SLO 1.1 - Analyze teaching strategies that create respect for a positive, student-centered learning environment. 

• Harry Wong, "The First Days of School: How to be an Effective Teacher," p. 3 - 29 (Unit A, Basic Understandings - The Teacher) 

Vocabulary Disclaimer - By this point, you should know that there are no tests or quizzes in this class. The following is a series of words and phrases that are commonly used in this course, specifically, and more generally in education and learning and by teachers. Becoming familiar with vocabulary and concepts used by teachers and experts in the field is an important part of the learning and professional maturation process.  Ultimately, these ideas and words will become part of your register, lexicon, or part of the language you use to express yourself as an educator. While they may be somewhat unfamiliar at this stage, as you learn them, some will stick and help to form a strong conceptual understanding of teaching and learning. 

It all begins with survival and our most basic habits of mind and our background knowledge. We can assure you, that you do not have to be the most intelligent, educated, or most affluent person to be a great and amazing learner, teacher, leader, and manager.  However, you do need to be generally motivated. You should also be thoughtful, purposeful, and organized. You should develop an approach, a styled practice, a way of being. The sooner you become certain that you can be a great student, teacher and professional, the sooner you will be on the correct path. 

Believing that your qualities are carved in stone — the fixed mindset — creates an urgency to prove yourself over and over. If you have only a certain amount of intelligence, a certain personality, and a certain moral character — well, then you'd better prove that you have a healthy dose of them. 

A person with a "fixed" mindset tends to view themselves with static traits and a deterministic outlook. For these people, intelligence, character, and creative ability all cannot be changed in any meaningful way, while success is seen as an affirmation of those given abilities and traits. The fixed mindset views the human almost like an already-completed spreadsheet, with things like intelligence and personality operating as unchanging, fundamental characteristics. Thus, striving for success (*optional enrichment) and avoiding failure at all costs become a way of maintaining the sense of being smart or skilled. 

A person with a "growth" mindset, on the other hand, sees challenges as things to overcome and views failure as an opportunity for growth and personal development.

How we approach life can determine our success and happiness. The view you adopt for yourself profoundly affects the way you lead your life. It can determine whether you become the person you want to be and whether you commit to and accomplish the things you value.

A growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts. Although people may differ in every which way — in their initial talents and aptitudes, interests, or temperaments — everyone can change and grow through application and experience.

To explore the idea of fixed or set knowledge and remembering where you start and what is of most importance, I want to share a story. This story is an old tale about a scholar and a boatman. It is valuable because while you may not have all the knowledge in the world right now, you know how to get by and survive, and this is a very, very strong foundation.

A long time ago, a famous scholar was invited for a supper by a King of a neighboring maritime country. Feeling ecstatic, the scholar accepted the invitation. He asked a tailor to sew him the best clothes. Then he asked a boatman to sail his boat and get him across the sea to meet the King. On the day he was on board, the weather was perfect and the waves were calm.

In the middle of the journey, the scholar, who had become conceited because of his achievements, looked at the boatman surreptitiously. He asked, “Can you read and write?”

“No,” replied the boatman.

“Oh, what a pity! You have lost a quarter of your life,” said the scholar with derision.

A sudden current appeared, but it didn’t alter the course of the conversation. The boatman kept rowing.

The scholar ventured another question, “Do you know how to trade? Do you know anything about finance?”

“No,” the boatman replied imperturbably.

“What a pity! You’ve lost another quarter of your life!” Now, the scholar was pompous.

The boatman did not reply; he kept rowing.

A long deep silence ensued. The scholar thought that being in the same boat with a brainless illiterate boatman was a curse. But he didn’t know what else to do. So he ventured another question, “Do you know anything about horoscope?”

“No,” replied the boatman the third time, without even turning his head to the scholar.

As the boatman said this, the weather became violent. The initially peaceful voyage had now turned to calamity as the tidal waves were rolling viciously. The boat was churning. Both the scholar and the boatman realized that it was going to sink in the middle of the ocean.

At this life-threatening moment, the boatman turned his head to the scholar and asked, “Sir, do you know how to swim? More importantly, can you swim?”

The scholar was shocked. Dumbfounded, he replied, “No.”

“What a pity! Now you will lose all of your life!”

The Moral of the Story - Scholar and Boatman - As you become wise and strong, never forget how to swim! Never forget you have experiences that have led you to this point in your life. They are your foundation.

You are here in school to question and inquire about how to solve problems in your life, community, and world. These questions that you are asking are very much related to all the things that you have learned up to this point in your life. Many of you are here as a result of instinct, and many come from what you have been taught. We know that young people in our communities need to be educated in order to achieve and accomplish goals in their lives. You know that we must treat people well in order to help them along their way. 

