Displaying items by tag: education blog
Tip #35: The Quality Certification Project (Part 3 of 3)
Week 1: Introducing the Quality Certification Project
Week 2: Specific Portfolio Requirements
Week 3: The Benefits of the Quality Certification Project
The Benefits of the Quality Certification Project
Tip #34: The Quality Certification Project (Part 2 of 3)
Week 1: Introducing the Quality Certification Project
Week 2: Specific Portfolio Requirements
Week 3: The Benefits of the Quality Certification Project
Specific Portfolio Requirements
Tip #33: The Quality Certification Project (Part 1 of 3)
Week 1: Introducing The Quality Certification Project
Week 2: Specific Portfolio Requirements
Week 3: The Benefits of The Quality Certification Project
Introducing The Quality Certification Project
Incorporating Character Education Into Students’ Daily Classroom Learning
When I speak of add-ons, I am talking about guest speakers, special assemblies, and other periodic activities that are not part of a student’s core schooling experience. In no way do I mean to put down guest speakers and special assemblies. In fact, I have seen many excellent ones throughout my career. The problem is this: unless character education efforts are embedded in the daily fabric of classroom life, results are likely to be disappointing. Effective character education cannot be “something extra†that we offer our students every once in a while. Results will only be powerful and lasting when these efforts are a consistent component of our classroom experience.
Recognition: The 10th Nurturing Force of Intrinsic Motivation (Part 3 of 3)
Recognition: The 10th Nurturing Force of Intrinsic Motivation (Part 2 of 3)
Recognition: The 10th Nurturing Force of Intrinsic Motivation (Part 1 of 3)
Introduction
This blog series has reached the tenth and final force I have identified that brings out the best in children by appealing to the best in them.
Instead of trying to gain temporary obedience from our students through the use of rewards and punishments, these forces help us in our attempts to win our students’ hearts and minds and enlist a genuine commitment to the worthwhile aims and objectives we are trying to promote in our classrooms.
Feedback: The 9th Nurturing Force of Intrinsic Motivation
Introduction
This blog series continues with a description of the 9th force (out of 10) I have identified that brings out the best in children by appealing to the best in them.
Instead of trying to gain temporary obedience from our students through the use of rewards and punishments, these forces help us in our attempts to win our students’ hearts and minds and enlist a genuine commitment to the worthwhile aims and objectives we are trying to promote in our classrooms.
Trust: The 8th Nurturing Force of Intrinsic Motivation
Introduction
This blog series rolls on with a description of the 8th force (out of 10) I have identified that brings out the best in children by appealing to the best in them.
Instead of trying to gain temporary obedience from our students through the use of rewards and punishments, these forces help us in our attempts to win our students’ hearts and minds and enlist a genuine commitment to the worthwhile aims and objectives we are trying to promote in our classrooms.
Cooperation: The 7th Nurturing Force of Intrinsic Motivation
Introduction
After sharing a story in last week’s blog post about the “bird signal†I used with a former student in an attempt to inspire him to be his very best, I return this week to describing the forces that nurture intrinsic motivation. This post introduces the 7th of 10 forces I have identified that bring out the best in children by appealing to the best in them.
Instead of trying to gain temporary obedience from our students through the use of rewards and punishments, these forces help us in our attempts to win our students’ hearts and minds and enlist a genuine commitment to the worthwhile aims and objectives we are trying to promote in our classrooms.