The Best New Year's Resolutions You Can Make
Resolve to stay brutally optimistic. See the opportunity in every difficulty and anticipate the most favorable outcome out of every situation. Whatever you look for, that's what you'll find. We can get better or we can get bitter; it all depends on the lessons we draw from each experience. Optimism is like electricity — very little happens without it. Know this truth: you have all the resources you'll ever need to handle all the challenges you'll ever have. In true emergencies the true you will emerge.
Resolve to identify the most powerful benefit you offer to the people around you and then deliver it. "The purpose of life," said George Bernard Shaw, "is a life of purpose." What's yours? Where are you investing your personal energy: self-preservation or adding value to others? Here's the well-being paradox: If you're only concerned about yourself, you cannot take care of yourself. Only by helping others, can you succeed.
Resolve to pump-up your personal vitality. In the game of life, it's not about who's right, it's about who's left. Over 60 percent of us are more than 36 years old. The real currency of the new century is not cash. It's vitality. It's the ability to keep going every day of every week of every month of the year with vigor and verve. All you are to the people around you is a source of energy, and you cannot give what you don't have. Ninety percent of all adults do no physical exercise at all. More than half of us are overweight. A third of us still smoke. So, this year, resolve to enhance your physical, emotional and mental vitality. Take just a small step. First you'll amaze yourself, and then you'll amaze everybody else.
Resolve to be habitually generous. Success is not something you pursue. It's something you attract by what you become. The more you give of yourself, the more favors you attract from others. People have a deep-rooted drive to give back. So resolve to search for ways to contribute to others. Here's an interesting aphorism: Live life above the line. If the line represents others' expectations of you, consistently surpass those expectations. You'll develop what author Ken Blanchard calls "raving fans," people who become walking billboards for you.
Resolve to go on a mental diet. Sticks and stones can break your bones, but words can scar you for life. It is humans, not elephants, who never forget. So resolve to use the language of conciliation, not the language of confrontation. Avoid the temptation to vent your negativity on others. Instead, use words that express your joie de vivre and connection with others.
Resolve to be a global citizen, fully open to the cultures and influences of others. There is a direct correlation between personal well-being and openness to other peoples' ideas and cultures. If someone has a different point of view, they're probably right as well. There are no absolutes anymore, so welcome different opinions. Become a one-person champion of plurality. Not only will you make lots of new friends, but you'll also gather multiple reference points to help you resolve personal challenges.
Resolve to take control of your destiny. Don't be so busy trying to make a living that you forget to make a life. Decide who you want to be and what you want to achieve and then stride boldly toward your vision. The most precious human commodity today is confidence.
Resolve to increase your human connectedness. The person with the best connections wins. The wider your network, the more opportunities you generate. It's all about trust. And it's all about profile — your presence in the minds of the people who matter. So invest at least 10 percent of your time broadening your sphere of influence. Connect other people to the opportunities within your network: cross-pollinate their potential. When you are with others, make every encounter a pleasurable one. When you listen, truly listen. And burn your fear of rejection.
Resolve to increase your creativity by letting go of the familiar. Nothing is as far away as yesterday. Try to see the world through fresh eyes every day. As Salman Rushdie writes, every year is the Stone Age to the year that follows it. Listen to your intuition and follow your instincts, they'll tell you what to do before your head has had a chance to figure it out. You are a Picasso or Einstein at something. Discover what it is and then develop it to the maximum.
Resolve to be you because others are already taken. You and I are at our best when we're being authentic. We're at our best when we're being positively spontaneous, because that's when all our energy is being invested in the task at hand or with the person in front of us. In a hyper-competitive world, we cannot afford to second-guess ourselves. Success in the new century is all about speed. So act now, because if not now, when?
Source: Can you believe it's that time again already? Ten of the Best New Year Resolutions you can make, without letting yourself down. By Mike Lipkin. First published in December 2001.
