1) Explain how differentiated instruction supports the concepts of self-efficacy and self-determination.
2) America has taken pride in telling its citizens, "People can be anything they want to be through hard work and determination." After reading this book, would you modify that statement? Justify your response.
3) What do you do if your philosophy about using rewards is in conflict with the way your school or system mandates?
4) Has anything in this book changed your mind or affirmed your beliefs about dealing with reluctant learners? Describe an aha moment you had during any of your readings or group discussions.
5) Do you think that the idea of positive thinking is disrespectful to the countless students whose circumstances are abominable and beyond their control? Do you agree that an emphasis on self-efficacy is just another way to blame disadvantaged people for their circumstances? Explain why you feel the way you do.
Thank you so very much for participating in our spring book study, I have really enjoyed all the discussion - and reading through your thoughts on building student resiliency!!!
I will do my best to have PGP certificates emailed to you by next Friday, April 7, 2017.
***Have a great week :)
This book was such a great reminder of several topics that I have already learned about! We learn so many things day in and day out and it's hard to use them all in your classroom. This book helped me to re-surface many ideas, tactics, and ways of teaching!
ReplyDeleteDifferentiated Instruction is so important and can be done in many different ways. It helps students to work at their pace, be challenged at the right time, and hopefully stay motivated with classmates at the same level. If a student feels "at home" or "comfortable" in their group of similar capabilities...they are going to be determined to work hard, improve,etc. Yes, I know that there will always be struggles, set backs, failure, kiddos who don't want to work, etc but having "groups" for the students to work in---helps tremendously! I am a firm believer of stations and repeat, repeat, repeat! I set goals with my kiddos, track progress, and try to celebrate personal growth as much as possible! I want kiddos to be healthy, to know the basic movement cues, and how understand why they are doing what they are doing! I love teaching, challenging, and having fun! It's not always easy but yet...that's the challenge to me!
So glad this book proved to be a good resource for you Holly! Thank you so very much for joining our study!
Delete1. Differentiated instruction supports the concepts of self-efficacy and self-determination because it provides a starting point for students from which to build. Differentiated instruction is based upon the cognitive development of students. If done accurately, instruction is modified, differentiated, to meet the cognitive levels of students. As students grasp educational concepts, their instruction is modified through scaffolding until students reach grade level or go beyond. This promotes self-efficacy and self-determination because it builds confidence as students realize that they can accomplish tasks or as the book states it creates "TUH-Tuh-tuh-DUH! moments."
ReplyDelete2. I think people can be many things that they want to be, but I don't know if one can be "anything they want through hard work and determination." When I was young, I loved to play football, although this was not encouraged for girls at the time. But even if there were girls in football during that time, I realize that with my physical size, I would never have made it as a defensive end or a linebacker, so I believe that there are some limitations to what one can accomplish. I do, however, agree with the book that one can become better at something if they practice, but in some instances, one has to use common sense. Understanding my physical limitations, I could have taken my interest in football, and with practice, I could have worked within a position related to the sport. I don't feel that this is restricting potential. It is just being realistic.
1) Explain how differentiated instruction supports the concepts of self-efficacy and self-determination.
DeleteI have seen an highly effective differentiation instruction has a greater influence in self-efficacy and self determination classroom. We have a math teacher that differentiated instruction for each one of his students, meeting them where they were then brought them up on set skills. I'm a supported of differentiation instruction in the sense that it helps in closing the achievement gap in the classroom and school, and boosting students self esteem. The truth is, the achievement gap is a complex multilayered phenomenon that requires on going, sustained, multifaceted approach to close the gap effectively but with teacher applying different strategies, and utilizing multifaceted methodology of instruction delivery, it become realist for student to be successful in school.
4) Has anything in this book changed your mind or affirmed your beliefs about dealing with reluctant learners? Describe an aha moment you had during any of your readings or group discussions.
The most impacting aha moment that brought tears into my eyes is "The Story of a Phoenix" that I read in our book. The story reminded me of a student that dis-enrolled from our school to followed her boy friend who is a drop out and everything else that I can't say. She has 6 hours to completion of high school diploma requirement but decided not to finish because she's 18 years old. Few weeks ago, she was taken into Police custody after allegedly leaving the scene of a crash and firing a weapon from a vehicle. She was arrested on a felony count of criminal recklessness and a misdemeanor charge of carrying a handgun without a license. I remembered speaking to this young lady to please remain in school, get an high school diploma and not following her mother footsteps, but all my effort and staff was abortive when she withdrew from school and then this happened. I belief that all students will learn, and improve their lifestyle even when parents, or other adults around them don't set good example.
I'm working with student that fall into same description of the lady from the Story of a Phoenix passage, our author stated "let me provide some details she did not tell you." She has never met her real father. Her mother and stepfather, both of whom are substance abusers and people who "prefer not to work," brought her up".
I do belief in rewarding students for academic achievements but not use it as a bribe to do better in school. Appropriate uses of reward within academic achievement can help prevent drop out most importantly in the alternative school settings. In conclusion, my colleagues in the book study stated that rewarding positive behavior/academic achievement extends to and many potentially impact an array of educational programs and interventions in schools. I like the quote from Benjamin Bloom (1985), "What any person in the world can learn, almost all persons can learn, if provided with the appropriate prior and current conditions of learning". It's our job, and obligations to empowered student to learn, apply what has been learned and let them put it into practice under our guardianship.
I tell our students to bloom where they are planted in life, most importantly at school, and should be more concern about behavior rather than belief.
I would like to say a special thanks to Julia for allowing me to be part of your spring book study. More tools in my tool box. Your effort and imagination in designing book study for the alternative educators in the State of Indiana are admirable. On behalf of my colleagues, I wish to extend a hearty thank you again. Hope you all have a great and relaxing spring break.
Hi Denise,
DeleteI think you summed it up perfectly..." I do, however, agree with the book that one can become better at something if they practice, but in some instances, one has to use common sense"...we can always improve at whatever we do!! Thank you so much for being a part of our study this spring. Hope you can join us again this summer :) Have a great rest of your school year!
