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What struck me was that we can "flip a switch" for a student with a negative trajectory pattern and by forming a positive teacher-student relationship, change that and make his/her life much more positive.  We can buffer or stop the negative effects of the outside of school environment. Actively working towards developing positive teacher-student relationships becomes a primary goal, one that establishes your professional standing and allows you to have  a strong effect on the lives of your students.

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Chapter 3 - The teacher-student Relationship

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Chapter 3 - The teacher-student Relationship

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~ Positive teacher-student relationships demonstrate delayed benefits (may take up to a year - positive school outlook)
~few minutes of positive interactions can change both teacher and students feelings towards each other
~high teacher and/or parent student expectations can counteract poor home background factors.

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Chapter 3: The teacher-student relationship

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Chapter 3: The teacher-student relationship

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What struck with me was the concept of "emotional leakage". Although we may "think" that we are doing a good job of hiding our true emotions, some level of "leakage" still may occur. For example, our tone of voice may be inflected (unwittingly) high, suggesting anxiety, sarcasm, or insincerity. This struck me because we often times hear the phrase "fake it till you make it" however, this could actually be causing unintentional damage to our students.

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Chapter 4 - Your Personality as Teacher (pp. 31-33)

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Chapter 4 - Your Personality as Teacher (pp. 31-33)

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We often regret hasty decisions, yet we are often rewarded when arriving at quick decisions.  We ought not judge a book by its cover, but we cannot stop the process when making judgments about others (Is this person a danger to me?  What are their intentions?  What are their character traits?).  First impressions can certainly be misleading, as teachers often report spectacular progress in students who initially did not shine.

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Chapter 4- Your personality as a teacher

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Chapter 4- Your personality as a teacher

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What stuck with me is "students need to form a strong belief in the idea of a just world, and it is the teacher who plays a critical role in representing fairness and justice."  This stuck with me because as a lower grade teacher, I have the understanding that I play a crucial role in how the child feels about school from the very beginning. School is where they will learn and make connections to how the real world works. & if it is not fair & just, they may take that with them throughout their childhood into adulthood.  It connects with the whole notion of the whole child and helping them to learn about the world around them.

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Chapter 7-Teaching for automaticity in basic academic skill

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Chapter 7-Teaching for automaticity in basic academic skill

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A succession of unfamiliar words seriously damages comprehension. Students who do not have automaticity have difficulties comprehending the big picture. Not being able to read even a single word threatens the entire comprehension process.

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What struck me is the fact that students need to become familiar wth the material, topic, or information they are learning about in order for the information to stick to them. When it comes to reading, they will skim until they find words or information they already know about and waste too much time trying to work through what they don't. This can then make the information seem irrelevant to them. IF they do know specific words they put too much emphasis on it and might miss some the point of the text. Therefore, providing a variety of information to help front load them gives them more to then make feel like what they are learning about is important to them

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*the balance between negative and positive feed back is key.  can not be too negative, but also must be aware of praise.  too much praise can be detrimental.  students can begin to believe that they always have to be successful, and learning involves more than just success.
* the importance of "where to next" in the feedback.

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Something that stuck with me is to reflect on giving feedback instead of praise. Feedback should be informational and detailed in order to help students set goals for improvement. Students need to expect to take on difficult tasks without the belief that they will always be immediately successful. With feedback, they can learn strategies and tools to overcome challenges.

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Chapter 11- Just How Does Expertise Develop?

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Chapter 11- Just How Does Expertise Develop?

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Practice does not make perfect. Students need to understand what deliberate practice is where they are concentrating and paying attention to the task that is given to them. If they are merely practicing, they will be doing the same activity at the same level which does not result in a great deal of learning. Furthermore, automaticity (same activity at the same level) can hinder their skill development as it allows them to perform mindlessly.

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In #5 it says "your mind responds well to multimedia input"

It kind of struck me because we have been taught that a student may have one strength in a learning style but this paragraph talked about using multiple medias to teach the same thing. To me it struck me because it seems so "common sense" but to really think about putting words with pictures or a video then writing, etc.

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What struck as well as stuck with me was the importance of CRIME (Chunking-Rehearsal-Imagery-Mnemonics-Elaboration) in helping learners make connections to develop efficient learning strategies.

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The architecture of the mind was very interesting. With new information, working memory store only about 7 bits of information, unless refreshed by rehearsal processes. However, it doesn't have limitations when dealing with long term memory.

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Chapter 20-Multitasking. A widely held fallacy. 

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Chapter 20-Multitasking. A widely held fallacy. 

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What stuck with me is that you can have automaticity (such as driving a car from home to work without even thinking about it), but EVERYONE struggles with multitasking (the brain focusing on 2 goals).

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Chapter 22: Is the Internet turning us into shallow thinkers?

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Chapter 22: Is the Internet turning us into shallow thinkers?

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"What we find today is a situation where our society and its educational systems are adapting to the new technologies in an evolutionary, and not a revolutionary, manner." In other words, our brains have not essentially changed with technological changes, yet, we do have to stop and do deeper learning into matters that are important instead of just relying on Google. Much of what we can learn on the internet is surface level.

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Chapter 23-How music impacts learning (206-211)

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Chapter 23-How music impacts learning (206-211)

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I was drawn to this section because I often play classical music in my classroom. This chapter basically said that there is no evidence that listening to music (Mozart for the brain etc) has an positive effect on learning. The chapter did point out that playing a musical instrument does seem to be correlated to higher IQ's and school success. I will continue to play music in my classroom regardless of what the scientific evidence may support. I believe music makes the learning/ school environment more enjoyable.

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How Music Impacts Learning.
This book actually made me excited about the data gathered about our profession until I found this chapter.
Based on the data, music has no special impact on learning.
Playing background music while the students take test or listening to music doesn't really affect their performance.  The research shows no real impact.  Fine.  However the section about learning music doesn't really impact a learner needs more research and data.  They are finding that high performing students take music which is what affects the data on this chapter and it struck me as something that I don't agree with and hope that they do more research and finding on this topic.

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Chapter 24 Confidence and its 3 hidden levels

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Chapter 24 Confidence and its 3 hidden levels

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Over confidence:
There actually is value in a student being over-confident. Ability does not always need to match self-efficacy in order to motivate a student. Actually, research shows that overconfidence can be healthy. For example, if I believe that I'm really good @math, then I may seek more difficult work and may work harder to achieve. It is the idea that I believe so therefore I am.

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What I found interesting was the "spontneous trait inference effect" . Which is why people are inclined toward making judgements about others on the basis of minimal information. This is good to keep in mind especially with interacting with our students and our students' family members. And to not make judgements before getting to know everyone. Sometimes people may surprise us!

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Teachers should know their impact. This will help adjust our teaching and to guide how to set up our lessons. We can reflect on our teaching practices to see what worked and what didn't work. The feedbacks could tailor our reading and math groups as well. 

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Teachers should know their impact. This will help adjust our teaching and to guide how to set up our lessons. We can reflect on our teaching practices to see what worked and what didn't work. The feedbacks could tailor our reading and math groups as well. 