The Effort The Effort Based ClassroomBased Classroom

Presented by: Presented by: Camille L. Goins, HSTW Site CoordinatorCamille L. Goins, HSTW Site Coordinator

Requiring Students to Work HardRequiring Students to Work Hard

Most teachers work harder than Most teachers work harder than their studentstheir students

On averageOn average 15% of students in Middle School 15% of students in Middle School

work harder than the teacherwork harder than the teacher 5% of students in High School work 5% of students in High School work

harder than the teacherharder than the teacher

QualityQuality What do you consider quality?What do you consider quality?

It almost always includes caring for each otherIt almost always includes caring for each other It is usefulIt is useful It has always involved hard work on someone’s partIt has always involved hard work on someone’s part It always feels goodIt always feels good

Characteristics of a quality schoolCharacteristics of a quality school Higher ExpectationsHigher Expectations The staff goes above and beyondThe staff goes above and beyond The students go above and beyond The students go above and beyond

Doing things even when not asked adds qualityDoing things even when not asked adds quality

Higher ExpectationsHigher Expectations Does not work aloneDoes not work alone Requires a collaborative Requires a collaborative

effort fromeffort from Rigorous curriculumRigorous curriculum Extra helpExtra help Intense Intense

guidance/mentoring guidance/mentoring Use Data to drive Use Data to drive

improvementsimprovements Link assignments to Link assignments to

students interestsstudents interests Linking the community in Linking the community in

authentic assignments authentic assignments (real-world assignments)(real-world assignments)

Above & BeyondAbove & Beyond How many times have you heard this question How many times have you heard this question

from a student:from a student: ““What do I need to pass this class?”What do I need to pass this class?”

Things to consider when creating a rubricThings to consider when creating a rubric Leaving the highest level on your rubric blankLeaving the highest level on your rubric blank To achieve this level, students must add value/quality To achieve this level, students must add value/quality

to the work that they are doingto the work that they are doing Grading on A, B, C….Grading on A, B, C….

C=Doing All the Work RequiredC=Doing All the Work Required B= Going B= Going BBeyond What Was Requiredeyond What Was Required A=Going A=Going AAbove & Beyond What was Requiredbove & Beyond What was Required

““The Wow Factor”The Wow Factor” Teacher’s commit to Teacher’s commit to

“WOW” on opening “WOW” on opening dayday

Some things to Some things to consider in addition consider in addition to reflection time at to reflection time at the end of the weekthe end of the week How many times did How many times did

I WOW my students I WOW my students throughout the throughout the week?week?

How many times did How many times did my students WOW my students WOW me throughout the me throughout the week?week?

WOW!

Student AchievementStudent Achievement

How do you define achievement?How do you define achievement? Student Achievement GoalsStudent Achievement Goals

Academics – knowledge and skills to Academics – knowledge and skills to be successful in school & life.be successful in school & life.

Life Skills – aptitude, attitude & Life Skills – aptitude, attitude & skills to lead responsible, fulfilling skills to lead responsible, fulfilling & respectful lives& respectful lives

Responsibility – attributes that Responsibility – attributes that contribute to an effective & contribute to an effective & productive community & the productive community & the common good of all.common good of all.

Where in your lesson plans are the Where in your lesson plans are the above items found?above items found?

Student behavior precedes student Student behavior precedes student achievementachievement What would students need to do to What would students need to do to

reach achievement?reach achievement?

Student Behaviors that Student Behaviors that Drive AchievementDrive Achievement

Students choosing to read as an activity rather than an Students choosing to read as an activity rather than an assignmentassignment

Improved teacher/student relationships Improved teacher/student relationships (biggest improvement to st. (biggest improvement to st. achievement)achievement)

Students are comfortable/engaged (students take risks – make Students are comfortable/engaged (students take risks – make themselves vulnerable)themselves vulnerable)

Working cooperativelyWorking cooperatively OrganizationOrganization Understand the meaning behind the assignmentUnderstand the meaning behind the assignment Higher-level questioningHigher-level questioning Can critique their own workCan critique their own work Seeing their work as valuableSeeing their work as valuable Offering community support w/out being askedOffering community support w/out being asked Excited to get to class/disappointed when the bell ringsExcited to get to class/disappointed when the bell rings Students are prepared for classStudents are prepared for class Are involved in extra curricular activitiesAre involved in extra curricular activities Using problem solving skills in academics as well as sociallyUsing problem solving skills in academics as well as socially

Student BehaviorsStudent Behaviors

Do you agree with the list?Do you agree with the list?

