterans and for newcomers. When teachers practice the creative techniques of teaching in this book, they will expand their choices as educators, and gain access to a library of concepts that will help them lead students to the source of inner wisdom we all possess. The Wisdom in the Room strongly advocates student-led learning, and gives practical exercises that guide the teacher to develop a unique approach to teaching, out of the daily experiences she will encounter in her teaching life. The book emphasizes the ways that teachers can guide students to take responsibility for their own education. Group work and specific strategies for class conversations can give students a more active role, and give the teacher the space to individualize her feedback to her students. The method is more student-led, more independent, and more effective in the long term than the traditional, teacher centered approach. Student independence is a goal on equal footing with subject mastery. The Wisdom in the Room empowers both teachers and students. The Wisdom in the Room guides teachers to use planning and administrative tactics to encourage creative thinking, energize their classes and minimize teacher burnout. By trying some of the techniques described in these pages, teachers can minimize the drudgery and routine of teaching, as they move from being the center of attention, into the director’s chair. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. Register a free business account She earned her B.A. in English at Yale University, and her M.A. in Creative Writing and English at NYU. https://www.engreat.com/image/upload/8568b-service-manual.xml johnson seahorse 2 hp repair manual, johnson seahorse 2hp shop manual, johnson seahorse 2hp shop manuals, johnson seahorse 2hp shop manual hp, johnson seahorse 2hp shop manual parts, johnson seahorse 2hp shop manual pdf. She was appointed director of the NYU Graduate Program in Creative Writing from 1992-1996. Her work has been published in journals and periodicals in the United States and in Europe, and she has been a radio co-host for The Winds of Change, a weekly spoken word program in Canada. She has taught writing and English in both university settings and in independent schools for over thirty years. She is a current participant in the 2012-13 Fellowship for Aspiring School Heads program at the National Association of Independent Schools. She is presently a dean at The Polytechnic School in Pasadena.Full content visible, double tap to read brief content. Videos Help others learn more about this product by uploading a video. Upload video To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzes reviews to verify trustworthiness. Please try again later. Dave 1.0 out of 5 stars It wasn't what I expected, was based on fluffy Eastern philosophy and wasn't worth the money. It said nothing.I've probably read 50. I have never read one that is so warm and human. This little book taps into the part of us that got us into teaching in the first place - that need to connect. Connections with our students, connections with the bigger spiritual truths that we hold dear - this book encourages us to keep those in the front of our minds when we go into our classrooms. Not left as a fleeting, wistful afterthought. Most remarkably, there are concrete suggestions of how to bring this focus to your teaching.Your writing in The Wisdom in the Room speaks as much about a teacher's attitudes and soft skills as the foundation for what happens in the classroom as it does about what lessons and strategies are effective. http://db-tube.com/userData/board/8568b-manual.xml I will definitely be using some of your ideas when I return to New Mexico this coming year to help teachers implement the Common Core Standards in their classrooms without losing the balance for the need to consider the whole child and not simply his left brain. Thank you for your work and your insights!However, I felt that many sections of the book were long and lost my focus. It is an easy read though and one that ELA teachers would enjoy. The occasional brush by my subject matter was not enough to keep my interest. Our payment security system encrypts your information during transmission. We don’t share your credit card details with third-party sellers, and we don’t sell your information to others. Please try again.Please try again.Please try again. Please try your request again later. The practical exercises described in these pages will empower both teachers and students to gain access to the unique source of wisdom we all possess. The Wisdom in the Room gives specific strategies to encourage creative thinking, energize the class, and give students an active role. By trying some of the techniques described in these pages, teachers can free themselves from the repetition and routine of teaching, as they move from being the center of attention, into the director’s chair. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. Register a free business account She earned her B.A. in English at Yale University, and her M.A. in Creative Writing and English at NYU. February 6, 2018RoutledgeFebruary 6, 2018RoutledgeJanuary 31, 2018RoutledgeWhere the content of the eBook requires a specific layout, or contains maths or other special characters, the eBook will be available in PDF (PBK) format, which cannot be reflowed. For both formats the functionality available will depend on how you access the ebook (via Bookshelf Online in your browser or via the Bookshelf app on your PC or mobile device). http://schlammatlas.de/en/node/18780 It draws on both classic and cutting-edge research, offering practical advice on commonly overlooked or misunderstood concepts that contribute to positive academic outcomes. It aims to show the value of psychology in enabling teachers to make