Hi Ikudabu,
DeleteThis is so very true.."I do belief in rewarding students for academic achievements but not use it as a bribe to do better in school. Appropriate uses of reward within academic achievement can help prevent drop out most importantly in the alternative school settings"...especially in the alternative setting where so many students were so set on dropping out because of past academic failures!. Thank you so very much for participating in our spring book study, and for all your awesome input!! Alternative Education is truly your PASSION..and I am so glad...because our students need you!!! Hope you can join us again for our summer book study...always look forward to your input/insight! Have a great rest of your school year!
Denise Pruden, I agree that we need to use some common sense and I don't think we can all achieve something we want to be through hard work and practice. I have musical ability but no way can I play the piano well enough to make a living at it. I don't think I could practice enough to get that good at it. It's just one of those things that skill and talent can only get you so far. There are those who can play so much better than I, yet I can play piano and others have NO clue where to even begin. I can improve and my worship leader at church has stretched me and I love it but I do realize my limitations.
Delete4) Has anything in this book changed your mind or affirmed your beliefs about dealing with reluctant learners? Describe an aha moment you had during any of your readings or group discussions.
ReplyDeleteI really had two things that stuck with me as "aha moments". I feel as though the really helped clarify some student behaviors that I have been seeing and trying to change in my classroom this year, but have been met with both student and parent resistance. Those two concepts are learned helplessness and fixed mindset. I believe I have been able to reach out and begin making some progress with these students now that I better recognize what is blocking them.
5) Do you think that the idea of positive thinking is disrespectful to the countless students whose circumstances are abominable and beyond their control? Do you agree that an emphasis on self-efficacy is just another way to blame disadvantaged people for their circumstances? Explain why you feel the way you do.
I firmly believe that positive thinking and self-efficacy are imperative in situations such as these. I have had students in my classroom who are homeless, many whose parents are in jail (and believe they have no future other than jail themselves), students whose parents beat and otherwise abuse them, and many other horrendous situations. These students must know that they can rise above these situations. There often is no one else to tell them this! They must learn daily skills to educate themselves and have hope to overcome their circumstances-while they are still young. If they don't learn this hope, they will certainly experience learned helplessness in their lives.
When students see what is blocking themselves they can conquer any obstacle set in front of them even outside of school. This problem-solving mentality is not natural to a human being. We all want the easy way out of life. But if we can teach students to figure out what the obstacle is and how they can overcome it, we have been successful.
DeleteHi Stacy,
Delete"Those two concepts are learned helplessness and fixed mindset. I believe I have been able to reach out and begin making some progress with these students now that I better recognize what is blocking them"...Yes, these are definitely two very difficult mindsets to change...but it sounds like you are definitely on the right path!! So glad you experience AHA Moments while reading the book. Hope you will join us again this summer. Have a great rest of your school year.
2) America has taken pride in telling its citizens, "People can be anything they want to be through hard work and determination." After reading this book, would you modify that statement? Justify your response.
ReplyDeleteI would modify it just like Debbie Silver would: through hard work and determination, people can be BETTER in anything they want to be, and most likely achieve their dreams. As educators, parents, mentors, we need to help young people navigate the line between reality and fantasy. But the truth is also that we are living in an economy and a culture that the world has never seen before, in terms of giving people the opportunity to advance and succeed, as well as bringing out the best abilities in people. I have lived in many other cultures of the world, and interacted with people from many more, and to me, the reason everyone is converging to the US is because of the unprecedented advantages our nation offers. This factor alone allows most of our children’s dreams to be a possibility.
However, again, comparing our culture to other cultures, there is also a level of entitlement in the US that rises above the rest. Sometimes we become so focused on the dreams to forget about all the dirty details. By dirty details, I mean all the hard work, the late nights, the stress, the overcoming the obstacles, the difficult people, and the discouragements. I would tell my students that hard work and determination will make you better, and as you keep becoming better, you might just reach your goals. Even as you continue in your journey, you might realize the American dream isn’t all that you thought it was. As you continue to mature, you will have more and more dreams. So let’s not make the dream the goal. Instead, let’s make the journey continuing to better our relationships, our abilities, and our character, the goal. If that is your goal, you definitely can achieve it.
4) Has anything in this book changed your mind or affirmed your beliefs about dealing with reluctant learners? Describe an aha moment you had during any of your readings or group discussions.
I think the biggest AH-HA moment was the chapter on fixed mindset vs. growth mindset. The first thing I had to acknowledge was that there is still a large swarm of fixed-mindset in my head. I am still largely limited by what I can do based on the limitations I have set for myself. If that is still in me, it is only natural for me to pass that on to the students. I also realized that much of my verbiage to my students is based on the fixed mindset. Saying stuff like, “I know you can definitely do the material. I have seen your ECA scores.” Or “We both know you are smart enough to do the material” only reinforces that mentality. Instead, I need to focus on what the student has been missing the whole time: determination, focus and hard work. My effort to build rapport by complimenting their talents ends up reinforcing the mentality that if they can’t do it, their whole identity is as risk. Instead, I need to reinforce that 1) their identity and worth is secure and is not at risk in the classroom and 2) their effort and not talent is the key to success. I have since adjusted how I interacted with my students. From my first encounter with the students and their family, I have put much more focus on perseverance and focus. I hope to shift my class room culture through these principles.
Hollywood definitely fails to portray the "hard work, late nights, the stress, the overcoming obstacles, the difficult people, and the discouragements." By giving Americans a fantasy approach to life students fail to see the tough side of success. I agree that if we can seek to show them the whole picture we can more easily prepare them for life after high school.
DeleteHi Andrew,
DeleteSo glad you enjoyed the book study! Thank you so very much for all your awesome input into our discussion this spring. I hope you will join us again this summer. Have a great rest of your school year :)
I wish someone would have told me about the stress, hard work, etc involved in reaching your dream. I looked at others and their life seemed to go the way it was suppose to while I suffered setbacks and obstacles. I was not prepared as a young adult to face those challenges and could not understand why obstacles were in my way while others seemed to float along in life. I make it a point to tell my third graders that as they grow up they will face challenges of many kinds and to not give up on their dreams!