If You Think You Can, You Can
You can be a total winner, even if you're a beginner
If you think you can you can, if you think you can you can
You can wear the gold medallion, you can ride your own black stallion
If you think you can you can, if you think you can you can
It's not your talent or the gifted birth
It's not your bank book that determines worth
It isn't in your gender or the color of your skin
It's your attitude that lets you win
You can live with "coulds" or "shoulds," or be like Tiger Woods
If you think you can you can, if you think you can you can
Even if you're hesitant, you can be a woman President
If you think you can you can, if you think you can you can
It doesn't matter what you've done before
It makes no difference what the halftime score
It's never over 'til the final gun
So keep on trying and you'll find you've won
Just grab your dream and then believe it
Go out and work, and you'll achieve it
If you think you can, you can
If you think you can, you can
THE BASIC CONCEPTS FOR EACH OF THE
CBAM* STAGES OF CONCERN
© 2004 Barry Sweeny - Posted 10/24/04
The development model that Barry uses most frequently is the Stages of Concern portion of the CBAM* Model. Barry says he has used it successfully in just about every employee improvement program you can imagine.
Below are the conceptual ideas that characterize people's concerns at each of the CBAM levels. Use these to design mentor or supervisor training activities.
1. AWARENESS - Concept = The learner is largely unaware of what is needed to successfully do an activity. Therefore, the learner is not even sure of all the questions that he/she might ask.
2. INFORMATION - Concept = The learner is aware of what needs to be learned, but does not have all the information needed to move to planning and doing the work.
3. PERSONAL - Concept = The learner has sufficient information and conceptual understanding of a task or skill and how it should be done. However, the learner has little or no experience in doing the activity. The learner is concerned with the implications of the information and the task for himself and his own work. Therefore, he is focused on learning what is expected of him and then, wants to plan what needs to be done to implement what he knows.
4. MANAGEMENT - Concept = The learner knows enough about a task, understands his own responsibilities for the activity, and has developed a plan for using his knowledge to do the activity. Now the work has started and the learner is focused on developing and mastering the skills needed to adequately do the work. At first, the focus is on just getting the work done. The process feels mechanical and takes the learnerís full attention for it to go correctly. As the learnerís skills at managing the task increase, the activity becomes more of a routine and the learner becomes more comfortable and confident doing the activity.
5. CONSEQUENCE - Concept = The learner has gained sufficient skill to do the activity at a competent level and so, has begun to shift attention to increasing the effectiveness of his work and achieving better results from the activity. The learner tries to do as much as he can on his own.
6. COLLABORATION - Concept = The learner has mastered a task to the point of establishing a routine that does not require full attention to execute it. Also, the desired results of the activity are acceptable. However, the results of the activity are not yet as high as is desired and the learner has done as much as he/she can to improve those results. Therefore, the learner seeks the advice of others to further improve results.
7. REFOCUSING - Concept = The learner has fully mastered a task or area of skill and is easily capable of doing the tasks successfully and producing a high level of results. Therefore, the learner is seeking and ready for a new task or area of responsibility.
* The CBAM is the Concerns-Based Adoption Model.
Teacher Evaluation to Enhance Professional Practice
by Charlotte Danielson & Thomas L. McGreal
(Princeton, NJ: Educational Testing Service, 2000)
The 1970's philosophy was based on the Madeline Hunter model. That model relied on student achievement: norm-referenced, machine-scoreable, multiple-choice tests of fairly low level knowledge. Now, we are interested in more complex learning, in problem solving, in the application of knowledge to unfamiliar situations. Recent educational research, particularly on the nature of the brain and how it learns, has made it clear that we need new approaches to teaching, therefore, to the description and evaluation of teaching.
Teachers are now asked to demonstrate that their students are successfully achieving the state's content standards, or that they are teaching for understanding (rather than merely rote learning.)
