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Breakout Rooms (4-5 Groups)​

Chapter discussion (You may use guided questions)​

Activity​

Your team will need to add something to your corresponding chapters in the padlet.​

You may post in a different section but you must identify yourself or your team if you wish to participate.

Time​

You will have 30 minutes to discuss and complete the activity.​

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Breakout Rooms (4-5 Groups)​

Chapter discussion (You may use guided questions)​

Activity​

Your team will need to add something to your corresponding chapters in the padlet.​

You may post in a different section but you must identify yourself or your team if you wish to participate.

Time​

You will have 30 minutes to discuss and complete the activity.​

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Chapter 18: Self Efficacy: An Essential Motive to Learn

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Chapter 18: Self Efficacy: An Essential Motive to Learn

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Chapter 17: Affective and Motivational Factors for Learning & Achievement 

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Chapter 17: Affective and Motivational Factors for Learning & Achievement 

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Chapter 16: Preparing Culturally Responsive Teachers 

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Chapter 16: Preparing Culturally Responsive Teachers 

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Chapter 14: Eating, Drinking, and Acting 

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Chapter 14: Eating, Drinking, and Acting 

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Chapter 13: To Study Is a Revolutionary Duty 

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Chapter 13: To Study Is a Revolutionary Duty 

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Chapter 15: ELL Understanding Their Needs

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Chapter 15: ELL Understanding Their Needs

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Chapter 20: Encouraging the Discouraged: Students’ Views for Elementary Classrooms

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Chapter 20: Encouraging the Discouraged: Students’ Views for Elementary Classrooms

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Chapter 21: Momentous Historical Events as Incentives to Explore History Making 

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Chapter 21: Momentous Historical Events as Incentives to Explore History Making 

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Bandura (1977) who states, “the strengths of peoples convictions in their own effectiveness is likely to affect whether they will even try to cope with given situations” (Pg. 141).

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191

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Chapter 19: Motivation and Reading: Focus on Content Literacy 

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Chapter 19: Motivation and Reading: Focus on Content Literacy 

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"Learning to read" vs "reading to learn"

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How can we relate our teaching as a revolutionary duty to school culture and how students experience learning?

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How can we relate our teaching as a revolutionary duty to school culture and how students experience learning?

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Teaching as a revolutionary duty can fundamentally reshape school culture and student experiences by fostering an environment where critical thinking, social justice, and active engagement are prioritized. When educators embrace their role as agents of change, they can create a school culture that encourages students to question existing systems, understand their own potential for impact, and feel empowered to drive positive change.

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Give an example of how to make learning authentic and interesting. 

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Give an example of how to make learning authentic and interesting. 

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How can you include cultural differences to build perspectives of the class? How can context-embedding learning activities that are inclusive and promoting of culture.

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How can we use Testimonio as a way to share our cultural experiences.

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Over time, individuals and communities began to embrace the term "nerd" as a badge of honor. For many, identifying as a "nerd" is empowering. It encourages people to pursue their interests and embrace their uniqueness without fear of social stigma. The positive redefinition of "nerd" has also highlighted the importance of education, innovation, and the pursuit of knowledge in driving societal progress. - Ofelia Perez

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Are we a reflection of what is around us? How do we think about ourselves in a space?

How do students see shame and pride?

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We're diving into the 6 stages of a teaching career: pride, survival, experimentation, disillusionment, rebellion, & ongoing mastery.

The 6 Stages Of A Teaching Career

I've been thinking about this, and there really is a life cycle to teaching.

Not every teacher will experience every stage-or every stage to the same degrees, anyway. Some may notice very little of this at all. And while the sequence may be more or less universal, the duration of each stage may not be. Some teachers may even get stuck in one stage and never develop any further. So take this all with a grain of salt.

Have a look and see what you think.

The 6 Stages of Teaching

Pride

This one starts before you step foot in the classroom-perhaps even as early as your acceptance into a teacher training program, and extends all the way to the first ten seconds of your first class.