and justify everyday classroom decisions. It covers core areas essential for improving learning, including: With an emphasis on understanding the theories and evidence behind human behaviour, this book will allow you to reflect critically on your own classroom practice, as well as making simple but valuable changes. He has taught in secondary schools across the north of England since 2004 and writes for publications including The TES and The Psychologist. He has written several school psychology textbooks, and is currently working in teacher education at the University of Strathclyde, as well as doing a PhD on the practical applications of memory research to teaching. It is based on two Michigan Virtual courses: the first an orientation course for iEducators (new teachers who are recent graduates of Michigan teacher preparation programs who have been selected for a two-year digital learning teaching assignment with Michigan Virtual); and the second a Professional Learning Services course for online facilitators. Each guide outlines key definitions, research and resources, and practical strategies that paint a picture of what kind of preparations and support systems are necessary to ensure students succeed in their online courses. Special thanks to Michigan Virtual’s Student Learning leadership and the many authors of Michigan Virtual’s iEducator course and Professional Learning online learning facilitation course whose expertise and experience helped direct the structure of this guide. Michigan Virtual lead instructors and other staff as well provided valuable feedback during the review of this resource. http://cleananddecluttered.com/images/callister-materials-science-solutions-manual.pdf Specifically, we would like to recognize and thank the following online teachers for their contributions: Carrie Madden and Mallory Kirkland (Georgia Virtual School); Robert Selzler (Idaho Digital Learning); Kristen Koch, Annette Gleason, and Adam Knapp (Michigan Virtual); Caitlyn Skinner and Jenny Lovering (Montana Digital Academy); and Annette Walaszek and Jon Oestrich (Wisconsin Virtual School). Additionally, special thanks to Dana Breed (Stevens Point), Erik Hanson (Appleton eSchool), Dawn Nordine (Wisconsin Virtual School), David Parr (Arise Virtual Academy), Janean Ranis (Cameron), and Dan Tenuta (Kenosha eSchool), and members of the Wisconsin eSchool Network and Wisconsin Digital Learning Collaborative (WDLC) for their valuable contributions to the teacher guide. Lastly, many thanks to MVLRI fellow, Rebecca Parks, for gathering and selecting quotes and original content from the interviews she conducted with our experts: the teachers who are teaching online learners in Michigan and across the country. This makes the real-life experiences and connections so much more exciting and enriches the learning experiences for everyone.” In fact, many profess that teaching online makes them an even better face-to-face teacher. You build relationships with students and create a learning community. You evaluate student performance through written assignments and assessments. You create supplemental resources for your students’ needs. You seek to connect classroom lessons with the real world. In online instruction, students are given the chance to work one-on-one with their instructor such that both can focus on the individualized needs of that student. Students are able to work at their own pace, allowing them to have ownership in their learning. This is not always possible in a face-to-face classroom.” You develop relationships in a different way. There are more opportunities for individualization. Students will communicate with you and work on their courses at all hours. http://www.mtpartnersfl.com/wp-content/plugins/formcraft/file-upload/server/content/files/1629fa8c6cf079---Ctek-m100-marine-battery-charger-manual.pdf Students may begin the course at different times of the calendar year and not progress through the course all together at the same time, depending on the online learning program model. Students may have greater discretion concerning the order in which they complete their lessons so may skip around in online content and need to be redirected to go back and complete tasks, depending on the online learning program model. You may not physically see your students. Unless you use video conferencing, for example, communication will be primarily via email, the learning management system (LMS) message system, graded feedback, phone, texting, etc. Michigan students have an onsite mentor to help support them and act as a liaison among students, parents, and you if need be. (See more about mentors later in this guide.) The content is often already created for you, depending on the online learning program model. Instead, I have to rely almost entirely on tangible data points like assignment submissions, discussion posts, questions, and other work to inform student mastery. But this takes practice and lots of open and honest communication between me and each student. It takes time, but it is time well spent when the students find great success in their online class.” In a face-to-face classroom, you can easily get the surface relationship in a 45 minute period before they move on to the next class, but the online environment allows me to meet individually with a student in need for whatever time is needed to address academic concerns and personalize growth.” You may not know why your students are in your online course, but what brought them there has an impact on their motivation and often on their success. The Foundation for Blended and Online Learning along with Evergreen Education Group published a report based on surveys, focus groups, and interviews with students along with other data. www.e-mogilev.com/uploads/files/a-manual-for-authors-of-mathematical-papers-pdf