The conception of learning and hence good teaching has gradually shifted from a behaviorist to a more constructivist view. Several factors prevent the full use of a rating scale to evaluate teaching. First in the culture of many schools, most teachers expect to get an outstanding. Limited administrator expertise, little shared understanding of what constitutes good teaching, low levels of trust between teachers and administrators lead to a culture of passivity and protection. By law or regulation, all schools have some formal procedure for evaluating teachers. The traditional approach, however, is no longer adequate. Since standards ask that students should know and be able to do certain things, districts have an obligation to ensure that their teachers are able to help students meet the higher standards. Student achievement must be part of the evaluation of teachers.
The movement to adopt content standards for student learning has its parallel in new approaches toward the evaluation of teaching. The purpose of evaluation is quality assurance and professional growth. A concern for professional development suggests a gentler more trusting relationship between teacher and the supervisor.
What do we believe good teaching looks like?
What are the processes and procedures that will best fit what we want our system to accomplish?
History
1970's Hunter model - learning styles (encouraged emphasis on teacher-centered, structured classrooms)
anticipatory set, statement of objectives, instructional input, modeling, checking for understanding guided practice and independent practice.
l980's teacher effectiveness
expectancy studies
discipline models
Hunter derivatives
effective schools research
cooperative learning
brain research
1990's critical thinking
content knowledge
content pedagogy
alternative assessment
multiple intelligence
collaborative learning
cognitive learning theory
constructivist classrooms
authentic pedagogy
engaged teaching and learning
teaching for understanding
2000's authentic pedagogy
engaged teaching and learning
teaching for understanding
In the l980's and l990's, educators felt increased pressure to help students attain more complex outcomes. They emphasized critical thinking, problem solving, lifelong learning, collaborative learning and deeper understanding. It entailed a shift from behaviorist perspectives to a view on learning derived from cognitive learning theory. More attention was give to the interplay among content, teacher, learner and context. The object was to achieve deep understanding.
Research indicates:
Importance and necessity for evaluation
Evaluation systems designed to support teacher growth and development through an emphasis on formative evaluation techniques produced higher levels of satisfaction and more thoughtful and reflective practice while still being able to satisfy accountability demands
Context for the next generation of evaluation practices:
Reform and Restructuring Initiatives - changing roles and collaborative decision-making, participatory management, team building consensus strategies and school improvement teams.
Increased understanding of how adults grow, develop and learn - the importance of adult professionals, active involvement in instructional improvement efforts, working within a culture of collaboration and access to positive reinforcement
Increased awareness of the importance and complexity of teaching - content pedagogy, authentic learning, engaged learning, collaborative learning and teaching more complex student outcomes. More data and more self reflection are necessary
Increased focus on the development of teacher expertise
Support site based initiatives
Model constructivist teaching
Teachers explore, question and debate to integrate new ideas into their repertoires
teachers must be intellectually engaged in their disciplines to teach for deep understanding
teacher evaluation to fit the different pedagogical stages that characterize teaching staffs and build evaluation programs that encourage the necessary differentiation
New understanding about staff development - draw on expertise of teachers and take differing degrees of experience into account, provide time and follow-up support for teachers to master new content
Reappraisal of traditional supervision practices and provide options for evaluation such as participating in peer coaching, conducting action research projects, developing portfolios, writing and carrying out self-directed professional development plans
There are many good examples to serve as models.
Lessons learned
Evaluation should be linked to mission o school district
Should be viewed as a continuing - staff should set up alternative forms of evaluation directed at enhancing instruction through formative techniques and when complete establish a new plan
New evaluation systems should emphasize student outcomes - Danielson's l996 book, Enhancing Professional Practice: a Framework for Teaching gives criteria. Making summative judgments of teachers based on student achievement remains problematic, but you can learn from how well students perform and incorporate that knowledge into the whole set of data obtained. You can work backwards from data from student achievement. The new systems of self directed inquires, the collaboration among peers or collections of evidence are linked to student learning goals and include measures of student learning. Measures are used to enhance teaching not to judge it.