This is the process of learning. The engagement with your world, supported by many things, so that we can ask questions that will solve problems or address issues of care or concern.

I hope that you all recognize the importance of asking questions. Recognize that all of you live in and come from different “worlds.” You have had different experiences that have led you to this point. As a result, you may have different questions, thoughts, and ideas. I want to make sure that in this learning environment we support one another’s ideas, perspectives, and questions. I want you to believe in thinking and learning. We must try to understand. We must believe. 

Teaching is no different than learning how to do all of these things. Whether you play the piano, make cookies, play video games, or surf, it has required time, energy, commitment, and most of all, mindset or desire to learn and acquire these skills. 

#1 reason for the acquisition of new knowledge is... Desire! Motivation! Belief in oneʻs self to achieve one's goals (it's called self-efficacy).

Most likely none of you would have been able to do well at what you do best if you did not WANT to. In order to become A TEACHER, A GREAT TEACHER, you must believe in your potential, your own magic! Any of you can become the teacher of the year! (*optional enrichment)

That said, gaining new skills takes time. That is why we are here. We are going to rely on common sense, analyze common sense in regards to what is “in the manual”, discuss in a community or group (like a family), and gain experiences that should help us to develop the skills and knowledge of teaching.

So like you, I once had a friend to try something new... teaching!

Her mother was a teacher and she always used to help her do her work. She knew from a very early age that she wanted to be a teacher. She wanted nothing more than to have a classroom of her own one day. So, she went to college and majored in education. She did great on all of her assignments and received the highest marks in all of her classes. She was so confident and thought this was the natural thing for her to do. Finally, it was the first day of school!

She had reviewed everything and put everything in its place. Everything was so colorful and she even had a bunny rabbit for the kids to play with during free time. The kids came to school on that first day so shy and polite. They followed all the rules and did everything in order. She thought the rest of the year was going to go so great!

Really? I don’t think so. Read Janna's Story (*optional enrichment)!  It's a quintessential beginner's experience! 

Things went ok for a couple of days... but then students decided they would to cry, fight, break rules, be disrespectful, not listen, etc., etc., etc. “What is going on?” she thought. She was stressed and couldn’t understand what was happening or what to do about it.

All said though, no matter how much you believe in yourself, it will not matter if you do not have a teacher! Like Janna, it was not enough to think you were going to be good out of the gate, it took reflection and a return to the basics of relationships and more knowledgeable others in your support network, your teachers!

According to Charlotte Danielson, a “culture for learning” refers to the atmosphere in the classroom that reflects the importance of the work undertaken by both students and teachers. It describes the norms that govern interactions among individuals about the activities and assignments, the look of the classroom, and the general tone of the class. A classroom with a strong culture for learning is characterized by high cognitive energy, by a sense that what is happening there is important, and that it is essential to get it right. There are high expectations for all students, and a classroom is a place where the teacher and students value learning and hard work.

• The classroom looks disorganized. There is “stuff” everywhere.

• Lessons are lackluster and lack excitement.

• The teacher does most of the talking and the students do a little listening

• There is little, if any, evidence of structured routines and procedures.

• There are lots of teacher warnings directed at misbehaving students.

• The teacher is reactive.

• Objectives are vague and often confusing.

• There is little teacher movement around the room. The teacher generally stays toward the front of the room. Guess where most of the behavior problems occur! Farthest from the teacher.

• There is an overuse of worksheet-type activities.

• Consequences for behavior infractions are inconsistent. The severity of the punishment is usually in direct proportion to the teacher ’s anxiety level.

• The teacher openly shows frustration.

• The lessons are usually “one size fits all.” Unfortunately, most fit none.

• Technology is often used “for the sake of using it” as opposed to being used to enhance the lesson.

• There is little positive reinforcement.

• The teacher lacks enthusiasm.

Please remember, itʻs not a good idea to bash teachers. We give each teacher some space for their own style. Teacher bashing is not really an acceptable practice. Anyone can start learning at any time. 

• The classroom is organized. There is a place for everything and everything in its place.

• Lessons are inviting and exciting.

• The students do most of the talking and the doing, prompted by the teacher ’s questioning and guidance.

• Routines and procedures are evident. Students know exactly what is expected of them.

• There are no teacher warnings for student misbehavior. If a rule is broken, a consequence follows. If a procedure isn’t followed, the teacher provides more practice.

• The teacher is proactive in addressing challenges. 

• Lesson objectives are clear and measurable.

• There is constant teacher movement around the room. Behavior problems are almost nonexistent.

• There is little dependence on worksheet-type activities. Lessons are highly interactive, and students remain engaged in meaningful activities.

