Parallels student edition difference
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List five words for each that describe how you felt in your interactions with them. Reflect: Think back on your own best and worst teachers, bosses or supervisors.Now think about school through their eyes. Watch and listen to how skilled, motivated and interested they can be. Find both individual and group time for them to share this with you. Make it a project for them to tell you about it using some medium in which they feel comfortable: music, video, writing, etc. Reach out: Know what your students like to do outside of school.This type of activity is really important for students with whom you often feel in conflict or who you avoid. Your job is to NOT teach but watch, listen and narrate what you see, focusing on students' interests and what they do well. Meet: Each week, spend time with students outside of your role as "teacher." Let the students choose a game or other nonacademic activity they'd like to do with you.Realize that their behavior might just be a way of reaching out to you. Rather than responding quickly in the moment, take a breath. Experiment: Change how you react to challenging behaviors.Don't offer advice or opinions – just listen. Talk with students about their individual interests. Try to understand what motivates them, what their goals are and how they view you, their classmates and the activities you assign them. How do they prefer to engage? What do they seem to like to do? Observe so you can understand all they are capable of. There was nothing at all to distinguish these kids from the other kids, but he told their teachers that the test predicted the kids were on the verge of an intense intellectual bloom.
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Rosenthal told the teachers that this very special test from Harvard had the very special ability to predict which kids were about to be very special - that is, which kids were about to experience a dramatic growth in their IQ.Īfter the kids took the test, he then chose from every class several children totally at random. "But the cover we put on it, we had printed on every test booklet, said 'Harvard Test of Inflected Acquisition.' " "It was a standardized IQ test, Flanagan's Test of General Ability," he says. The idea was to figure out what would happen if teachers were told that certain kids in their class were destined to succeed, so Rosenthal took a normal IQ test and dressed it up as a different test. The first psychologist to systematically study this was a Harvard professor named Robert Rosenthal, who in 1964 did a wonderful experiment at an elementary school south of San Francisco.
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In my Morning Edition story today, I look at expectations - specifically, how teacher expectations can affect the performance of the children they teach. But they can be trained to change those classroom behaviors. Teachers interact differently with students expected to succeed.
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