There must be a commitment to allocating adequate resources to allow new systems to be successful
Assessments - National Board for Professional Teaching Standards
The What - clear definition of exemplary practice - based on recent research on teaching and learning
The How - teachers should be able to demonstrate the criteria
Trained evaluators -
Chart from Danielson's components of professional practice:
Domain 1: Planning and Preparation
Demonstrate knowledge of content and pedagogy
Demonstrate knowledge of students
Select instructional goals
Demonstrate knowledge of resources
Design coherent instruction
Assessing student learning
Domain 2: Th classroom Environment
Create an environment of respect and rapport
Establish a culture for learning
Manage classroom procedures
Manage student behavior
Organize physical space
Domain 3: Instruction
Communicate clearly and accurately
Use questioning and discussion techniques
Engage students in learning
Provide feedback to students
Demonstrate flexibility and responsiveness
Domain 4: Professional responsibilities
Reflect on teaching
Maintain accurate records
Communicate with families
Contribute to the school and district
Grow and develop professionally
Show professionalism
The nature of professional learning
Reflection on practice
Collaboration
Self-assessment and self-directed inquiry
A community of learners
The role of formative assessment - example if someone observes a class and notes that the teacher used just low level questioning - this information would be essential to know to improve the questioning
The list of teaching skills should reflect current be3t knowledge about learning and what student must learn. Educators may list teaching skills at various levels. For example, INTASC identified l0 principles and 53 performance indicators. The NBPTS identified 5 key principles, which are then further elaborated in the standards for each the levels and disciplines for which assessments have been developed. EST's Praxis lll is build around the four domains and 19 criteria from Danielson's l996 Enhancing Professional Practice: A Framework for Teaching that organizes teacing into four domains and the 22 comp9nesnts listed above.
A set of teaching kills is incomplete unless it includes a description of differing levels of performance.
Domain 2: The Classroom Environment
Teacher interaction with students
Unsatisfactory Basic Proficient Distinguished
Teacher interaction with at least some students is negative, demeaning, sarcastic or inappropriate or the age or culture of students. Students exhibit disrespect for teacher
Teacher student ineractions are generally appropriate but may reflect occasional inconsistencies, favoritism or disregard for students' cultures. Students exhibit only minimal respect for teacher
Teacher student interaction is friendly and demonstrates general warmth, caring, and respect. Such interactions are appropriate to developmental and cultural norms. Students exhibit respect for teacher
Teacher demonstrates genuine caring and respect for individual students exhibit respect for teacher as an individual beyond that for the role
Student interaction
Unsatisfactory
Student interactions are characterized by conflict, sarcasm, or putdowns
Basic
Students do not demonstrate negative behavior toward one another
Proficient
Student interactions are generally polite and respectful
Distinguished
Students demonstrate genuine caring for one another as individuals and as students.
Sources of Information
Planning and Preparation - sample unit plan, sample lesson plan, teaching artifacts
The classroom Environment - classroom observation, student surveys, parent surveys, teaching artifact, samples of student work, student surveys, parent surveys, classroom observation, interview
Instruction - classroom observation teaching artifact, samples of student work
Professional Responsibilities - interview, reflection form, attendance records, field trip records, pone logs, letters to parents, back to school night handouts, parent survey, phone calls from parents, logs of professional activities, copies of documents to which teacher has contributed with explanation of role, logs of professional goals and improved practice, copies of conference programs attended or at which presented, interview, feedback from colleagues
Pre observation form
Briefly describe the students n this class, including those with special needs.
What are the goals for the lesson? What do you want the students to learn?
Why are these goals suitable for this group of students?
How do these goals support the district's curriculum, state frameworks, and the content standards?
How do these goals relate to broader curriculum goals in the discipline as a whole or in other disciplines?
How do you plan to engage students in the content: What will you do: What will the students do?
What difficulties do students typically experience in this area, and how d you plan to anticipate these difficulties? What instructional materials or other resources, is any will you use?
How do you plan to assess student achievement of the goals? What procedure will you use?
How d you plan to use the results of the assessment?
