Learning

Procedures and Motivation

On August 9, 2011   /   Learning  

Procedures are critical for motivation and for success in the classroom.

If there is a procedure for doing something, and not all students are doing it, practice the procedure.

When a student asks about something, or isn’t doing something for which you have a procedure,  simply ask, “What is our procedure?”  Put the responsibility on the student to think of the procedure or to practice it after a reminder.

When the class doesn’t do something by the procedure, simply stop and practice.

Part I of the Discipline Without Stress Teaching Model is critical to successful teaching, learning, and discipline

Without taking care of classroom management (developing, teaching and practicing procedures,) it’s very difficult to have success in helping kids to … >>>

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Motivation and Great Teaching

On July 28, 2011   /   Learning  

A cover article of Time Magazine was entitled, “How to Make Better Teachers.”

My thoughts after reading the article:

Great teachers understand that they are in the “relationship business.” Many students—especially those in low socio-economic areas—put forth little effort if they have negative feelings about their teachers. Superior teachers establish good relationships and have high expectations.

These teachers communicate in positive ways, such as letting their students know what the teacher wants them to do, rather than by telling students what not to do. Great teachers inspire rather than coerce. They aim at promoting responsibility rather than obedience because they know that obedience does not create desire.

Great teachers identify the reason that a lesson is being taught and … >>>

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Boys and Learning

On July 14, 2011   /   Learning  

Hopefully, society is well past the “politically correct” (an oxymoron in a democratic society) approach that the only difference between a male and a female is in socialization—that aside from reproductive organs, there is no difference between the sexes neurologically, emotionally, or psychologically.

Whereas good relationships are important to girls, success is more important to boys. A boy measures everything he does by a single yardstick: “Does this make me look weak?” If it does, he is NOT going to do it.

With this in mind, it is important to remember that competition improves performance—not learning. Some students will practice for hours spurred on by the competitive spirit in music competitions, athletics, or speech contests. These students are motivated … >>>

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Atlanta Schools and Test Cheating

On July 12, 2011   /   Learning  

The schools in Atlanta, Georgia have been under investigation after a state investigator revealed cheating in nearly half of the district’s 100 schools. The school is considering imposing punishments on the teachers and administrators of the schools involved.

W. Edwards Deming—the guru of Japanese manufacturing and the expert in increasing quality while reducing costs—would state that 96% of the blame belongs on the school district, rather than on the teachers. The reason is that the school district is basing its assessment on standardized tests.

Atlanta is doing what other schools across the nation are doing, namely, basing educational progress on standardized achievement tests.  As Nido Quebin, president of High Point University in High Point, North Carolina has so eloquently stated:… >>>

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Montessori and Discipline Without Stress

On May 31, 2011   /   Learning  

On June 2, I will be presenting to the staff of Clark Montessori Junior and Senior High School in Cincinnati, Ohio.

I have long admired the Montessori approach. The following shares four fundamental characteristics that Discipline Without Stress and the Montessori approach have in common.

1)
Children learn best through intrinsic motivation.
There are neither rewards nor punishments in true Montessori environments.

2)
Competition hinders learning.
Students learn to monitor their own progress in order to recognize self-growth. This leads to personal satisfaction based on effort—instead of comparisons about what others may have accomplished.

3)
Montessori develops self-discipline and independence.
Students in a Montessori environment learn to be responsible for their choices. They become truly self-disciplined with much less need … >>>

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NEWSWEEK: Billionaires Waste Money on Education

On May 19, 2011   /   Learning  

“Back to School for the Billionaires: They hoped their cash could transform failing classrooms. They were wrong. NEWSWEEK investigates what their money bought” was the headline in the May 9, 2011 issue of  Newsweek Magazine.

The article is about the money invested by Bill Gates, The Sam Walton Family, Eli Broad, and Michael Dell. The magazine states, “There weren’t many positive results that we could identify.” (page 43)

Anyone who has had experience as a classroom teacher could have predicted this. Education improvement starts in the classroom, not with money or with administrative mandates.