DeleteMy niece has earned her Ph.D and is a scientist at the Cleveland Clinic doing research. She presents her research all over the country and is making plans to present it in China within the next year. But, she told her high school counselor what she wanted to do and her counselor told her to settle for being a nurse that being a scientist was a lofty goal for a small town girl. Seriously? I'm so glad she didn't take that advice!
1) Explain how differentiated instruction supports the concepts of self-efficacy and self-determination.
ReplyDeleteI was thrilled to hear Debbie Silver state that “differentiated instruction should be reasonable.” As educators, with the time and resources given to us cannot meet every single individual need that arises. There are just too many demands given the number of students in classrooms and the serious lack of funds provided for schools.
The push to constantly test students seeking to make them align with a certain standard that is completely unreachable also creates a completely unsure foundation on which to build learning. Student best learn without the pressure to perform to a certain standard or model. When learning combines with that which they are already interested in they won’t need the external motivation. They will naturally want to learn more about a particular topic. Granted there are many things we need to teach kids that they don’t want to learn, but the overall goal of whetting their appetite will be accomplished.
2) America has taken pride in telling its citizens, "People can be anything they want to be through hard work and determination." After reading this book, would you modify that statement? Justify your response.
Again Debbie Silver made my day by stating that “each of us has a natural propensity toward something.” This is a truth I have always held to but having taught two years now in an alternative setting I have never believed it more. My students have been convinced that every person can learn a certain way and therefore should complete high school and go on to college. All of my students fall very short of this unrealistic “ideal.” They will barely finish high school according to the manner in which education is presented to them and none of them will ever go on to college. That has to be ok. There are many other career pathways and methods of learning that they are good at, which they need to discover and develop.
I do not believe they should quit if things are difficult but you can’t force them into a mold they don’t fit.
It can be easily compared to someone who is left-handed vs right-handed. Some amazing people can use both but you cannot force a right-handed person to throw with their left and expect it to be perfect. Sure they can develop that left-hand but it will never be as good as the right. In the same way we need to stick with the student’s natural default and encourage them to be better from there.
Hi Kaylee,
DeleteI love this..."All of my students fall very short of this unrealistic “ideal.” They will barely finish high school according to the manner in which education is presented to them and none of them will ever go on to college. That has to be ok. There are many other career pathways and methods of learning that they are good at, which they need to discover and develop"...Amen, Amen,Amen!! So glad you are serving in the alt ed setting and have the mindset you do! So glad you enjoyed our spring book study...hope you will join us again during the summer. Have a great rest of your school year :)
Your reply to question #1 was very well said. I agree whole heartedly. All we do is teach to the test, teach to the test. There's no time or money to teach creatively and in such a way that students WANT to learn more.
Delete1. Explain how differentiated instruction supports the concepts of self-efficacy and self-determination.
ReplyDeleteDifferentiated instruction supports the concepts of self-efficacy and self-determination because it provides students with ways to gain knowledge and build their skills that are on their level. Struggling students are given time to work on the basics, and those that have mastered a skill are given the opportunity to expand their learning. Students can receive feedback and be encouraged as they demonstrate personal growth.
This also provides opportunities for the teacher to help their students understand how to learn from their mistakes and obtain their goals in a smaller group setting. The book states, “Self-efficacy is bolstered when a student achieves something previously thought unattainable. Overcoming initial failure is a powerful incentive for further pursuits.” How can we expect struggling students to gain self-efficacy if they are put in the position of trying to learn skills that they are not yet ready for? It would be hard for them to overcome failure if we expect them to do work that is beyond their zone of proximal development.
3. What do you do if your philosophy about using rewards is in conflict with the way your school or system mandates?
It makes it challenging if your school or system mandates a certain philosophy about using rewards. One thing you could do is present your thoughts and ideas about how you could adapt that plan for your classroom with a few modifications. Complaining about their philosophy with no alternative solution will not be productive.
Many classrooms also have their own reward system along with the school reward system. There may not be a choice about the school/system mandated system, but you may be able to use your philosophy about rewards in your own classroom. You could talk to your class about your expectations in the classroom and how they relate to the school’s expectations and use of rewards (obviously doing this in a positive way and without pointing fingers). Having social circles/class meetings and talking about positive behaviors may be the way you do things in your class, whereas they may be rewarded with a ticket for a reward or sticker for the same behaviors in other parts of the school. This would be some sort of a compromise.
HI Stacie :)
DeleteThis is so very true..."This also provides opportunities for the teacher to help their students understand how to learn from their mistakes and obtain their goals in a smaller group setting."...Thank you so very much for participating in our spring book study...and for all your awesome input into our discussions! Hope you can join us for another study this summer :) Have a great rest of your school year!!
2 & 5) I loved the author's personal story at the end of the book about her daughter-in-law. Talk about people becoming better through hard work and determination! I wish teachers got reports back on their students as adults. Wouldn't you like to see what careers and family lives former students have? Just to know you played a small part in developing him or her into who they had become. Recently, I had the unfortunate opposite happen! I opened the morning paper to see about a large drug bust with many arrests. Pictured on the paper were 20 or so faces and names....a couple of which used to be students of mine. Was it that these people had low self-efficacy and did not feel they could affect changes in their circumstances? What could adults in their lives (including me) done differently to help them feel that they could persevere through difficult situations? Did these kids just see more examples of "If he can't do it, then I can't do it.", and give up on themselves? Many of the kids I teach come from low income families and perhaps teachers and other positive role models in the community need to do more to reach out and help build up students' self-efficacy.
ReplyDeleteOne idea that might help is keeping relationships between students and their elementary school teachers going beyond grade school. This would take effort, but would be quite doable due to our small school district (one elementary school, one middle/high school). Currently, I have no contact with my students once they leave my building after fifth grade. Keeping up connections through twelfth grade could help with students' self-efficacy. Maybe we can give it a try!