Example of a reflection form
As I reflect on the lesson, to what extent were students productively engaged?
Did the students learn what I intended? Were my instructional goals met? How do I know?
Did I alter my goals or instructional plan as I taught the lesson? If so , why:
If I had the opportunity to teach this lesson again, what would I do differently? Why?
Provide several samples of student work on this assignment. This work should reflect the full range of student ability in your class and include feedback you provide to students on their papers
http://www.chss.iup.edu/jrmcdono/ED455-methods/teacher_evaluation_to_enhance_pr.htm
What is Success? by Chris Widener
I believe you were, "Made for Success"! But then this begs the question: Just what is success? So, join me as I wax philosophical and pursue this question in this brief article.
Success has been an elusive term since the beginning of time. For ages, men and women have pursued that which would make them happy and fulfilled. At the same time they have tried to determine that which would make them feel as though they have achieved success. Some have defined success themselves, while others have been content to have others, or societies at large, define success for them. We would most certainly all agree that to a large degree, "success" is defined by the individual or group that is pursuing it.
Is there an objective definition of success? I do think that there are some general principles, shown throughout history, which measure true success. I would like to give you some principles that I believe are helpful when thinking about the subject for yourself, your family, and your career.
Before we begin, I need to say that I am excited about the direction that much of the recent success literature has taken. While I don't agree with all of the viewpoints that are expressed, I am glad that more emphasis has been placed on what I call "whole-life" success, including such things as family, health, and spirituality. Success literature that is centered on financial wealth and the attaining of material possessions only, is not truly success literature in the broadest sense of the term. While financial success is good, it is certainly not the final measurement of the fulfilled life.
To truly understand success, one must first understand the nature of human beings. I believe that you would agree with me that humans are in their very nature a trichotomy, that is, they are made up of three parts: Body, Soul (the mind, emotions, and will), and Spirit (that part of us that transcends this body). To achieve whole-life fulfillment, "Success," each of these areas must receive special attention in order to bring balance to our lives and achieve true success.
In the past, success has come to be measured by a basic core of measurable objectives, all of which, in and of themselves are fine, but in and of themselves are totally inadequate to fulfill a person. Some of these are:
Money. The accumulation of money has always been a pursuit of man. The more money the better, it has been believed. And yet many who have achieved this end have looked back at the rest of us and warned that it isn't all that it is cracked up to be. Now, don't get me wrong, having money is not a bad thing. Many people misquote the New Testament when they say, "Money is the root of all evil." In fact, the N.T. says "The love of money is a root of all kinds of evil." Money is neutral. What people allow money to do to them, is not. So the pursuit of money, in the right frame of mind, can be a good thing.
Power. Power, like money, is high on the list of success goals. And, like money, power is bad or good based on the use it receives in the hands of people. Power, whether political or simply untitled influence, can be a good thing. If you achieve power that is good, as long as you are good with it.
Happiness. This is almost entirely subjective and usually includes one or all of the other success goals. People define their version of success and then pursue it. Usually it means a sense of fulfillment and peace, which I will discuss later on.
Freedom. Whether as individuals or groups, freedom has rightly been a pursuit and definition of success. America, even with its faults, is still the epitome of freedom. This is why so many people from around the world long to come to America or other fine democratic countries. As individuals, they want to be able to choose their own destiny, to wake up every day and do what they want, to as opposed to what someone else chooses for them.
Healthy relationships. Let's face it, life is not lived alone. We are in a plethora of relationships, from the very superficial to the most intimate. Let's also agree that unhealthy relationships are not good. Nothing can bring a person down quicker or for a longer time than trouble in a cherished relationship. And yet, millions of people have realized that the pursuit of some goals have been to the detriment of their personal relationships. This is what John R. O'Neil calls "The Paradox of Success."
Health. The joy of success is not in the achievement of it, but the experience of it. It is the conscious knowledge of your success, the fruit of your success, which brings fulfillment. And if you are not healthy, you can almost certainly not enjoy your success. Your health is perhaps the most cherished of all possessions. Without it, you cannot enjoy your other possessions.