Instruction has to do with both teaching and learning. Teaching is, obviously, the responsibility of the teacher. To be successful, the teacher has to … >>>

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Increasing Motivation and Reducing Apathy in Schools

On May 17, 2011   /   Learning  

The weekly newspaper “USA Today” carried an interesting article about education on May 11, 2011. The article was entitled, ” How to Reshape U.S. Education” and was written by Amy Chua, the author of  “BATTLE HYMN OF THE TIGER MOTHER” and a law professor at Yale University.

The article highlighted the following: “Parents should insist that we combine Asia’s discipline with American creativity so that our children can excel in the global economy.”

As with the vast majority of articles, this one also addresses “what” needs to be done, but does not include any idea of “how” to do it. The article does assert, however, that there is one critical skill where our kids lag behind: learning how to learn.” … >>>

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School Announcements as Questions

On May 13, 2011   /   Learning  

Here is an effective approach for any school:

Every day the morning announcements  END WITH A QUESTION designed to prompt reflection and responsibility in students. Posing a daily question directs the attention of everyone in the school (both students and teachers) to a specific issue or topic. Throughout the year, the school reinforces school-wide procedures, solves small problems, and encourages internal motivation through the announcements.

The school sees a lot of good coming from these questions because they provide a powerful way to influence students.

Kerry in British Columbia shared this idea.

Sample announcement questions are posted at her blog.

See Kerry’s categorized  posts.… >>>

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Free Books and Staff Development for USA Schools

On May 10, 2011   /   Discipline, Learning  

The mindset of current educational approaches regarding student behavior unfortunately focuses  on obedience, which turns out to be a common source of reluctance, resistance, resentment, and even rebellion. Simply stated, OBEDIENCE DOES NOT CREATE DESIRE.

However, when the focus is on promoting responsibility, obedience follows as a natural by-product. The reason is that motivation to be responsible requires a DESIRE to do so. The motivation must be INTERNAL.

Many schools use EXTERNAL motivation of stimulus-response psychology in the form of rewards, threats, and punishments. However, these approaches (a) foster compliance rather than commitment, (b) require an adult presence for monitoring, (c) set up students to be dependent upon external agents, and (d) do not foster long-term motivation for responsibility. In … >>>

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The Influencers in Our Lives

On April 28, 2011   /   Learning  

Here is an interesting quiz:

1. Name the three wealthiest people in the world.
2. Name the last three heavy-weight world boxing champions.
3. Name three people who have won a Nobel prize.
4. Name the last three Academy Award motion picture winners for best actor (female and male).
5. Name three of the last decade’s baseball World Series winners.

How did you do?

The point is that none of us remembers the headliners of yesterday. Notice that these are not second-rate achievers. They’re the best in their fields. But the applause dies. Awards tarnish. Achievements are forgotten. Accolades and certificates are buried with their owners.

Here is another quiz. See how you do on this one.

1. Name three … >>>

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Enriching the Brain for Learning

On March 31, 2011   /   Learning  

Marian Diamond is an internationally known neuroscientist who has studied mammalian brains for decades. Dr. Diamond is the author of “Magic Trees of the Mind: How to Nurture Your Child’s Intelligence, Creativity, and Healthy Emotions from Birth through Adolescence.”

Her recipe for enriching the brain to increase academic success heavily relies on nurturing the uniqueness of each brain in a caring environment. Her studies have shown that an enriched environment includes:

1. Setting the stage for enriching the cortex by first providing a steady source of positive emotional support, which includes encouragement and tender loving care. (The emotional brain develops before the analytical brain.)

2. Providing a nutritious diet with enough proteins, vitamins, minerals, and calories.

3. Stimulating all … >>>

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Attention Deficit Disorder (ADD)

On March 3, 2011   /   Learning  

I  attended the international conference of Children and Adults with Attention Deficit Hyperactivity Disorder (CHADD) .

Much controversy exists about labeling students as having attention deficit disorder(ADD) and attention deficit hyperactivity disorder (ADHD).

Professionals refer to the false use of the label, which was coined in 1972 when education psychologist Virginia Douglas correctly realized that the most important feature of this phenomenon was distractibility resulting in difficulty to sustain attention. So the new name “Attention Deficit Disorder” was born.