Why Students Choose Blended and Online Schools distinguishes three primary reasons students pursue online and blended learning (using both online and face-to-face learning in the same course): academics, social-emotional health and safety, and interests and life circumstances. Many teachers choose online teaching for one or more of the following reasons: This guide is intended to provide new online teachers—or those exploring the possibility of teaching online—support in making that transition. As with any relationship or situation, the online learning environment presents challenges for both students and teachers. The Foundation for Blended and Online Learning (2017) published a report on why students choose blended and online schools. Students come from a variety of backgrounds and have various life experiences. Students have various levels of technological ability, and their access to technology and the internet varies. Students are used to working in a very different educational environment and may not have all the skills required for successful online learning. Students probably have no previous experience with their online instructors. In some online programs, students are allowed to enroll at random times during the course, complete and submit work at different times, and ask questions that may be behind or ahead of where the teacher is at the moment. When this happens, the teacher needs to address each student exactly where they are in the course to value the individual learning process.” Students may work at a different pace than other students. Giving and receiving timely feedback can be a challenge. How does the instructor help students become successful thinkers and learners. What are the limits of the instructor’s ability to help students stay engaged and be successful thinkers and learners. https://prodesign31.ru/wp-content/plugins/formcraft/file-upload/server/content/files/1629fa8ca49908---ctek-m100-user-manual.pdf This guide addresses these potential challenges while also providing numerous suggestions and best practices to make the online teaching and learning experience exciting and positive for instructors and students. Prepare to be physically, digitally, and mentally organized so that you are not only efficient, but can enjoy that balance between work life and home life. Begin by securing a workspace conducive to being a productive instructor. Choose a closed off space that will allow for quiet and privacy. Consider a door with a lock or a “do not disturb” sign if you live with others. Your physical activity level will be reduced if you choose to sit most of the day, and eventually you may notice a negative impact on your energy level. You must carefully structure your remote work environment so that it is not only conducive to productivity, but is conducive to your health and welfare at the same time. This is sedentary work so rest your eyes, wrists, and back. Stretch periodically. Set up your computer in an area with good light. Lights should be directed toward the side of or behind your line of vision. Make sure you have high speed internet service with antivirus and malware protection software to protect you and your students’ systems. Consider a desk you can raise and lower to avoid the negative health effects of sitting for long periods of time. Use a comfortable, supportive, and perhaps ergonomic chair as you will likely be sitting for long periods of time. Have computer paper, pens, and notebooks on hand. Do not slump or round your shoulders as fatigue will quickly set in. Consider using a foot rest that allows you to push back into your chair. Communicate proactively to those sharing your living space of the need to respect your workspace and work hours. Just as you reduce chaos by organizing your physical workspace, you want to achieve the same goal of keeping your digital world organized. http://lisahyatthealth.com/wp-content/plugins/formcraft/file-upload/server/content/files/1629fa8d6d63dd---Ctek-laddare-manual.pdf In order to relieve stress and be a more productive online teacher, it is essential for you to develop and maintain an organized digital workspace that promotes maximum efficiency and helps you locate files and items more readily. Get all those icons off the startup menu that makes your system run slower. Scan paper documents, when possible, and place them in folders. Use clear file names so you can easily retrieve them later. Alphabetize file names and be consistent in your filing system. Get the folders for all the classes you teach set up and organized as soon as possible. Archive emails in folders labeled with the course name and term. Create shortcuts on your desktop for programs, folders, and websites you use frequently. Create bookmarks for common internet sites. Use a calendar with deadlines and note priorities. You likely already have years of experience using email, but using it as the primary means of communication for online instruction requires an organizational and workflow strategy conducive to this type of work. The better you are able to plan and stick to a solid email management strategy early on, the better you will be able to stay engaged with students and others on a daily basis. This is critical to establishing and maintaining good relationships with all those involved. In the past couple of years I have converted my documents over to my Google Folder so I can continue to work on them from any place at any time. Keeping my inbox cleaned out each day is also important. I have several email folders so I can easily locate a message when needed. Scheduling and coordinating time to meet with your students, mentors, and colleagues and blocking out appropriate time to attend to your instructional duties all take place within your calendar. When used effectively, your