It would be great if we could see how our students have done as adults. I do see some of the students I have worked with because I have friended them on Facebook after they graduated, but not very many of them. I have no idea how any of my students that I taught at a nearby town are doing since I don't live there anymore. I do remember reading in the paper about a young man who shook a baby to death. He was in middle school when I knew him. He didn't care about school even then, but he came from a family where the parents cared or so I thought.
DeleteGood Morning Jennifer :)
DeleteWhen I read..."Recently, I had the unfortunate opposite happen! I opened the morning paper to see about a large drug bust with many arrests. Pictured on the paper were 20 or so faces and names....a couple of which used to be students of mine" I knew exactly how you felt! As a former alt ed teacher, whose students were incarcerated and living in a youth center, I ache when I see former students listed among the arrests...and like you I wonder what else could have been said or done to encourage them down another path....BUT...I think you hit the nail on the head when you said.."Was it that these people had low self-efficacy and did not feel they could affect changes in their circumstances? What could adults in their lives (including me) done differently to help them feel that they could persevere through difficult situations? Did these kids just see more examples of "If he can't do it, then I can't do it.", and give up on themselves"...I honestly believe this is the answer...we have to start teaching self-efficacy at an early age - and continue to do so throughout their K-12 career - it should be as important as ELA, Math, ISTEP, etc!! Thank you so very much for participating in our spring book study...and for all your insightful input into our weekly discussion!! I hope you join us again this summer for another book study - one of the books will actually be by the same author. Have a great rest of your school year :)
2. I don't think I would change the statement, but I do think it depends upon how badly a person wants something. Sure, we may knocked down a few times, but if we stay determined, we'll hit the goal we set. Working at an alternative school, I see students with some horrible family lives. A couple have moved out of the parents' homes and live with a significant other. We've had pregnant students. These students are working hard despite these situations because they want their diploma.
ReplyDelete5. I don't think positive thinking is disrespectful to students who have no control over their lives. I've seen students who have horrible home lives talk about their dreams -- what they want to do after they graduate, like go to tech school or college. I think the saying, "It takes a village" fits here. It takes parents, teachers, and other adults to raise our students. I try to be as positive as I can with the students I work with. There are resources out there for them so they can create a positive life for themselves after they graduate. They have to be willing think positively and learn to do things for themselves and use the village as support.
Hi Michele :)
DeleteYou are absolutely correct..."There are resources out there for them so they can create a positive life for themselves after they graduate. They have to be willing think positively and learn to do things for themselves and use the village as support"...and as educators we need to help build their self-efficacy so that they will learn to become more resourceful in supplying and maintaining their own needs once they reach adulthood. Thank you so very much for participating in our spring book study. Hope you will join us again this summer. Have a great rest of your school year :)
We often have our school alumni visit us but we encouraged them to come after school for visit because we don't want any distraction or ALT lost. I do not for the fact that our students are very grateful for all we have done by molding them to be a better adult. The positive outcomes are out there as many of us may need see it first hand but there are many positive story concerning students that came through alternative program. We need to keep teaching and modeling positive behavior even when we don't feel like it because the kids are watching us. I appreciate all teachers because they care and wanted the best for their students.
ReplyDelete5) Do you think that the idea of positive thinking is disrespectful to the countless students whose circumstances are abominable and beyond their control? Do you agree that an emphasis on self-efficacy is just another way to blame disadvantaged people for their circumstances? Explain why you feel the way you do.
ReplyDeleteI think to say "just think positively" is too simplistic, and therefore potentially disrespectful. If all it took was positive thinking, then I guess we should have read "The Secret" instead of a book that is designed to help educators empower our students. As the author points out, it takes a combination of experiences to create change. She also admits not everyone can do or be anything they want. We may be able to get better at something, but not be "accomplished" (I'm right there with the singing!).
Honestly, I was disappointed with the ending--- having an anecdotal story about overcoming the odds; pulling yourself up by the bootstraps. We are all born with our own personalities and character traits. Some people have more tenacity and self-determination than others. Yes, it is an amazing story--- I don't want to take away from her successes. However, that is HER story, and I think it is unrealistic for us to expect all children to do what she did. The book shows time and again how we are influenced at a very young age by the people around us. It is my job as a teacher to counter what my students might hearing, seeing, or experiencing at home. By that, I mean to help instill the belief in themselves.
Do I believe people can move out of poverty and difficult home lives? Absolutely! Do I believe it only takes positive thinking and self-efficacy? No. For the vast majority, it takes a complex network. I tell my students independent people know when to depend on others, and where to get the support they need. Yes, it takes a village.
2. Do I still tell students they can be anything they want? You bet! Will I continue to do so? You bet! Our students hear plenty of negatives and you can be sure I won't be one of them....I am a firm believer that it only takes one person to believe in you and if you find that one person you will rise to the challenge. I have personally read a multitude of success stories of adults remembering their teachers saying they would not amount to anything and that was the drive to motivate them to prove them wrong!
ReplyDelete5. As you can already guess, I am the POLLY ANNA in the group....Being positive is so important in showing our children that when things don't go our way, we still have control over our attitude...A long time ago there was a story about assigning a numeric number to each letter of the alphabet. In doing so, if you use the numbers for the word attitude you get 1+20+20+9+20+21+4+5=100....ATTITUDE is 100%...I promote the positives and feel I am showing our students a real life strategy...Thanks! This has been fun!!!
1) Explain how differentiated instruction supports the concepts of self-efficacy and self-determination.
ReplyDeleteThe idea of differentiated instruction is to provide all types of learners and all ability levels instruction based on the best way of learning for them. When a teacher provides differentiated instruction, that teacher is teaching a skill at multiple levels. Depending on the student, this type of instruction could push a student who might be in a lower grouping to work harder in order to be in a higher group and complete the activities that is being provided to that higher group. This could provide those students with the determination to work harder and make them more accountable for their learning.