This is also the most outright 'fun' of all the stages. During the Pride stage, you're not quite sure what you've got yourself into, but that uncertainty has yet to be displaced by the sheer enormity of the task of great teaching. Most conversations with friends and family still revolve around your choice to become a teacher (such a noble profession!).

Most conversations with colleagues are still framed around the abstractions of teaching-your views on assessment, how rewarding 'aha moments' can be, how teams and departments are setup, and so on. Very little reality yet, only a vague sense of possibility, some uncertainty, and a lot of pride.

During this stage teaching can be, while tiring, a period of intense growth and oodles of enthusiasm.

Survival

Once the first class settles in though-first period for middle and high school, or your first classroom for elementary-things start changing, and fast. Every bit of theory is now morphing into applied theory. Practice.

All of the ideas you've read about and all of the enthusiasm you've had are still present, but they've taken a back seat as your brain has switched to your reptilian brain. Fight or flight, right? Of course this is a bit dramatic. As you fight to survive it's the training and theory and enthusiasm that can help sustain you; it's all that can sustain you. But in general, this stage of your career is characterized not so much by the chaos of teaching, which never quite goes away, but by your response to that chaos.

While it's not necessarily miserable, during this stage teaching can be stressful and exhausting.

Experimentation

The third stage of your teaching career is all about informed experimentation. Though you've experimented in the past, you've got some experience under your belt that allows that experimentation to become more precise and effective. You can bring in a new tool or instructional strategy with something more than 'hope.' You've got a decent idea of what might work-a multi-genre thematic unit, for example-and so you do so.

And whether you fail or succeed, this becomes kind of addictive-and for the best teachers never really stops. Great teachers never stop growing, and growing means trying new ideas. This stage of your career is where is really starts working for you-where you waste less time, and actually start evolving your craft. Further, this kind of experimentation can lead to expanded professional learning networks as you discover new tools, ideas, and mentoring from your peers.

During this stage teaching can be, more than anything else, fun.

See also The Only Thing You Need To Be A 21st-Century Teacher

Disillusionment

Over the years, you've learned so much as a teacher. You've come to better understand people, teaching, cultures, communities, technology, and as a result, you've grown as a human being.

But you've also noticed some things along the way that were easy to dismiss at first but have grown louder in your mind. Negative teachers-and then negative teachers that actually have a point. Great teachers that were forced out-or at least pushed aside-by building politics or personal agendas. The adoption of new policies that don't seem to have the students' best interest at heart. Money wasted on technology purchased with very little thinking about how it fits in to what the school is already going. Impersonal professional development attended just for the hours.

And perhaps worst of all, students that this 'system' failed. Students that taught and did everything you asked and were model students, only to graduate without a clue of their place in the world. "Shouldn't education address that kind of thing?" you wonder? Or students that never had a chance-came to you without one, and left the same no matter what you tried.

This is tough psychologically. If you can't reach the students that need you most, what are you doing here? If you're going to participate in a system seemingly designed for mediocrity, with no apparent desire to evolve itself, can you last for a career? And even if you can, is it enough just to 'last'?

During this stage, teaching can seem unfulfilling or confusing. Even 'wrong' if you're prone to being macro and a little idealistic.

Rebellion

So you change.

Great teachers don't do what they're told, after all. You push back. You subvert. You go around. You don't sabotage or cause unrest, but you agitate. You ask questions. You create light, and model the same for the students. After all, this is the foundation of critical pedagogy.

In What It Means To Think Critically, I wrote "In critical thinking, there is no conclusion; it is constant interaction with changing circumstances and new knowledge that allows for broader vision which allows for new evidence which starts the process over again. Critical thinking has at its core raw emotion and tone.

I continued, "Critical thinking is among the first causes for change (personal and social), but is a pariah in schools -for no other reason than it conditions the mind to suspect the form and function of everything it sees, including your classroom and everything being taught in it."

