Here are some lesson resources specifically for English Language Learners:
Learn pronouns and the importance of learning from failures and mistakes through this interactive on J.K. Rowling, the author of the Harry Potter series. It’s a lesson I posted for ELLs at The NY Times Learning Network.
General compliments like “Awesome job on that presentation,” or “You’re a great writer” may make an employee feel good, but they rarely shape long-term behavior and competency. When praising a colleague, it’s essential to single out the specific behavior or trait you observed and when you observed it, says Zenger. For example: “In last week’s meeting, I noticed you were willing to question the CEO’s vision for our pod’s sales goals—I really appreciate your confidence.”
The Harvard Business Review has recently published a short and useful article on the same topic. To Build Your Resilience, Ask Yourself Two Simple Questions provides some simple guidelines that could be useful for all of us and, if edited, might be good for students to read and write a response to it.
Explore many responses – both in the comments section of this post and in the embedded tweets!
What are your rules about students eating in class?
I’m raising this question because it’s come up in the student evaluation of my IB Theory of Knowledge class – several students thought I should be more liberal about it.
These are what my rules have been:
* If it’s after lunch, and you didn’t have a chance to eat during the lunch hour (which is very short) because of a school-related activity, you can eat in class.
* If we’re doing a small group activity with talking and moving around, feel free to eat.
* Other than those times, eating can be distracting to you and to people around you, so I ask that you do not eat.
In my other classes with younger students, I have a blanket “no-eating” policy. It has been my experience that – in those situations – students eating has generally been very distracting to the “eater,” it’s distracting to others who want the person eating to share their food with them, and they there is more of a tendency to leave a mess.
Of course, I also maintain an ample stock of graham crackers, trail mix and fruit snacks that I give out to students who miss the free breakfast or who continue to be hungry, and often will give out a snack to the entire class. In those cases, the regular rules do not apply.
I’m eager to hear from other teachers about your policies and what grades you teach!
ADDENDUM: Here are some responses I’ve received on Twitter:
They may eat in the classroom. I have granola bars and I have also given lunch $. I hate being HANGRY and I know Ss do as well. https://t.co/KRjUamB644
A new article in the Harvard Business Review, The Science Of Pep Talks talks about…pep talks, but the three-step process it suggests can also apply to a teacher introducing a lesson to a class.
Here’s an excerpt that illustrates the process using some commentary from former Army General Stanley McChrystal:
It seems to me that those three elements (direction giving, expressions of empathy, and meaning making) make a lot of sense in the classroom.
Later in the article, the author makes another important point with relevance to teachers while talking about what a corporate boss does after giving her “pep talk”:
It’s important to note, however, that Alioto’s instruction, empathy, and meaning making don’t stop when the salespeople file back to their desks. After her speech, she walks the sales floor, talking individually with more than a hundred reps and continuing to employ the different elements from motivating language theory. In one conversation, she talks to a rep about how to more forcefully close an ambivalent prospect. With a salesperson about to call an automobile mechanic, she talks about the specifics of that category. In other conversations, she tries to boost reps’ confidence or emphasize the team’s goals.
Obviously, that’s the kind of follow-up work we teachers need to be doing all the time.