2) America has taken pride in telling its citizens, "People can be anything they want to be through hard work and determination." After reading this book, would you modify that statement? Justify your response.
I would not modify that statement. I truly believe that an individual can be anything they want through hard work and dedication. Some of the most successful people have gotten that status through their hard work and dedication to making themselves successful. Success can be defined in so many different ways for each person. Success for one person could be defined by passing a class or getting a job promotion by another person. If you set your mind to something and work for whatever goal you have made for yourself, then you are successful!
1) Explain how differentiated instruction supports the concepts of self-efficacy and self-determination.
ReplyDeleteIt is obvious that students learn in a variety of different ways. Without differentiated instruction, teachers will be unable to reach all of their students. It is vital that information is presented in multiple forms to help students grow in a variety of learning methods. Not only do they learn the material, they also learn how to learn in different ways. This will aid their self-efficacy not only in a class but in life as they will be able to be productive in a variety of methods.
3) What do you do if your philosophy about using rewards is in conflict with the way your school or system mandates?
Obviously, the rules and regulations in your classroom have to be in line with those of the school corporation. In the event that my philosophy differs from the school corporation, I would actively seek for changes to be made by talking to the appropriate individuals. Many times if you are adamant about trying something new to benefit students, it will be considered and possibly given a trial run.
ReplyDelete2) America has taken pride in telling its citizens, "People can be anything they want to be through hard work and determination." After reading this book, would you modify that statement? Justify your response.
That’s a tough one. I do believe that with enough hard work and determination a person can achieve something great, it might not be exactly what they had in mind but it will be great. I have plenty of students that tell me they are going to be a professional athlete of some sort when they grow up. I do not doubt that they have the ability to be a great athlete but the odds of becoming a professional athlete are not high. With enough practice and hard work they could become really good at a certain sport etc., but it doesn’t necessarily mean they have achieved their overall goal.
4) Has anything in this book changed your mind or affirmed your beliefs about dealing with reluctant learners? Describe an aha moment you had during any of your readings or group discussions.
This book was a great read. It helped me remember some old things from before and brought lots of new ideas to me as well. After reading I found myself rethinking many of the ways I talked to my students and my own children. I really liked the chapter on Self Regulation, Deliberate Practice, and Failure in particular.
#1) How differentiated instruction supports the concepts of self-efficacy and self-determination.
ReplyDeleteAs a teacher of special education students, I am totally for differentiated instruction. I do not want to see just the material watered down or changed to be too easy for the students. I believe in challenging each and every student to reach just a little bit father each day. I am not one that thinks that it may be too difficult for the student, so just have them do something else, way easier. All assignments can be adjusted to meet the same goal. Some have to be tweaked and broken into steps to help some students reach the goal of the assignment. I have seen students grow by just believing in them and encouraging them to move a little farther and reach a little deeper in their learning while believing in them.
#2) American take pride in telling citizens, “People can be anything they want to be through hard word and determination.” Yes, I believe individual people can work hard and reach their goals, or modified goals as they grow. The thing I see, is people are not willing to work hard to achieve their goals. So many young people today want things handed to them. They feel entitled to everything. I do not see them working for the things they want, it is just given to them. It really scared me as to what the world will be like when they are adults. Teaching a student to work hard, set goals and learn to work through the bumps along the way will only make them stronger and help them achieve things in their lives. When I was in school, my parents were told by a school counselor that I would not amount to much in my life and that they should help me get a job at the local grocery store and prepare to help take care of me. Needless to say, have since gradated from college and went back and got my masters degree. Married and have three children and am teaching. Yes, it has taken me a lot of work and perseverance to get where I am. It has taken self efficacy and determination on my part to work through the bumps in the roads and not give up. My parents were supportive, but did not do things for me. They encouraged but bottom line I had to work hard to get what I wanted in life. Yes some of my goals from my childhood changed along the way, but the major goal to be a wife, mother and teacher remained. Thank you for the opportunity to be apart of this book study. I was really hesitant because I have never done anything like this before, but it turned out to be a great experience and I plan on doing the ones in the summer.
2) America has taken pride in telling its citizens, "People can be anything they want to be through hard work and determination." After reading this book, would you modify that statement? Justify your response.
ReplyDeleteI think it depends on the age of the child when telling this to students. I firmly believe that at an early age, as parents and teachers we need to teach children to dream and reach for the stars. After all, they are only kids for so long these days. We can also teach our children and students to have a backup plan in place. I do agree that as kids get older, we need to be a little more realistic. Can all kids become NBA or WNBA basketball players? That would be like telling everyone in attendance at a Pacers game that they have to dunk a basketball in order to stay and watch the game. As humans, we can all get better at any task as long as we are willing to put in the necessary time and effort. Attitude and effort are so important to achieving success at anything in life. These are things that they can control. They can't control the household income and the advantages or disadvantages that go along with that.
3) What do you do if your philosophy about using rewards is in conflict with the way your school or system mandates?
I agree with Dr. Layne and Ms. Miller that we need to promote growth mindsets, self-efficacy, and a lifelong love of learning. However, I am realistic and I know how young students respond to rewards. I believe it is important to find common ground and mix rewards with the philosophy of Dr. Layne and Ms. Miller. If we establish and promote long-term goals for our students while using rewards it can lead to academic success for the students.
1) Explain how differentiated instruction supports the concepts of self-efficacy and self-determination.
ReplyDeleteIf I am able to differentiate instruction, then the student can work at his/her own pace; thereby allieviating any fears that the student can't do the work. By differentiating instruction the students can have a better self image and will see themselves as having the ability; the self-efficacy and the self-determination to get a task completed. Sounds great in theory...But...Debbie Silver stated that “differentiated instruction should be reasonable.” It's hard with all the time contraints and money constraints to teach in way that I am able to reach all students at their level. I wish I had the time teach math in a slower relaxed manner. I feel like I "feed them" the lesson of the day, assign homework and see who understands it and who doesn't. Then the next day we move on to the next lesson. I have my assistant work with the ones that didn't understand a concept but it doesn't always stick. I think that some lessons are not developmentally appropriate for third grade. What to do? The school says, teach it, so I do.