calendar can be one of your best allies in making sure you stay on top of your schedule. BARSUGO.COM/ckfinder/userfiles/files/a-manual-for-alcoholics-anonymous.pdf I add in my designated office hours with my contact information; I enter in my general course outline, due dates for assignments, quiz and test dates, and anything else that is pertinent to my students, mentors, and parents. I find that doing this ahead of time helps me feel organized and prepared each week and also keeps me accountable to my own schedule. A few helpful hints can assist you in avoiding these potential pitfalls and provide you with the healthy life balance needed for a happy and successful career. Be diligent in maintaining these working hours, and do not feel guilty about taking advantage of your non-working hours. Set boundaries. Clearly post your office hours in your course and on your webpage. Prioritize your tasks so the most important critical tasks are done first when your energy is the highest. Learn to say “No” to noncritical tasks. Map out weekly goals and to-do lists and put them where you can see them during your workday. Using electronic to-do lists can help keep you on track. Be sure to remain focused on and diligent about your designated work schedule when you are working. When you are “off,” be sure to disconnect and do not feel guilty about not checking email or texts. Resist the tendency to work all of the time. Your personal time is just as valuable as your professional time. Do not feel guilty for leaving the work behind during your “down time,” and help yourself by walking away from your electronic devices when you are “off.” Give yourself a timeout to help you refocus your energies and reflect on the work ahead. Reach out for help when things get tough. Identify others at your school, via social media, or in an online professional learning network (PLN) who can provide support. Open separate email accounts, texting numbers, and other social media modes to balance your personal life with your professional life. This will help keep you from checking your course-related email and feeling like you need to react to student issues during your designated personal time. You can address the stress of feeling like you’re all alone and on your own in several ways. Consider the EdWeb.net Community, the ISTE Standards Community, The Educator’s PLN, Classroom 2.0, Teacher Square, and Twitter. These sites offer incredible opportunities to connect with other educators around the globe and to begin developing your own professional online identity. Ask questions and share best practice ideas with other teachers. Be open to sharing resources to enhance student learning. Often your colleagues can be your best resource. Actively engage in professional development opportunities and professional learning communities. I have found that I do more successful work when I allow myself to be with my family on my off days and avoid working during that time. I quickly learned to ask questions and seek ideas from those who are even a few months more seasoned than me. Below is a common routine that successful online instructors have used to manage their time efficiently. Compose a weekly group email to the entire class via the LMS message function. For the first week, request a response to ensure your messages are received and get students started interacting with you via email. Track student progress. Help students learn time management skills through use of any pacing elements available in your course. Make expectations clear. Reach out to a PLN or colleagues to seek the wisdom of those who have lived and breathed online teaching before you. Remember that many of your students are new to the online learning environment, so you will have to guide them in terms of appropriate behavior, your expectations, and protocols required in your classroom. Help provide them that structure so they can become independent, disciplined learners. Ultimately, you also want to create a safe learning environment, one that is conducive to learning and in which students are respectful of the online instructor and each other. These rules are always posted on the course homepage and listed as a box in my weekly newsletter. It keeps everyone focused and acts as a constant reminder of my expectations. Some LMSs time and date stamp each individual student assignment, validating that it was submitted and when. The LMS usually contains a course database that collects all login data, click information, amount of time spent in certain areas of the course, and course assignment submission logs to provide individual student data. Do not accept assignments until students learn to submit them correctly in the first few modules. Make this a teachable moment. Consider some practice activities before getting into the modules themselves. Mentors may already be working with students on these kinds of new skills. Make directions clear. Provide an additional tutorial if need be to clear up any confusion about what is required. Explain the assignment in a different manner, use screenshots, make a video, provide an audio recording or even meet in real time with the student via the LMS or a Google Hangout, for example, to clear up any misunderstandings in how to proceed. Simple but complete rubrics can help to clarify expectations and provide clear concise directions. Learn how to pronounce students’ names, or find out what nicknames they prefer to use. Bond with the student so they see you as a real person who is there to help them. Create a personal welcome in the course LMS, and introduce yourself to students. Make navigational materials readily available. Make fun videos to keep students engaged and interested. Reach out to students who haven’t gotten started. Provide quick turnaround of assignments