PR Summer 2025 Book Study by Carlissa Pokora

Maslow before Bloom

cpokora — 2025-06-18 15:25:09 UTC

Background knowledge + strategies aid in reading comprehension

cpokora — 2025-06-18 15:25:29 UTC

Background knowledge is crucial for supporting short term memory and long term memory

cpokora — 2025-06-18 15:26:00 UTC

People are naturally curious and unless conditions are right, we will avoid thinking

cpokora — 2025-06-18 15:26:17 UTC

Our brains are built so we don't have to do too much thinking

cpokora — 2025-06-18 15:26:35 UTC

Teachers who are approachable and organized help students remember (activate long term memory)

cpokora — 2025-06-18 15:27:11 UTC

Example of building furniture from IKEA (page 51)

cpokora — 2025-06-18 15:27:59 UTC

Memory is the residue of thought. pg 66

cpokora — 2025-06-18 15:28:45 UTC

We are building their capacity to be a learner.

cpokora — 2025-06-18 15:29:01 UTC

Difference between loving learning and loving school

cpokora — 2025-06-18 15:29:50 UTC

In response to the question: what are some of the more profound and useful "deep structures" of the classroom that you've learned? What have you learned about students or about classroom situations or dynamics that might look different on the surface in different classrooms but reflects a deeper truth across situations?

cpokora — 2025-06-26 14:50:22 UTC

Chapter 5, Question 5: Does framing what could inappropriate classroom behaviors as automatic make feel differently about them? Does it change how you think about trying to help the student overcome them?

cpokora — 2025-06-26 15:06:03 UTC

Chapter 6, Question 6: What, if any, responsibility does a school have to encourage and engable the passions of students that fall outside of typical school subjects?

cpokora — 2025-06-26 15:17:08 UTC

Chapter 7, Question 4

cpokora — 2025-07-14 14:55:48 UTC

Chapter 7, Question 4: The most consistent difference among students that we know matters to success in school is what students already know and can do before the lesson begins. This fact seems to argue plainly for teaching children with different levels of preparation in different classrooms; it should be much easier for a teacher to meet children where they are if they are mostly in the same place, academically. But when this strategy is adopted, the very consistent problem is that the teacher of the children who are further behind has lower expectations for his/her kids. What can be done to resolve this dilemma?

Acknowledging different processing speeds for learning in school

cpokora — 2025-07-14 15:21:55 UTC

Does that feel honest in representing the kids we see in classrooms?

Growth mindset

cpokora — 2025-07-14 15:25:01 UTC

What is growth mindset? Why hasn't it worked well in schools? page 207-209

Maybe the reading comprehension skills are the bridge to the social comprehension skills

cpokora — 2025-07-14 15:38:09 UTC

E.g. students with low social comprehension skills or interpretative skills

How do you support kids in doing hard things and making the support of doing something challenging what they try in all domains?

cpokora — 2025-07-14 15:38:58 UTC

Question 2

cpokora — 2025-07-28 14:38:14 UTC

It's all very well that I've reassured you that students can pay attention, they just have a lower threshold of boredom... that still leaves you with students who are more impatient, more desirous of classroom entertainment than you would have had 10 or 15 years ago.... what's your take?

Question 1

cpokora — 2025-07-28 15:11:56 UTC

How often are you able to observe other teachers? If the answer is "seldom" or "never," wat are the obstacles? Given the apparent usefulness of observation, can you think outside the box to make it possible?