Do you think that the idea of positive thinking is disrespectful to the countless students whose circumstances are abominable and beyond their control? Do you agree that an emphasis on self-efficacy is just another way to blame disadvantaged people for their circumstances? Explain why you feel the way you do.
I don't think positive thinking is disrespectful. Things may be out of a child's control now, but not later. It's hard for my third graders to see beyond today. I try to tell them that if they get good grades there's money available for college but most of them can't see beyond learning the multiplication facts. I hope teachers all along the way will guide and encourage them to do something productive with their life. I want them to know that they can be the one to break the cycle of poverty and a negative mindset. I read a book called "Hillybilly Elegy" where the author grew up in a dysfunctional home (to put it mildly) in the Appalachia part of Kentucky. Somewhere along the way it clicked with him and he started getting good grades, applied to Harvard and received financial aid to make it through. He's a now a lawyer. But he asks the million dollar question..."What made him determined to get out of the cycle while others couldn't find their way out?" I am currently reading, "A Framework for Understanding Poverty" by Ruby K. Payne. In it she describes the different mindsets of the social classes. I have asked our assistant principal and our counselor why our discipline plan doesn't work. Our students don't care if they turn in assignments on time, so they miss a little recess; it's not a big deal. We can talk to them until we are blue in the face about making wise choices and thinking through their actions before acting on impulse but I feel like it goes in one ear and out the other. That book is really opening my eyes to the lower class mindset. I'm struggling with how to deal with this. I want to encourage students to make positive choices but they live with the negativity and the poverty and truthfully at this young age they don't see a way out. I'm still searching for answers on how to motivate these kids. I'm hoping to stumble upon something soon!
Do you think that the idea of positive thinking is disrespectful to the countless students whose circumstances are abominable and beyond their control? Do you agree that an emphasis on self-efficacy is just another way to blame disadvantaged people for their circumstances? Explain why you feel the way you do.
ReplyDeleteI don’t feel that positive thinking is disrespectful to students who come from abominable circumstances. Although their situations are dismal, positive thinking can be the key to help make a difference in their lives. If they feel there is no hope, the mind will believe there is no hope. The positive thinking I share with them may make a difference in their lives and change the outcome of their dismissal situation.
I disagree that emphasis on self-efficacy is another way to blame disadvantage people for their circumstances. Many people have perservered and become successful despite their dismal beginning in life. I believe personalities are affected by self-efficacy and not people. Two sibling from the same family and same upbringing can be affected differently by self-efficacy. Circumstances do not dictate success, self-moitvation does.
What do you do if your philosophy about using rewards is in conflict with the way your school or system mandates?
In recent years our school had developed a healthy snacks policy. We were given a list of acceptable snacks to distribute to our students. I faced some difficulty with this policy because I was doing applied behavior analysis with my students with autism. Many of the students would only perform for certain non-approved snacks, such as skittles. We had to go in front of the school board with a proposal to allow us to use the non-approved snacks in our ABA.
2) America has taken pride in telling its citizens, "People can be anything they want to be through hard work and determination." After reading this book, would you modify that statement? Justify your response.
ReplyDeleteThe trick of this when working with young people, and young people with disabilities, is the image of success they have when presented with "anything you want to be." NBA Star, professional wrestler, rock star....these ideas of what it means to be a successful grownup are all my students have in mind. As a society we have lost the respect and positive image of laborers and working adults who are self-sufficient and take care of their families. This is the definition of success that teachers have to help put out their for our students, that with hard work they can learn anything that they are curious about, master any skill that they want to use, and can become respectable adults who are free to make their own choices. Students need to be empowered to understand that they can find meaningful work that will allow them to impact the world, through productivity and responsibility, and have control over their own destinies.
4) Has anything in this book changed your mind or affirmed your beliefs about dealing with reluctant learners? Describe an aha moment you had during any of your readings or group discussions.
ReplyDeleteThere are a couple of things that stuck with me as “aha moments.” This book helped me clarify student behaviors and ways I can reinforce/change in my classroom not only this year but in my future years as well, but they have been met with parent and student resistance. I have learned a great deal about helplessness. I believe that reaching out and making progress with those students will help not only me but others who work with these students recognize where these students are struggling and where we can help.
5) Do you think that the idea of positive thinking is disrespectful to the countless students whose circumstances are abominable and beyond their control? Do you agree that an emphasis on self-efficacy is just another way to blame disadvantaged people for their circumstances? Explain why you feel the way you do.
I honestly do not think positive thinking is disrespectful to students who have no control over their lives. Most of my students come from low income/poverty families yet they have so much going for them. They are positive and talk about their dreams and where they want to go in life. It takes a lot on our part (teachers) to push them to “reach for the stars.” Some of my students have high dreams yet others can’t see that because their parents didn’t go to college or their parents don’t have a job. It takes all of us, parents, teachers, and other adults in their lives to raise these students. I have set the bar high for my students, shown them respect, and have been extremely positive from day one. I can see it in their eyes that they want to succeed and be successful but it takes many people to help mold and support them in their dreams.
2. “People can be improve at anything they want through hard work proper practice and determination.”
ReplyDeleteThe best people at any given thing were not simply born with a knack or talent; they had to practice to improve their skill. Much like Debbie Silver I am aware that I could become a better singer through practice and training, but will never be great or exceptional. I know I do not have a large natural range, and circular breathing is not within my capability. For example, Dave Grohl has been a successful rock musician/singer for over 20 years. He is a high school drop-out, but he has a knack for what he does and practices every day. I include Dave Grohl because his success is similarly unbelievable to the various inspirational personalities listed in Chapter 10. Determination is a huge component of the success of those people which also helps their appeal as success stories. Determination is fine and can stay. Yet being the best is not the sole domain of determination; innate talent is the part we like to gloss over so no one is discouraged when they don’t have it. Last year I decided I wanted to learn to play mandolin. I started by learning the chords and figuring out melodies I already knew on guitar. I improved by learning and practicing new songs, which I had never tried nor heard before. Much of this novelty is a direct result of staying in my ZPD. The things that are too easy are also not fun, and if I know a piece is beyond me, I can aspire to come back to it later. I am satisfied with my progress thus far, but after seeing a video of Ricky Skaggs (who is one of the best players) at seven years old, I can tell that he has a gift which I do not.