while material is fresh in students’ minds. Make contact just to see how students are doing. Build relationships with online learners’ mentors. Call students who have not completed the first unit of work for a phone conference. Encourage students not to give up. Acknowledge bright spots. Set up times to meet to discuss challenges. Provide “re-navigation” to get back on pace. Start talking about the end of course date several weeks in advance. Acknowledge the time crunch: Send out calendars with remaining weeks for students to re-organize the remaining work and make a plan for completion. Create a course countdown. Verify when students’ schools need their grades, and create custom end dates as needed. Maintain a high level of encouragement to complete the course well. Get grades in as soon as possible once students finish the course. Ask for student feedback at the end of each unit. Online learning environments do not have the affordance of natural social opportunities that fully face-to-face environments do. Online facilitators don’t have the ability to read body language, see students visibly struggling, or informally build rapport with a “How’s it going?” check in. We must develop and refine instruments that aide the teacher in engaging with students in ways that promote deep learning fellowship. This can be accomplished through effective individual and group communication, encouraging engagement in the course, productive and growth-focused feedback, and multiple opportunities for students to ask questions and learn in a way that is meaningful to them. See The Adolescent Community of Engagement Framework: A Lens for Research in K-12 Online Learning Environments for more information. Communication can make or break your students’ experience. In fact, effective and positive communication skills may be more important than instructor content knowledge. Communication is the make-it or break-it key to letting students know that we are real people who care about their success. ” Unlike in the face-to-face learning environment, in some programs, teachers simply do not control many aspects of the online environment, for example, which LMS is used, the look and feel of the course, the specific course content, and in many cases, how the student work is graded. However, you do have control over a foundational element in students’ online experiences: communication. You do not need to be an extrovert to be a good communicator; instead, you need to have an online relationship with someone. You can be an introvert and have a huge impact on your students through your computer.” It takes skill, time, energy, and heart to build a professional academic relationship with each and every student and maintain the positive connection throughout the course that contributes to their success. As a facilitator of online learning, you will quickly realize that you simply cannot leave anything unsaid. The first contact is when and where that begins. Each recipient requires different consideration. This helps my students see me as a real person, not just 26 letters behind a keyboard. I keep it light in tone but am sure to lay out my expectations, office hours, and any other pertinent information they may need to know. Show that you are excited to work with the student and that you are approachable. Post the letter in the course info area of your LMS and in the announcements area, too. Send the welcome letter within five business days of the start of the course or within five business days of a student joining the course. Remember to send the letter to each new student who adds once the term starts. In addition to a welcome letter, video announcements are an opportune way to personalize your course. Remember, announcements are students’ first impression of you, your teaching style, and your presence in the course itself. You may wish to set up a list (such as a class roster spreadsheet) to indicate that you have sent a welcome to each student and mentor. As the term progresses, more students may be enrolled. You can add them and their mentors to the spreadsheet, too. Some instructors gather other info on these same sheets from the students’ letter of introduction and exchanges with mentors, essentially creating a database about their students for easy reference. This serves a dual purpose: I get to know each student and their interests, and I can assess their understanding of the classroom discussion board and submitting assignments. This is your first chance to establish positive contact. Remember that they may not understand anything about the online course and may not even know their student is taking an online course. Encourage them to contact you with any questions or concerns and supply all your contact information so they can communicate using the method of their choice. Be sure to let them know that the student has a mentor at their school and who the mentor is if you can.I briefly share my interests outside the classroom, provide my contact information and office hours, and offer other pertinent information about the class.The mentor’s role is to support the students in their online learning experience. Schools approach this position differently, but mentor responsibilities often include everything from getting a student enrolled to keeping students on pace to dealing with LMS challenges. Mentors often act as a liaison between students and their teachers and help students learn to learn online. They are critical to student success and to helping students stay engaged and on pace. Email one student welcome letter to each mentor so the mentor is aware of what the students have received from you so they can reinforce your expectations and directions. Personalize each letter by indicating the students’ first and last names as well as which course they are in.