A relationship with God. For most people, eternal questions are important, even the most important. To be sure, we live after this life a lot longer than we do in this life! Having a belief in God and an understanding of his ways has long been a pursuit and goal of people, regardless of age, nationality, race or gender.
So, how can we sum this all up? What is success? Is it one of the above? All of them? Something else? I have found something that helps me understand the concept of success very well. It is the Hebrew word "Shalom." Most people have heard this word interpreted as "peace," and, in its simple definition, that is indeed what it means. But the understanding of the word peace to those who originally used this word meant something very broad. When someone said "shalom" to you, they were wishing you peace in every area of your life. They meant success to you. This incorporated all areas of your life. It meant wholeness. They were saying, "May your finances be well. May your health be well. May your mind and heart be at rest. May your relationships be good. May you know and understand God. May you be blessed in every area of your life."
So what is success? It is wholeness in every area of your life. It isn't the achievement of one area to the detriment of one or more of the others. This isn't balance and won't bring us peace.
This is what the phrase, "Made for Success" is all about, to challenge and encourage you to pursue and achieve true success, peace in every area of your life. Shalom!
Chris Widener is an internationally recognized speaker, author and radio host. Chris is the author of five books, including his most recent release, Live the Life You've Always Dreamed Of! This book is written solely to help you learn what the successful already know – how to turn your dreams into realities!
Tips for Teachers
Consideration should be given to the following points:
1. Build the homework activities into your curriculum planning.
Ensure that the tasks are an integral element of your course work and build the feedback from the homework into a following lesson.
2. Explain to parents/carers why you need their assistance.
Families need to understand why their involvement is helpful, as some believe schools expect pupils to complete homework entirely independently. A range of approaches may be required to explain to as many parents/carers as possible, what you are proposing to do. This might include, contact by telephone, personalised letters, specific meetings (consider venues other than the school), using the support of other agencies and community contacts etc.
3. Stress that education is a 'shared responsibility' between home and school.
Homework can provide an ideal vehicle for establishing such a working partnership. Explain to parents that what happens out of school has a significant impact on children's performance at school - the assistance of parents/carers is essential to ensure that pupils perform to the best of their ability.
4. Reassure parents that no specialist knowledge is required.
Assure them that it is simply the time that they give to their children, and the discussion involved that's important - pupils take the role of the teacher and explain what's expected. This is an important learning exercise for the pupil.
5. It need not be the parents who help.
Any trusted person (brother, sister, grandparent, neighbour etc.) may be the source of support. It can also be a different person each time.
6. Place equal value on the contribution of all parents.
It has often been found that very positive support has been forthcoming from homes where contact in the past may have been somewhat limited. Don't underestimate the contribution of any family.
7. Encourage the use of the language of the home.
Homework tasks can be discussed or undertaken through any language. This should be encouraged.
8. Be realistic about how frequently you can call on the support of parents/carers.
It is essential not to place too many demands on the goodwill of the home - it can easily be lost. Give consideration to how frequently these homework tasks should be set. Consult colleagues about the demands they place upon parents.
9. Value the responses from the home.
It is important to ensure that the completion of these tasks is valued. If practicable, display the homework in a prominent place, in or out of school.
10. Evaluate the homework activities with the pupils and their families.
This can be undertaken through the use of questionnaires, homework diaries, record sheet or even the pupils' exercise books. Problems and successes need to be reviewed. A meeting can also be arranged to listen to the views of the parents and consolidate the working practices.
11. Sustain the commitment of families.
End of term 'thank you' letters to families can give the homework activities a high profile. Also acknowledging the homework responses through assemblies, school newsletter and displays can also help etc.
12. Share the outcome of your practice with all colleagues.
It is important that all colleagues are fully aware of the homework activities and the benefits that ensue.
13. Consider a training day focusing on homework.
This may provide a valuable opportunity to broaden the base of support for your homework links with parents.