Saying anyone can be whatever they want just isn’t true. It is important to work hard, but hard work can still lead to failure and does not guarantee improvement. If something is well beyond one’s ZPD it will certainly be unattainable even with hard work. Proper practice is the thing to work hard at. I recall plenty of times doing math homework in high school, and even middle school, where I worked very hard and was either unsuccessful, or just doing things the hard way because I was doing it wrong. I still received college credit for Finite mathematics in my junior year of high school, but there were plenty of mathematical functions along the way which I never felt good about because of all the hard work I put into doing them wrong. This poorly directed hard work had a negative effect on my self-efficacy.
2. I am not sure where my classroom would be or how it would look if I did not differentiate my instruction. Students are able to work at thier own pace and I can challenge the students who really need to be pushed. I modify instruction as needed to my students which creates a safe learning environment. As the students learn they too can experience that "I get it " moment? The student then gains "self efficacy " .
ReplyDelete2. I like the motto just like it is.
We need more optimistic people in the world. Hard work will always pay off in some degree or another. Success means different things to different people. That is really what makes America great. People are all different and success can mean different things to different people.
2. I still tell my students that they can be anything and do anything if they work hard enough. I also point out all the things they will have to accomplish BEFORE they can achieve their dreams. For example, I had a student who really believed that he was going to be a professional football player. However, he had gotten expelled from school for fighting--two years in a row. Once I pointed out that he was never going to play pro football if he couldn't first complete a high school season, he abandoned that dream. I don't feel like a dream crusher over that.
ReplyDeleteThat was an obvious one, of course. Still, I always help my students determine the steps that they will need to accomplish to attain their goals. For many of them, the steps are just daunting, and they are willing to choose another dream instead. For others, it simply solidifies their determination and strengthens their grit.
I also always encourage them to have a backup plan. This is not because they can't achieve their dreams, but because we change our minds. Sometimes things happen that are beyond our control, and we need to be prepared to slide seamlessly into our second best dreams. I remind students that they need to be able to pay their bills and work independently while they are chasing their dreams.
So, yes, I do teach students that they can achieve their dreams with hard work and determination. I also teach them that lots of people don't quite have that level of determination and work ethic.
Explain how differentiated instruction supports the concepts of self-efficacy and self-determination.
ReplyDeleteOn average, I plan around 10 different differentiated lessons daily. I usually have 3 in math, 3 during our TIER 2 time, and then 4 during our small group 90 minute block. I think it is important for students to work at their level so they can feel confident in what they are doing. Plus, once they master the skills at their current level, they are then challenged. The important thing to do during differentiated instruction is to always evaluate your data and make sure the students are in the correct groups. Groups should not be set for the year. Sometimes my groups change daily based on the skill/standard or the needs of the students. Working in groups with students at their level, keeps one student from doing all the work or leading the class discussion. They know they must all participate. Plus the are more willing to take risks and challenge each other.
Explain how differentiated instruction supports the concepts of self-efficacy and self-determination.
ReplyDeleteOn average, I plan around 10 different differentiated lessons daily. I usually have 3 in math, 3 during our TIER 2 time, and then 4 during our small group 90 minute block. I think it is important for students to work at their level so they can feel confident in what they are doing. Plus, once they master the skills at their current level, they are then challenged. The important thing to do during differentiated instruction is to always evaluate your data and make sure the students are in the correct groups. Groups should not be set for the year. Sometimes my groups change daily based on the skill/standard or the needs of the students. Working in groups with students at their level, keeps one student from doing all the work or leading the class discussion. They know they must all participate. Plus the are more willing to take risks and challenge each other.
Explain how differentiated instruction supports the concepts of self-efficacy and self-determination.
ReplyDeleteOn average, I plan around 10 different differentiated lessons daily. I usually have 3 in math, 3 during our TIER 2 time, and then 4 during our small group 90 minute block. I think it is important for students to work at their level so they can feel confident in what they are doing. Plus, once they master the skills at their current level, they are then challenged. The important thing to do during differentiated instruction is to always evaluate your data and make sure the students are in the correct groups. Groups should not be set for the year. Sometimes my groups change daily based on the skill/standard or the needs of the students. Working in groups with students at their level, keeps one student from doing all the work or leading the class discussion. They know they must all participate. Plus the are more willing to take risks and challenge each other.
# 2 - I have always loved the positivity of the statement, “People can be anything they want to be through hard work and determination.” However, as a realist, I know I will never be a supermodel! With focused hard work and determination, I can most certainly be a healthier version of myself. A “better” me! I agree with Silver (2012), “I am saying that anyone can be better at what they want if they are willing to put in the time and effort it takes to do so.” I also believe that people can achieve greatness, and that I should not set limitations. My son is a very motivated hockey player. He is striving for a D1 scholarship. Will he make it? I don’t know. However, he definitely puts in the time and effort and his skills continue to improve.
ReplyDeleteI love success stories and try to use them whenever I can with my son and my students. When students point out the “hard-wiring that gives certain people an initial advantage” (Silver, 2012) I explain that it is only “initial.” Those people also have to practice deliberately and with a commitment to hard work in order for them to continue success in their passion. Everyone has a different path and a different story. Everyone has to fall down and get up in order to succeed.
# 4 - I try to ingrain the understanding that I am here for my students from the time they enter my room and beyond (if they will allow me). I am always telling them that I never quit on them, and repeatedly tell them the key is to NOT give up on yourself. I share with them my successes and failures in education. I’ve had many of both. After my stories, my students ask me why I wanted to become a teacher if it was so hard for me. I then explain that I want to share that failures were my stepping stones to success and that I want to teach that to my students. It is ok to fail. In fact, we need to fail in order to learn, and we need to fail in order to appreciate the feeling of success.