What would you add or take away?What would you add or take away?

Do we as educators need to teach Do we as educators need to teach student behaviors?student behaviors?

Effort vs AbilitiesEffort vs Abilities

Are you rewarding students based on Are you rewarding students based on their abilities or their efforts?their abilities or their efforts?

Effort has a multiplying affectEffort has a multiplying affect

Effort x AbilityEffort x Ability = Success = Success Manageable Task Manageable Task

Students can assume that with Students can assume that with substantial effort success can be substantial effort success can be achieved.achieved.

Activities for StudentsActivities for Students

Journal Entries on the followingJournal Entries on the following

Have students to write about Have students to write about

““When have you been successful… or When have you been successful… or When have you been unsuccessful”When have you been unsuccessful”

AbilityAbility EffortEffort Degree of Difficulty – Degree of Difficulty – (taking on assignments that (taking on assignments that

they think they can’t be successful at)they think they can’t be successful at)

LuckLuck

Project AssignmentsProject Assignments

Have students to critique their own Have students to critique their own workwork An Effort Score 1-10 (10 being the An Effort Score 1-10 (10 being the

highest) along with an explanation to highest) along with an explanation to their scoretheir score

Focuses on 2 elementsFocuses on 2 elements ExplanationExplanation Analyzing Analyzing

Providing Pictures of SuccessProviding Pictures of Success Future PlansFuture Plans

Highly successful students constantly talk Highly successful students constantly talk about their futureabout their future

What do we do as teachers to know the What do we do as teachers to know the student’s future plans?student’s future plans?

What do we do as a school to know the What do we do as a school to know the student’s future plans?student’s future plans? All students by grade 9 should have a 5 year All students by grade 9 should have a 5 year

plan and steps to reach their goalsplan and steps to reach their goals Updraft/Downdraft (Do students get lost when Updraft/Downdraft (Do students get lost when

we place them in categories i.e. high we place them in categories i.e. high achievement, low achievement)achievement, low achievement)

Goal Setting (Needs to be taught) Goal Setting (Needs to be taught) Example: Advisor/Advisee ProgramExample: Advisor/Advisee Program

The Advisor/Advisee ProgramThe Advisor/Advisee Program

Does not become successful overnight, but by year 3 Does not become successful overnight, but by year 3 should see results.should see results.

Advisors Need to know the students future plans – use Advisors Need to know the students future plans – use the student’s plans as part of the student’s motivatorsthe student’s plans as part of the student’s motivators

Activity to complete with AdviseeActivity to complete with Advisee Create a folder of the student in Grade 9 with a picture of Create a folder of the student in Grade 9 with a picture of

them in the front cover in their graduation gown, cap & them in the front cover in their graduation gown, cap & tassel. tassel.

Each time they open their folder with their advisor they are Each time they open their folder with their advisor they are reminded of their goal to graduate. Have them to complete reminded of their goal to graduate. Have them to complete a journal entry with the followinga journal entry with the following

What did I do yesterday to cause this picture to come true?What did I do yesterday to cause this picture to come true? What can I do today to cause this picture to come true?What can I do today to cause this picture to come true?

Benefits of Advisor/Advisee ProgramBenefits of Advisor/Advisee Program

Improved academicsImproved academics More students took college entrance More students took college entrance

examsexams 46% of teachers believed that they 46% of teachers believed that they

influenced their advisees and improve influenced their advisees and improve gradesgrades

Students attitudes improveStudents attitudes improve Student/teacher relationships improvedStudent/teacher relationships improved Drop-outs declinedDrop-outs declined Transition to high school was easedTransition to high school was eased Liaison for parents was providedLiaison for parents was provided

Payoff vs CostPayoff vs Cost

How many student refuse to take higher-level How many student refuse to take higher-level courses to “Protect” their GPA or are afraid of courses to “Protect” their GPA or are afraid of failingfailing A student taking an AP Math Class that scores a C A student taking an AP Math Class that scores a C

will be better prepared for college level math than a will be better prepared for college level math than a student who takes a lower level Math Class and student who takes a lower level Math Class and scores an A.scores an A.

Most students are working based on the “Credit Most students are working based on the “Credit Card Theory” Get the rewards now, pay laterCard Theory” Get the rewards now, pay later

How can we get students to buy in?How can we get students to buy in? Increase the value of the payoffIncrease the value of the payoff

What can we do to decrease the cost?What can we do to decrease the cost?