• The punishment for any given infraction is consistent (and rare).

• The teacher does not show frustration. Even in the case of misbehavior, the problem is handled seriously but calmly. The teacher always appears to be in control.

• Activities are varied to meet the needs of all learners.

• Technology is used, thoughtfully, to enhance lessons and learning.

• There is constant positive reinforcement.

• Teacher enthusiasm is evident and contagious.

• Students' basic needs were met. (Check it out: Air Quality is important!; *optional enrichment)

• Belief in the value of the work 

• Expectations are high and supported through both verbal and nonverbal behaviors. 

• Quality is expected and recognized. 

• Effort and persistence are expected and recognized 

• Confidence in ability is evidenced by the teacher’s and student’s language and behaviors 

• Expectations for all students to participate

Great teachers know that students deserve to learn in a safe, supported, and challenging environment. 

"A positive, caring, respectful climate in the classroom is a prior condition to learning. Without students' sense that there is a reasonable degree of 'control,' sense of safety to learn, and sense of respect and fairness that learning is going to take place, there is little chance that much positive is going to occur" (Hattie, 2012, p. 70).

Great teachers know that students deserve to be engaged in real-world problem-solving.

"One of the domains that separate expert teachers from experienced and non-expert teachers was their focus on cognitive engagement with the content …. It is what teachers get the students to do in the class that emerged as the strongest component of the accomplished teachers' repertoire …. Students must be actively involved in their learning with a focus on multiple paths to problem-solving" (Hattie, 2009, p. 35).

Great teachers know that students deserve to have clear expectations for their performance.

"Two powerful ways of increasing impact [are] to know and share both the learning intentions and success criteria of the lesson with students. When students know both, they are more likely to work towards mastering the criteria of success, more likely to know where they are on the trajectory towards this success, and more likely to have a good chance of learning how to monitor and self-regulate their progress" (Hattie, 2012, p. 67).

Great teachers know that students deserve to be able to make choices in creating their own learning pathways.

"Expert teachers' understanding of students is such that they are more able to provide developmentally appropriate learning tasks that engage, challenge, and even intrigue students without boring or overwhelming them—they know where to go next" (Hattie & Yates, 2014, p. 107).

Great teachers know that students deserve to have relationships that make them feel part of a larger community.

"Building relationships with students implies agency, efficacy, respect on the part of the teacher for what the child brings to the class (from home, culture, peers), and allowing the experiences of the child to be recognized in the classroom" (Hattie, 2009, p. 118).

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to student achievement. New York: Routledge.Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York: Routledge.Hattie, J., & Yates, G. (2014). Visible learning and the science of how we learn. New York: Routledge.

Golden Rules for Engaging Students in Learning Activities By Nicolás Pino-James, PhD

When we think of student engagement in learning activities, it is often convenient to understand engagement with activity as being represented by good behavior (i.e. behavioral engagement), positive feelings (i.e. emotional engagement), and, above all, student thinking (i.e. cognitive engagement) (Fredricks, 2014). This is because students may be behaviorally and/or emotionally invested in a given activity without actually exerting the necessary mental effort to understand and master the knowledge, craft, or skill that the activity promotes.

In light of this, research suggests that considering the following interrelated elements when designing and implementing learning activities may help increase student engagement behaviorally, emotionally, and cognitively, thereby positively affecting student learning and achievement.

1. MAKE IT MEANINGFUL - In aiming for full engagement, it is essential that students perceive activities as being meaningful. Research has shown that if students do not consider a learning activity worthy of their time and effort, they might not engage in a satisfactory way, or may even disengage entirely in response (Fredricks, Blumenfeld, & Paris, 2004). To ensure that activities are personally meaningful, we can, for example, connect them with students' previous knowledge and experiences, highlighting the value of an assigned activity in personally relevant ways. Also, adult or expert modeling can help to demonstrate why an individual activity is worth pursuing, and when and how it is used in real life.

2. FOSTER A SENSE OF COMPETENCE - The notion of competence may be understood as a student's ongoing personal evaluation of whether he or she can succeed in a learning activity or challenge. (Can I do this?) Researchers have found that effectively performing an activity can positively impact subsequent engagement (Schunk & Mullen, 2012). To strengthen students' sense of competence in learning activities, the assigned activities could: 

• Be only slightly beyond students' current levels of proficiency

• Make students demonstrate understanding throughout the activity

• Show peer coping models (i.e. students who struggle but eventually succeed at the activity) and peer mastery models (i.e. students who try and succeed at the activity)

