Humanizing the Education Machine

Humanizing the Education Machine
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“Make sure your students follow your instructions.” That sounds like a straightforward instruction, but in fact, it’s fairly abstract. What does a teacher actually have to do to make sure students are following? Even the leader delivering this direction may not know, and the first-year teacher almost certainly doesn’t. The vast majority of teachers are only observed one or two times per year on average—and even among those who are observed, scarcely any are given feedback as to how they could improve. The bottom line is clear: teachers do not need to be evaluated so much as they need to be developed and coached. In Get Better Faster: A 90-Day Plan for Coaching New Teachers, Paul Bambrick-Santoyo shares instructive tools of how school leaders can effectively guide new teachers to success. Over the course of the book, we break down the most critical actions leaders and teachers must enact to achieve exemplary results. Designed for coaches as well as beginning teachers, Get Better Faster is an integral coaching tool for any school leader eager to help their teachers succeed. It’s the book’s focus on the actionable—the practice-able—that drives effective coaching. By practicing the concrete actions and micro-skills listed here, teachers will markedly improve their ability to lead a class, producing a steady chain reaction of future teaching success. Though focuse'd heavily on the first 90 days of teacher development, it’s possible to implement this work at any time. New and old teachers alike can benefit from the guidance of Get Better Faster and close their existing instructional gaps. Packed with practical training tools, including agendas, presentation slides, a coach’s guide, handouts, planning templates, and 35 video clips of real teachers at work, Get Better Faster will teach you: The core principles of coaching: Go Granular, Make Feedback More Frequent, Top action steps to launch a teacher’s development in an easy-to-read scope and sequence guide The four phases of skill building: Phase 1 (Pre-Teaching): Dress Rehearsal Phase 2: Instant Immersion Phase 3: Getting into Gear Phase 4: The Power of Discourse

Оглавление

Cahill Brian. Humanizing the Education Machine

PRAISE FOR HUMANIZING THE EDUCATION MACHINE

FOREWORD

FOREWORD

FOREWORD

FOREWORD

FOREWORD

PREFACE

CHAPTER 1. NUMBERS DON'T LIE

To Humanize the Education Machine

This Book: A Road Map

Who Should Read This Book?

How One Family Escaped the Great Machine

It Takes a Village

The Collaborative Hum

CHAPTER 2. TWO GUYS FROM GAINESVILLE

CHAPTER 3. MINDSHIFT. WE DIDN'T SEEK PERMISSION

The K–12 MindShift Project

The Pancake Roundtable Incubator

You Can Do This, Too

CHAPTER 4. THE LEARNING MANIFESTO

A Stake in the Ground

Getting Beyond Whack-a-Mole

K–12: “What's the Problem?”

Preamble: A Case for Change

Self-Evident Truths

The Learning Manifesto

Exposing Hidden Things

Future-Ready Schools

Well-Schooled but Poorly Educated

Left Behind

The Tale of Two Communities

CHAPTER 5. HOW THE ROAD TO TRANSFORMATION BEGAN IN FAILURE

The Path to Quality

When Achievement Drives Culture

The Lesson of Volkswagen and Teaching to the Test

When Quality Drives Culture

“.. When Business Leaves but the People Stay”

Responding to Change

Becoming Future Ready

Reform versus Culture

The Choluteca Bridge of the Information Age

CHAPTER 6. GUTENBERG TO GOOGLE

The Challenge to Google Immigrants

Digital Immigrants and Natives

The Gutenberg Revolution

The Google Revolution

Disrupting a Linear World with Logarithmic Change

CHAPTER 7. THE LEARNING MATRIX. MAPPING THE FIVE ERAS OF LEARNING

Toppling Old Empires

The Pattern of Technological Change

Why Would I Send My Kid to Your School?

The System's Logic Drives Behavior

The Tipping Point for Education

The Oral World

The Printed Word and Individual Learning

The Broadcast Word Brings Edutainment

Digital Connected Learning and the Power of Engagement

Social-Mobile and Personalized Learning

CHAPTER 8. THE PANDORIFICATION OF LEARNING. THE FUTURE IS HERE

How Do We Envision the Future?

The Pandorification of Learning

2025: Sarah and the Pandorification of Learning

2025: The Free-Range Learning Community

Will We Improve the Past or Make the Future?

What Improving the Past Looks Like in Education

What Making the Future Looks Like in Education

Creating a Future for Everyone

CHAPTER 9. CHANGING THE ODDS. GETTING BEYOND ZIP CODE DESTINY

Beating the Low Expectations Syndrome

A Day in the Life

The Toll on Good Teachers

Survival Mode

Is Education Rigged?

