Reflection on Chapters 27-29 of Inspiring Active Learning
In Chapter 27-29, Harmin and Toth share teaching strategies on promoting increases in students’ self-confidence and maturity. It is pertinent that students gain self-confidence and maturity levels to increase their learning potential. They also point out methods for
teachers to keep a healthy balance; it aids them in being an effective teacher while helping them professionally and personally. It
is crucial that teachers do not become so overwhelmed that they lose sight of their motivation and purpose in teaching. In the text, several methods are shared that can boost student self-confidence: 1) Teach in Layers; Not in Lumps; 2) Learning Pairs; 3) Review
Test; 4) Choral Work; 5) I Say Review; and 6) Whip Around, Pass Around. You cannot give students self-confidence, but you can help them build confidence. A few more confidence booster methods relate to praise; such as 1) Credit for Completing Homework;
2) Incorrects with Appreciation; 3) Praise and Rewards for All; and 4) E-for-Effort Certificates. Some strategies can create stronger
empathy for fellow mankind. Showing students that they are worthy human beings will influence them to appreciate their fellow classmates and other humans, even when they might be upset with them. Teachers can emphasize positive feedback in lessons and expectations, as well as model such methods. Students can learn positive roles as teachers promote positive relationships through encouraging civility, kindness, and respect. Figure 21 is a helpful tool that can be used in the classroom to promote kindness with a visual aid. It is crucial to be there
for students, in supportive ways such as “I’m with you,” “Take the time you need,” “You are absolutely worthy,” and “Want to talk about it?” I aim to promote active and productive roles in the classroom. Teachers can provide “Risk Language” strategies for communication and learning in the classroom settings to reassure students. It is important for
students to be honored for simply being themselves. DESCA engagement focuses on dignity, energy, self-management, community, and awareness. The text emphasizes
an importance in developing student strengths. Figure 22 is another helpful tool that instills positive attributes in students. It enhances student awareness on ways that can empower them and impact their lives. It is important to understand how we can contribute to this world. It is also crucial to appreciate what we have in order to accept what we don’t. Self-acceptance aspects can be addressed in classroom settings to strengthen students. Whole-Self lessons for adults and adaptations for students are shared in the text to help build “whole” selves. Powers of student choice are also demonstrated, for example -the “Be” choice. Another beneficial concept is encouraging students to be who they are and/or who they want to be. A quote in the text by Michelangelo states: “The great danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it.” Sadly, many students cannot reach their potential if they have low expectations of their selves. This can add more pressure to teachers as they strive for excellence in their students or simply have too high or low expectations for their students. Teachers can be overwhelmed from pressure related to the job. It is critical that teachers maintain peace of mind. The text points out strategies that can aid teachers in having peace of mind: 1) Remember not all undesired behavior can be eliminated;
2) Remember not to expect perfect behavior at all times; 3) Look at whole picture to examine priorities; 4) Ragin personal balance; 5) Learn to say no; and 6) Avoid realistic expectations. There are three basic stages that teachers experience: 1) Pleasing others; 2) Teaching subject matter; and 3) Teaching beyond subject matter. I aim to teach beyond the subject matter. I strive for more effective teaching for my students. I am called to action to find the best ways of helping students build their confidence and
increase their maturity level. I am called upon to guide them in their developmental learning process and aid them in obtaining their learning potential.
In Chapter 27-29, Harmin and Toth share teaching strategies on promoting increases in students’ self-confidence and maturity. It is pertinent that students gain self-confidence and maturity levels to increase their learning potential. They also point out methods for
teachers to keep a healthy balance; it aids them in being an effective teacher while helping them professionally and personally. It
is crucial that teachers do not become so overwhelmed that they lose sight of their motivation and purpose in teaching. In the text, several methods are shared that can boost student self-confidence: 1) Teach in Layers; Not in Lumps; 2) Learning Pairs; 3) Review
Test; 4) Choral Work; 5) I Say Review; and 6) Whip Around, Pass Around. You cannot give students self-confidence, but you can help them build confidence. A few more confidence booster methods relate to praise; such as 1) Credit for Completing Homework;
2) Incorrects with Appreciation; 3) Praise and Rewards for All; and 4) E-for-Effort Certificates. Some strategies can create stronger
empathy for fellow mankind. Showing students that they are worthy human beings will influence them to appreciate their fellow classmates and other humans, even when they might be upset with them. Teachers can emphasize positive feedback in lessons and expectations, as well as model such methods. Students can learn positive roles as teachers promote positive relationships through encouraging civility, kindness, and respect. Figure 21 is a helpful tool that can be used in the classroom to promote kindness with a visual aid. It is crucial to be there
for students, in supportive ways such as “I’m with you,” “Take the time you need,” “You are absolutely worthy,” and “Want to talk about it?” I aim to promote active and productive roles in the classroom. Teachers can provide “Risk Language” strategies for communication and learning in the classroom settings to reassure students. It is important for
students to be honored for simply being themselves. DESCA engagement focuses on dignity, energy, self-management, community, and awareness. The text emphasizes
an importance in developing student strengths. Figure 22 is another helpful tool that instills positive attributes in students. It enhances student awareness on ways that can empower them and impact their lives. It is important to understand how we can contribute to this world. It is also crucial to appreciate what we have in order to accept what we don’t. Self-acceptance aspects can be addressed in classroom settings to strengthen students. Whole-Self lessons for adults and adaptations for students are shared in the text to help build “whole” selves. Powers of student choice are also demonstrated, for example -the “Be” choice. Another beneficial concept is encouraging students to be who they are and/or who they want to be. A quote in the text by Michelangelo states: “The great danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it.” Sadly, many students cannot reach their potential if they have low expectations of their selves. This can add more pressure to teachers as they strive for excellence in their students or simply have too high or low expectations for their students. Teachers can be overwhelmed from pressure related to the job. It is critical that teachers maintain peace of mind. The text points out strategies that can aid teachers in having peace of mind: 1) Remember not all undesired behavior can be eliminated;
2) Remember not to expect perfect behavior at all times; 3) Look at whole picture to examine priorities; 4) Ragin personal balance; 5) Learn to say no; and 6) Avoid realistic expectations. There are three basic stages that teachers experience: 1) Pleasing others; 2) Teaching subject matter; and 3) Teaching beyond subject matter. I aim to teach beyond the subject matter. I strive for more effective teaching for my students. I am called to action to find the best ways of helping students build their confidence and
increase their maturity level. I am called upon to guide them in their developmental learning process and aid them in obtaining their learning potential.