Experiment Experiment

Henry Kissinger wrote that he worked for 2 Henry Kissinger wrote that he worked for 2 days on a report for his boss, put it in his days on a report for his boss, put it in his mailbox. The next morning it was in his mailbox. The next morning it was in his box with a note “Is this your best work”? box with a note “Is this your best work”? He took it home worked on it all night He took it home worked on it all night

and put it in his boss box. It was and put it in his boss box. It was returned “Are you sure”? This time returned “Are you sure”? This time

becoming frustrated worked on it all day, becoming frustrated worked on it all day, hand delivered it to his boss saying hand delivered it to his boss saying “This is it”. His boss then replies “This is it”. His boss then replies ““Great, now I’ll read this one”.Great, now I’ll read this one”.

Experiment with Your Experiment with Your StudentsStudents

Try with your students giving an Try with your students giving an assignment back w/out reading it assignment back w/out reading it and ask “Is This Your Best”?and ask “Is This Your Best”?

Requires students to critique their Requires students to critique their work and put in extra effort to work and put in extra effort to achieve.achieve.

HomeworkHomework

What is the purpose of Homework?What is the purpose of Homework? The purpose of homework is to reach the student’s skill The purpose of homework is to reach the student’s skill

level. level. It should not just be used for a grade.It should not just be used for a grade.

Homework allows the teacher and the student to find out Homework allows the teacher and the student to find out what they are not understanding before the quiz/test.what they are not understanding before the quiz/test.

Assign homework that is most appropriate for each Assign homework that is most appropriate for each studentstudent

Could require giving more than one assignment (possibly Could require giving more than one assignment (possibly 3 different assignments)3 different assignments) One assignment for those students who did not understand.One assignment for those students who did not understand. One assignment for those who need to practice with what One assignment for those who need to practice with what

we are doing.we are doing. One assignment for those students who understood the One assignment for those students who understood the

materialmaterial Pretest your students before you begin a new unitPretest your students before you begin a new unit

Allow your students to test out of a UnitAllow your students to test out of a Unit

Differentiate for Learning StylesDifferentiate for Learning Styles

How many of you have completed a “Sensory Modality Preference How many of you have completed a “Sensory Modality Preference Inventory” (the way you take in information) with your students?Inventory” (the way you take in information) with your students?

By 8By 8thth Grade every student should know their learning style Grade every student should know their learning style Do we teach based on our learning styles?Do we teach based on our learning styles? How do you rotate the various Learning Styles within your How do you rotate the various Learning Styles within your

classroomclassroom KinestheticKinesthetic TactualTactual VisualVisual AuditoryAuditory

Take a look at your lesson plan and look at the most important Take a look at your lesson plan and look at the most important message you want your students to get. Now can you say it in four message you want your students to get. Now can you say it in four ways to reach the learner i.e. visual, auditory, kinesthetic, and ways to reach the learner i.e. visual, auditory, kinesthetic, and tactual.tactual.

The More multi-sensory your presentation, the more likely the student The More multi-sensory your presentation, the more likely the student can store the information.can store the information.

Did you know that in a 30 second commercial they reach all 4 Did you know that in a 30 second commercial they reach all 4 areas of the learning style?areas of the learning style?

Ask Yourself….Ask Yourself….

At the end of the dayAt the end of the day

““Did I prepare my students for the test”?Did I prepare my students for the test”?

OROR

““Did I prepare my students for the future”?Did I prepare my students for the future”?

Publications/Internet SourcesPublications/Internet Sources http://blogs.plsweb.comhttp://blogs.plsweb.com

How to Raise Smart Kids How to Raise Smart Kids by: Carol Dweckby: Carol Dweck

Never Work Harder Than Your Students and Other Principles of Never Work Harder Than Your Students and Other Principles of Great Teaching Great Teaching by: Robyn R. Jackson by: Robyn R. Jackson

Outliers: The Story of SuccessOutliers: The Story of Success by Malcolm Gladwell by Malcolm Gladwell

The Pursuit of WowThe Pursuit of Wow by: Tom Peters by: Tom Peters

http://speakingofhistory.com/ideashttp://speakingofhistory.com/ideas

Tapping Student Effort, Increasing Student Achievement Tapping Student Effort, Increasing Student Achievement by: Stephen by: Stephen G. Barkley G. Barkley

There Are No Shortcuts: How an inner-city teacher--winner of the There Are No Shortcuts: How an inner-city teacher--winner of the American Teacher Award--inspires his students and challenges us to American Teacher Award--inspires his students and challenges us to rethink the way we educate our children rethink the way we educate our children by: Rafe Esquith by: Rafe Esquith