• Include feedback that helps students to make progress 

3. PROVIDE AUTONOMY SUPPORT - We may understand autonomy support as nurturing the students' sense of control over their behaviors and goals. When teachers relinquish control (without losing power) to the students, rather than promoting compliance with directives and commands, student engagement levels are likely to increase as a result (Reeve, Jang, Carrell, Jeon, & Barch, 2004). Autonomy support can be implemented by: 

• Welcoming students' opinions and ideas into the flow of the activity

• Using informational, the non-controlling language with students

• Giving students the time they need to understand and absorb an activity by themselves 

4. EMBRACE COLLABORATIVE LEARNING - Collaborative learning is another powerful facilitator of engagement in learning activities. When students work effectively with others, their engagement may be amplified as a result (Wentzel, 2009), mostly due to experiencing a sense of connection to others during the activities (Deci & Ryan, 2000). To make group work more productive, strategies can be implemented to ensure that students know how to communicate and behave in that setting. Teacher modeling is one effective method (i.e. the teacher shows how collaboration is done), while avoiding homogeneous groups and grouping by ability, fostering individual accountability by assigning different roles, and evaluating both the student and the group performance also support collaborative learning.

5. ESTABLISH POSITIVE TEACHER-STUDENT RELATIONSHIPS - High-quality teacher-student relationships are another critical factor in determining student engagement, especially in the case of difficult students and those from lower socioeconomic backgrounds (Fredricks, 2014). When students form close and caring relationships with their teachers, they are fulfilling their developmental need for a connection with others and a sense of belonging in society (Scales, 1991). Teacher-student relationships can be facilitated by: 

• Caring about students' social and emotional needs

• Displaying positive attitudes and enthusiasm

• Increasing one-on-one time with students

• Treating students fairly

• Avoiding deception or promise-breaking 

6. PROMOTE MASTERY ORIENTATIONS - Finally, students' perspective of learning activities also determines their level of engagement. When students pursue an activity because they want to learn and understand (i.e. mastery orientations), rather than merely obtain a good grade, look smart, please their parents, or outperform peers (i.e. performance orientations), their engagement is more likely to be full and thorough (Anderman & Patrick, 2012). To encourage this mastery orientation mindset, consider various approaches, such as framing success in terms of learning (e.g. criterion-referenced) rather than performing (e.g. obtaining a good grade). You can also place the emphasis on individual progress by reducing social comparison (e.g. making grades private) and recognizing student improvement and effort.

• What am I going to teach?

• How am I going to teach it?

• Is what I am teaching contributing to the life of the child?

• Is the way that I am teaching appropriate, clear, and enjoyable?

• Are the structures and procedures in place so that maximum learning is taking place?

Try to get used to asking yourself a series of questions when you are getting ready to teach. You may think about taking notes or organizing these notes into more easily read lists of things that you should be thinking about. 

And remember, teaching takes places in the real world, with real people interested in and engaging with real things. Its very real, so be prepared to understand more and more about the world as you engage with more and more people and students. 

I always say, “The classroom is like a microcosm.” 

Huh? A MICROCOSM! This means "a small world." Everything that happens in the real world will probably happen in the classroom. Be prepared for ups, downs, smiles, frowns, fights, love, highs, low, quiet and noise. The whole range exists in the classroom.

And, what do great teachers make? 

(*optional enrichment)

Do start thinking a little bit more about the types of knowledge that you possess. Think about where you can acquire new knowledge. For starters just think about the five simplest ways to gain new knowledge.

1. Read a book, any book!

2. Read the newspaper, local or national!

3. Talk to people, older or younger!

4. Observe your world, at home in the house, at the beach, or at the mall!

5. Hey, you’re already in college. Take a real look at your classes.

The more you learn, the more you have to pass on! And remember, making mistakes and not knowing things is the foundation of learning.  

• Supplemental Reading- Janna's Story (*optional enrichment)

• Introduction - Advice from Yoda video (*optional enrichment)

• How to have confidence as a first-year teacher! (*optional enrichment)

• Supplemental Video - What do teachers make? (*optional enrichment)

• Supplemental handout - What do teachers make? (*optional enrichment)

• Supplemental Opinion - How are teachers like CEO (*optional enrichment)

• Leeward CC - Learning Resource Center, online writing tutors.

• Leeward CC - Learner Support Services

• Leeward CC - Laulima Orientation

Please return to Lamakū and complete the following: 

1. Reading - Wong, p. 3 - 29 (Unit A, Basic Understandings - The Teacher)

2. Discussion - A Proud Day (response required when stated in directions)

3. Assignment - Opening Day Project #1 - Find a Model

Approximate Time Commitment - 1-2 hour

Chapter 1.2 - Managing Organizational Culture (Link to Google Sites)