People categorized as ADD—when given something they enjoy doing—can have laser-like attention; they are just easily distracted. Also, AD/HD is not a disorder; it is a neurological condition. Professionals have identified the following as the core behavioral traits: distractibility, impulsivity, … >>>

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Relationships and Learning

On February 3, 2011   /   Learning  

The Gallop Poll has been monitoring people’s opinions after presidential elections since the 1960’s. Three characteristics of the candidates are polled: loyalty to party, issues, and likability. Of the three characteristics, the one that is most important in determining the outcome of the election is the candidate’s “likability factor.”

We all want to be liked—which leads to a major mistake of many new teachers —especially secondary teachers, viz., attempting to have their students like them by befriending them. This often takes the form of encouraging students to call them by their given name, rather than by their surname, in effect  to placing themselves on the same level as their students.

Certainly, teachers should be friendly, but friendship is not the … >>>

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Discipline Without Stress

On December 29, 2010   /   Discipline, Learning  

The following is shared about the book:

“As parents and educators, we need all the assistance we can get. Marv Marshall helps us reduce our stress and increase our potential success by giving us many helpful ideas. You will find this book filled with insights and proven strategies that can be applied to all age levels.”

Nancy K. Utterback, Ph.D., Professor
Education & Character Education, Walsh University, Ohio

The reason that the approach is so successful is that counterproductive approaches are not used. click here to see a list of them.… >>>

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Teaching Students from Different Cultures

On December 23, 2010   /   Learning  

QUESTION:

Dear Sir,

I am a professor from Montevideo, Uruguay. I receive your newsletter and consider it a highly valuable resource. Please accept my sincere congratulations.

Is it possible to have some hints on how to deal with groups (school or high-school) with multi-cultural members? I mean children or teenagers coming from oriental, Arabic or Latin homes do not have the same social attitudes toward studying, classroom behavior, bullying, teasing, etc. How can a teacher speak in general terms about specific topics that he/she knows will be understood differently by his/her students?

Thanks a lot and, again, CONGRATULATIONS!

RESPONSE:

My message to students is:

(1) No one can force you to learn, and I won’t even try. I will make … >>>

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Reducing Perfectionism Part III of III

On December 1, 2010   /   Learning  

REDUCING PERFECTIONISM (Conclusion)

Have the student choose two activities and anticipate the length of time he anticipates each activity will take. Then, set a timer.  Let him know that he has enough control over himself to stop the first activity and start on the second. When the anticipated time for the first activity has expired, have him start on the second. At the end of the allotted time for the second activity, have him visit the first activity and determine how much more time still would be necessary for it to be of QUALITY  work. The process is repeated for the other activity.

Next assignment: Have him outline a typical day in 15 minute blocks. After reviewing it, make the … >>>

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Reducing Perfectionism Part II of III

On November 30, 2010   /   Learning  

REDUCING PERFECTIONISM (Continued)

Give the student an assignment. Have him explain the following aphorism, “You cannot be perfect and learn at the same time.”

A few examples may help. (1) Have him assume that he is playing the piano and makes a false note. Ask him if he will conclude that he has no musical talent? (2) Have him assume he is playing baseball and strikes out. Ask him if he will assume that he has no athletic skills? (3) Have him assume that he misspells a word on a spelling test. Ask him if he will assume he has no writing skills?

Let him know that PERFECTIONISM is a burden no one is strong enough to carry without permanent … >>>

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Reducing Perfectionism Part I

On November 29, 2010   /   Learning  

QUESTION:

I stumbled upon an article entitled, “Reducing Perfectionism,” and it was enlightening. I am a principal of two rural buildings and I often direct my teachers to articles and readings that will promote success in the classroom.

I was wondering if you had any ideas or strategies for a child we would like to help. His teacher is frustrated because he takes so very long to complete his work. He is very neat, precise and there is no issue with his learning. He is successful, but his tendency is to be perfect. It must look right, by his perception, before moving on; it’s this moving on that we need to trigger. I am open to any strategies that may … >>>

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