An “aha” moment for me during this book study was learning that accepting late work (with consequences) is the right thing to do. By doing this I am telling the students that I am not giving up on them and that I am holding them accountable for their learning. I’ve also learned that I need to be more consistent with holding back “privileges and desired extras are withheld until the work is completed” (Silver, 2012) to the best of their ability. I threw in, to the best of their ability, because students will turn in junk just to get it “completed” if they are allowed to.
Fist pumps to persevering… “Fall down 7 times and get up 8!” This is my new mantra!
As educators, we all want our students to be self-determined and be autonomous. The most effective way of doing that is through differentiated instruction. I truly believe that we must stop using terms such as general education, or standard practice. By teaching students the material that is deemed "grade level" instead of teaching students the material they need at their own levels, we are doing nothing more than creating a cookie cutter mentality of learning. If they do not follow the shape of what society feels they should be instead of where the actually are, then we are setting them up for failure. By teaching a student at individual levels, we are giving our students the tools to excel in different areas, whether it be to become part of the "status quo," or most importantly, achieve their own autonomy.
ReplyDeleteThis book emphasized my thoughts on differentiated instruction and the importance of treating students as individuals and not just a number. The idea of "teaching to the middle," as many educators do, is not only archaic, but extremely detrimental to student success. We must look at students holistically-school is only one place they receive knowledge. Instead of the student adapting to the curriculum presentation, perhaps we should adapt the curriculum presentation to the student. Every student has the capability to learn at his/her own pace. Plus, I firmly believe that educators have to stop being the "Sage on the Stage," and think of ourselves as the "Wow in the Crowd. It most importantly helps students become lifelong learners.
#1 Differentiated Instruction supports self-efficacy and self-determination by allowing the students to work at their academic levels and continue to feel like they can complete their work. Being successful makes them feel motivated to keep working. The higher their self-efficacy is the students are more likely to finish their work. DI allows students to achieve things they didn't think they could at the same time they boost their self-efficacy and self-determination.
ReplyDelete#5 I personally don't think that positive thinking is disrespectful. How is trying to encourage students to want to be in a better situation then they currently are disrespectful. As a parent I want my children to be more successful than I am. I want them to work to get it and not have it given to them. I want my children's teachers to encourage them with positive thinking.
I disagree that self-efficacy can be used to blame disadvantaged people from their circumstances. Self-efficacy is only part of who we are as a person. We have to make choices every day, how we view our choices does affect our circumstances. It is up to us if we want to improve our circumstances or not.
4) Has anything in this book changed your mind or affirmed your beliefs about dealing with reluctant learners? Describe an aha moment you had during any of your readings or group discussions
ReplyDeleteI think that this book had a lot of great ideas. I feel like I learned a lot from this book. Thank you so much for putting this together. I was able to really think about my reluctant learners and realized how long it takes to work on getting them back on track. I work with high school students ages 16-19 and so it would take them 16-19 months to get back on track.
3) What do you do if your philosophy about using rewards is in conflict with the way your school or system mandates?
The first thing I would do is talk to my administration about why using rewards is a conflict with my philosophy. There could be other people besides myself that feel the same way so we could go together. I like that I can go and talk to my administration and feel like I can be heard maybe it can be brought up about how we can make a change. It is also good to hear why we want to do it that way.
3) I would first determine if the reward system is tied to a teacher evaluation, if not, I would discuss with the administrator my view on rewards. I don't think all children need tangible rewards. I think if a student is doing the best they can then their grades will be their rewards. I always tell my own children that college and high school are their jobs. Their payment is good grades.
ReplyDelete4) I found the book to be very helpful. I had several aha moments while reading the book and even reflected to myself, I wish I had read this while my children were young or when I first started in the classroom. I spent last week with my family and they have two small children. During the week, I was reflecting back to things I had read and thought to myself, this would be a good book for my SIL to read! LOL
1) Differentiated instruction allows all students to find success at their own individual level. Success will help with self-efficacy and the self determination should follow, knowing that they are able and have been successful in the past.
ReplyDelete2) You may try to be/do anything you want, but of course this is not the reality. As others have mentioned many will want to succeed as a professional athlete, but lack the physical prowess that will prevent competing at that kind of level. Unfortunately the same is true of the academic world. Not every student is going to be successful at high level college programs, especially some that are in high demand and extremely competitive.
That being said I don't think student's should stop from trying to be what ever it is they want to be. At a young age they need to believe that anything is possible. Ultimately anything may be possible, but that does not mean it to be likely.
4) Has anything in this book changed your mind or affirmed your beliefs about dealing with reluctant learners? Describe an aha moment you had during any of your readings or group discussions. Since starting this book and thinking about superficial praise, I have paid very close attention to my words as I work with my students. I see small groups of students from Kindergarten up through 6th grade. I look for opportunities to learn about my student's mindset and know "their" stories. I like to think I have the ability to speak into their lives and make things better for them, but in reality, I think modeling a positive "growth" mindset speaks louder than words. Thanks for sharing your daughter in-law's story. Truly inspiring to see how a "growth mindset" can steer someone's life.
ReplyDelete2. I can see myself telling young and old people you can be anything you want with a "growth mindset." My own life speaks of this kind of determination. Though I won't bore you with all the details, there is something to be said about being the only child out of seven to graduate from college and pursue a respectable career, serve as a missionary in another country and continue to inspire young people. I know how important having the right mindset is when your circumstances lead to doubt and failure.
Due to the fact that students have different learning styles and different abilities, the idea of differentiated instruction is a method of designing and delivering instruction to best reach each student in a classroom. By providing differentiated instruction the students feel like the "end goal" is within reach. By building success with students and their learning the students will have many Tah-Duh moments. The more of these moments they experience, the students begin to feel they have power over their life. The more power the students feel like they have the more self motivated the students will become.
ReplyDelete