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Ruth Cummings-Hypolite
Anne Beirne
Terry Watkins-Williams
Cara Szeles
Colleen Williams

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Can students be inspired in a classroom characterized by fear?

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Can students be inspired in a classroom characterized by fear?

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There is a "monumental difference between rewarding and affirming."  Do you agree or disagree?  Is motivating a student from the inside out more rewarding than the tangible?   

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There is a "monumental difference between rewarding and affirming."  Do you agree or disagree?  Is motivating a student from the inside out more rewarding than the tangible?   

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What motivates the student from the concrete to the abstract?

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Some educators, like Mrs. Lugo, believe that teachers who give students too many choices "feed into their penchant for disorganization?  Do you agree?  How can teachers provide more choices to their students without unintentionally promoting disorganization?

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Some educators, like Mrs. Lugo, believe that teachers who give students too many choices "feed into their penchant for disorganization?  Do you agree?  How can teachers provide more choices to their students without unintentionally promoting disorganization?

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Feedback on the process of a Book Talk:  Was a great idea to allow colleagues to share best practices, concerns and see what research has to say about a particular topic.  This was great professional development for the work we do as building leaders envisioning a better tomorrow for our students today.

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Feedback on the process of a Book Talk:  Was a great idea to allow colleagues to share best practices, concerns and see what research has to say about a particular topic.  This was great professional development for the work we do as building leaders envisioning a better tomorrow for our students today.

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Implications on the district:  Motivating students intrinsically is quite important to the work of all Jersey City Public Schools.  It is lasting and helps to build student confidence.

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How the PLC and the learning impacted your work:
The collaboration sparked conversations that each of the principals in the group could relate to as our buildings are of similar grade level structures.

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Learnings, Outcomes, and Takeaways:  Using practical strategies for getting students focused and ready to learn by eliminating external rewards and building positive relationships by connecting to students’ lives and have that information infused in daily instructions.  Importance of activating student voice and interests.

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Learnings, Outcomes, and Takeaways:  Using practical strategies for getting students focused and ready to learn by eliminating external rewards and building positive relationships by connecting to students’ lives and have that information infused in daily instructions.  Importance of activating student voice and interests.

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Source of Data:	Using Formative Assessments through observations and book talk

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Source of Data:	Using Formative Assessments through observations and book talk

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Resources:  “Motivating Students: Unlocking the Enthusiasm for Learning” by Bob Sullo

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Resources:  “Motivating Students: Unlocking the Enthusiasm for Learning” by Bob Sullo

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Modes of Learning:  Divided chapters among the group as a springboard for conversation.

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What you studied and why:  We studied motivating students from the inside out.  Targeting students' inner being and building their confidence to get them to be successful in the classroom as opposed to dangling the carrot in front of them with external rewards which are superficial and temporary.

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What you studied and why:  We studied motivating students from the inside out.  Targeting students' inner being and building their confidence to get them to be successful in the classroom as opposed to dangling the carrot in front of them with external rewards which are superficial and temporary.