The Parent Factor

Healthy Communities = Healthy Schools

The Learning and Life Connection

Humanizing the System

CHAPTER 10. HUMANIZING THE GREAT EDUCATION MACHINE

Newark —The Prize

What Institutions Can and Cannot Do

Iatrogenic Medicine

Ferguson and Jennings: Four Miles and a World Apart

A Surge Opportunity for Ferguson

A Human-Scaled Solution Penetrates the Chicago Public Schools

Two Billionaires – Two Different Outcomes

Social Emotional Literacy

CHAPTER 11. THE HEALING POWER OF SOCIAL EMOTIONAL LITERACY

Your Brain on Learning

“Go Settle Your Glitter”

Early Warning Systems for Students

Hoosiers

A Teacher's Lesson in Emotional Literacy

Tribes

Restoring Common Sense

Finding the Flow

CHAPTER 12. CREATING A HEALTHY LEARNING CULTURE

The MeTEOR Makeover

The Shadow Culture

Dining Room and Kitchen Culture

A Look into the Mirror

Adjusting Boat Behaviors

The Right Brain Side of Change

What about Education?

The Leadership Triangle

Agents of Change

CHAPTER 13. HOW TECHNOLOGY IS SUPPOSED TO WORK

Technology: Crossing the Border

Disrupting Class

Why Is Change So Complicated?

Buzzwords Are Fuzzy Words

Why Is the Timing Right for Transformation?

Flow: The Creative Zone

Blended Learning

Gamification and Financial Literacy

Finding Our Groove with Technology

The Path of Change to Blended Learning

The Golden Triad of Pedagogy, Technology, and Place

CHAPTER 14. DESIGNING A PLACE THAT INSPIRES AND EQUIPS

The Building Has a Voice

Simple Math

The Magic of Playgrounds

Paris, Illinois: A School Building That Spoke to the Community

Change Your Space, Change Your Culture

Engaged Leaders Lead to Engaged Schools

The Cardboard Classroom

Legacy High School and the Flex-Mod Schedule

The Shelton School: Intelligent Space

The Lean Classroom

50,000 Schools and the Micro-Environment Solution

New Thinking in School Design

Reversing the Rising Health Risks in Schools

Future Ready

CHAPTER 15. THE POWER OF POSITIVE

“Mrs. B! I Have Talents!”

Positive Psychology

“What Do Successful and Happy People Do Differently?”

Posttraumatic Strength Syndrome

The Cost of Disengaged Teachers

Sandcastles

Disengaged Teachers Reproduce

Common Traits of Engaged Learning Environments

CHAPTER 16. LEADING CHANGE AT YOUR SCHOOL

The Perverse Logic of a System

The Battle of Atlanta, or How to Move from What's Wrong to What's Strong

Stakeholder Engagement

I Moved Here Because of Your Schools: Don't Change Anything!

Designing the “Aha” Moment

How You Can Lead a Movement

First Followers

To Begin

Where We Go from Here

CHAPTER 17. HUMANITY HIGH. THE MOVIE

Space Design

Respect

Curiosity

Encouragement

Community

Discipline

What If?

You Don't Need Permission

Finally.. Remember the Collaborative Hum

Where Do We Go from Here?

APPENDIX. FROM ACCIDENTAL CHANGE AGENT TO UP-FRONT GRIEF COUNSELING

REFERENCES

CORE LEADERS

Summit Leaders

Interviews and Site Visits

Subject Matter Experts and Summit Participants

ACKNOWLEDGMENTS

WILEY END USER LICENSE AGREEMENT

Отрывок из книги

I dare you to.

Buck the System. I chair the nonprofit Center for College & Career Readiness, working with hundreds of districts and thousands of schools across America and around the world. Every day, my team and I hear tales of these teachers – committed and caring professionals who buck the system to save a child. These brave souls often work against the systems that employ them in order to do their jobs – to meet the needs of real kids, in real classrooms.

.....

I describe our second child, Daniel, as “a merry prankster.” He, the opposite of Emily when it came to social skills and boundaries, did extremely well in elementary school. But later he began to exhibit some discomfort with school rules and expectations. He was eventually diagnosed with ADHD.

Right out of the chute, our third child, Caleb, loved school. But very quickly (and for a whole different set of reasons) he, too, began disengaging in middle school. He started coming home and giving Lisa a hard time.

.....

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