While this refers to students, the same goes for you as a teacher in your building. Student: Class:: Teacher: School

During the "Rebellion" stage, teaching can become fun again. You're strangely empowered not to make a mess, but a difference-and if that means making a mess, you'll do so. (It helps that, unlike earlier stages, you likely know how to make a mess without getting yourself fired.)

Ongoing Mastery

Ah, wisdom.

The final stage of the teaching career-one where all previous stages surface from time to time-is about the work it takes to master your craft. If it takes 10,000 hours to become an expert, that will happen in during the "Ongoing Mastery" stage. Teaching changes because the world changes, so what you're becoming an expert of isn't teaching, but change.

During this stage teaching, more than anything else, stops beings about you. It never really was, but that's even more the case now. You tend to see above and through everything, which helps you to embrace, evade, plan, design, question, and celebrate with a kind of prescience unavailable even just a few years ago. Teaching, you've found, is not about this thing or that thing but everything. And so you work and read and experiment and connect and work some more.

If you make it this far-and so many teachers don't-this stage can be tremendously fulfilling, and allow you to quite literally change the world one mind at a time. Making it this far isn't just about perseverance and "showing up." Sometimes it's about luck. The right principal, mentor, professional learning network, school, district-even ten solid years of good health all can matter every bit as much as your knowledge of pedagogy and your personal convictions.

If you make it this far, congratulations. Education's going to need you.

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We're diving into the 6 stages of a teaching career: pride, survival, experimentation, disillusionment, rebellion, & ongoing mastery.

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"Technology challenges our understanding as educators as to what it means to be literate." (Pg. 228)

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Ability to manage your emotions and understand others.

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Assigning specific roles to students in group work can significantly enhance their self-efficacy by providing clear responsibilities and fostering a sense of ownership and competence. This structure not only ensures effective collaboration and accountability but also allows students to develop and recognize their skills, thereby boosting their confidence and belief in their abilities to succeed in collaborative and individual tasks. - Ofelia Perez

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Growth Mindset vs. Fixed Mindset: What's the Difference?

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A growth mindset is critical for entrepreneurs. Here's a primer on the difference between growth and fixed mindsets and how you can achieve and maintain one.

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Developing a Growth Mindset with Carol Dweck

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Dr. Brené Brown is a research professor at the University of Houston, where she holds the Huffington Foundation Endowed Chair at the Graduate College of Social Work. She also holds the position of visiting professor in management at the University of Texas at Austin McCombs School of Business.

Brené has spent the past two decades studying courage, vulnerability, shame, and empathy. She is the author of six #1 New York Times best sellers and is the host of two award-winning Spotify podcasts, Unlocking Us and Dare to Lead.

Brené's books have been translated into more than 30 languages, and her titles include Atlas of the Heart, Dare to Lead, Braving the Wilderness, Rising Strong, Daring Greatly, and The Gifts of Imperfection. With Tarana Burke, she co-edited the best-selling anthology You Are Your Best Thing: Vulnerability, Shame Resilience, and the Black Experience.

Brené's TED talk on the Power of Vulnerability is one of the top five most-viewed TED talks in the world, with over 50 million views. Brené is the first researcher to have a filmed lecture on Netflix, and in March 2022, she launched a new show on HBO Max that focuses on her latest book, Atlas of the Heart.

Brené spends most of her time working in organizations around the world, helping develop braver leaders and more-courageous cultures. She lives in Houston, Texas, with her husband, Steve. They have two children, Ellen and Charlie, and a weird Bichon named Lucy.

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Atlas of the Heart: Mapping Meaningful Connection and the Language of Human Experience (Random House Large Print)

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Atlas of the Heart: Mapping Meaningful Connection and the Language of Human Experience (Random House Large Print) [Brown, Brené] on Amazon.com. *FREE* shipping on qualifying offers. Atlas of the Heart: Mapping Meaningful Connection and the Language of Human Experience (Random House Large Print)

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Permission to Feel

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Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive

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Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive [Brackett Ph.D., Marc] on Amazon.com. *FREE* shipping on qualifying offers. Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive