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4. Something I learned from reading this was......

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4. Something I learned from reading this was......

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I connected this back to the days of one room schoolhouses and what the learning environment looked like: Orderly. Desks in straight rows, facing straight ahead. Teacher holding a pointer to a mass of information on the chalkboard. This simply isn't what effective classrooms and learning styles look like anymore.  I like the article's comments on students knowing that they are the ones in control of their learning, as well as their behaviors. They need to feel every second of every day motivated, curious, and eager to actively engage in learning. And this doesn't come from a teacher simply telling them what to do. Instead, it comes from an environment wired for positive social interaction, set up for group collaboration, open for mobility and active engagement, and conducive to motivation, curiosity, and excitement. To get this type of environment, there isn't a fix-all, magic pixie dust, but allowing for student input and not just going for silence/complacency is key.

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2. How do expectations lead to increased learning? 

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2. How do expectations lead to increased learning? 

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Expectations are a significant piece of learning. However, much of the time academic expectations are solely focused on, with little to no focus on citizenship/behavior expectations. Increased learning is a continuous uphill battle if citizenship/behavior expectations are not emphasized enough.  Also, if "expectations" is the term used as opposed to "rules" it promotes a community-driven environment, as opposed to an environment focused on compliance. Hence, if citizenship/behavior expectations are emphasized to promote a community-driven environment, learning will simultaneously increase.

S. Storlie

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To help students learn more from mistakes, I could do more small group work.  When I do small group work, students usually all benefit and see that making mistakes is part of the road to learning.  After working on a concept for a few days, I will ask students to evaluate themselves as a 1, 2, or 3.  One's are lost, 2's are "kinda gettin' it," and 3's are confident.  I then put them in groups with a small white board and present a problem. The 1's have to write and ask good questions of the 2's when they are lost.  If the 2's are unsure they can ask the 3's for help and then have to communicate the information back to the 1's.  One's and 3's cannot talk to one another.

This works well.  I have not had good results with grouping 1's together, as they sit and do nothing.

The downfall of this method is that soon, the 1's are satisfied with I'll get the extra help regardless if I've done the background work.  I don't expect students to learn immediately (that is sometimes their expectation), but some never do the background assignments to be ready to learn.  "Ms. or Mr. Doe won't let me fail."

On another note, let's not use the word "fail" instead of mistakes.  Making mistakes helps us learn.  Failure has come to have a humiliating and embarrassing conotation.  "Epic fail" is part of popular culture.  It has even made the Merriam-Webster website: https://www.merriam-webster.com/words-at-play/top-10-user-submitted-words-vol-6/epic-fail

You can fail a test and fail a class, but you make mistakes on homework. The only way you fail homework is not trying it. Even with this approach, I still have some classes with 50% who do not complete or even attempt homework.

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2.  How do expectations lead to increased learning?

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2.  How do expectations lead to increased learning?

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I appreciated  that "working toward a democratic classroom requires integration of all decisions, with the definite goal being the security and self-esteem of every student."  A classroom has to be a place where they can feel safe making mistaking and the courage to try again.
Karen

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What things could you do more to help students learn from failure?

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What things could you do more to help students learn from failure?

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I think talking about my own failures and mistakes, (especially the ones students have observed in the  process of my instruction), analyzing them, and explaining the lesson I have learned from them, can be a very powerful tool, which would not only help students  see that mistakes are natural part of the learning process, but would also help students better relate to me as a teacher.
Oksana

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When they talked about the iceberg situation. An obedient classroom isn't always a positive learning environment.  The classic classroom approaches aren't always creating an environment of learning. ---Zak

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3.)  What does the phrase "have high expectations, not demand perfection mean to you?

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3.)  What does the phrase "have high expectations, not demand perfection mean to you?

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I am a huge proponent of giving students alternative assessments that allow them to show that they have achieved the major objectives. I have high expectations of my students, but completely understand that there are different ways to prove a true understanding of content.

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3. What does the phrase "have high expectations, not demand perfection mean to you?

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3. What does the phrase "have high expectations, not demand perfection mean to you?

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In a physical education setting I try very hard to have students work to their potential.  Just as students vary greatly in their ability to handle academic work they also differ in physical, mental and psychological abilities.  Getting them to see that they can be the "best you" is my main focus.  I also believe that having high expectations of student conduct and respect for each other in a physical education setting set's the table for all students to feel comfortable. That comfort leads to effort, which leads to improvement in physical skills and fitness levels.

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Having high expectations causes students to reach higher. The "lower the bar" the less students (or athletes, or employees, or whatever) are encouraged to try new things, to take risks, and to grow.  We can have high expectations without demanding perfection. Some students will need more scaffolding than others to make the climb, but ALL benefit when expectations are high. No one benefits from low expectations.

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1. Take the time to embrace a student's reactionary tendencies for learning.

Is retaking certain skills better than retaking an entire test?

Do I look further into SBG?

Was something off with my instruction?

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1. What things could you do more of to help students learn from failure?

I think the thing that I could do better is giving students better feedback and individual attention when they fail and when they succeed.

2. How do expectations lead to increased learning?

Having high expectations pushes people to grow.  Reaching goals that are hard for us to accomplish are more satisfying than achieving goals that are easy for us.  By having high expectations we create a goal that is difficult to achieve and maybe we don’t achieve it.  The PROCESS is the most important part of having high expectations for someone.

I go back to my HS experience and a very special person to me is my old HS Basketball Coach.  We had high expectations.  Our goal was to make State.  The process of reaching that goal was what was important and taught me very valuable life lessons like hard work, dedication, sacrifice for the team, communication,reliability, honesty, and a lot more.  We never reached our goal, but I would not consider it a failure.  I would consider it a huge success.  Those skills that I developed in the process of playing basketball are things I use every day.  I am not talking about my dribbling skills, by the way.

The hardest class I have ever taken in my life was College Algebra.  It took me two times and finally getting extra help from my Professor.  That ‘C’ is the grade I am most proud of in College and in HS.

3. What does the phrase "have high expectations, not demand perfection mean to you?

It’s the process.  During the process students and teachers make mistakes.  If you’re perfect through the process than you didn’t set high enough expectations.  I try and add new things every year to things I do.  Sometimes those things work with the class sometimes they don’t.  I strive to be a perfect teacher but I know I’m far from it.  Students make mistakes.  Some care more than others.  Some don’t do anything.  Some sleep during my class.  It doesn’t mean I give up on them.  I keep trying and maybe tomorrow will be better.  That doesn’t mean I don’t go home and vent.  And it doesn’t mean I don’t get frustrated with students.  I do.

4. Something I learned from reading this was....

I think my biggest take away from the reading is to treat students like you would want to be treated and the way you would treat your own kids.  I liked the way he explained it in terms of how adults would feel underneath an intimidating boss.  Adults don’t perform well.  I don’t perform well.  It doesn’t mean the boss shouldn’t have high expectations.  It just means the way they treat you and me matters and we should translate it into the way we treat our students.

5. One thing I don't understand yet is......

I want to understand how to become a better facilitator of student learning instead of the presenter.

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Not having much experiences within education, I enjoyed the article. I started to see how students may be put on the defense if they are presented with a bunch of "No, X, Y, or Z" rules. It seems to give off a negative feel for the classroom.

However, by communicating with the class as a whole, the expectations could be set together using more positive language. If the students are taking part in the "rule setting," maybe they will feel more responsible to uphold those expectations.

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After reading this it made me think of memories.  As many you have figured out I relate things back to agriculture.  The spring of 2008 began with starter fertilizer at $199 a ton and ending in November at $1295 a ton with the ghost of 2009 spring costing $2000 a ton.  We planted corn with a Jimmy Carter era corn planter that required very clean tilled fields.  That meant plowing.  That meant lots of four dollar diesel.  That meant out of business.

So dad talked to the implement dealer about no- till planters.  He ended up purchasing a new planter that could handle planting in higher residue situations.  No more plowing.  Less money spent on diesel and you get to stay in business.

Moral of the story- life forces you to change and adapt. Management strategies that worked for us as kids aren't as effective in today's world. It is different to be a kid today vs. our time back in the 1900's. So sometimes a trip to the dealer to buy shiny new paint keeps you in the game.

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Questions - Please put the number of the question you are responding to in your response.

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Questions - Please put the number of the question you are responding to in your response.

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1. What things could you do more of to help students learn from failure?

2. How do high expectations lead to increased learning?

3. What does the phrase "have high expectations, not demand perfection mean to you?
4. Something I learned from reading this was......
5. One thing that I don't understand yet is.......