notes from Sat - 'Allan'

MOTIVATION

LEAD MODEL/Glasser & Dreikurs

First couple of minutes is when the attention of the class is gained
how to retain??? = ZPD
children = interested and engaged

relationship btw you and the child

relevant input for them

bring into social network of the classroom'

belong
belong

acknowledgment by the teacher of the interest of the child

representation that is relevant to the child

difficult child needs lots + lots of attention = give them jobs

they are happy because they have a sense of belonging purpose meaning

naughtier the child more attention =INCLUSION

engaged fascinated

all in the little things

GIVE THEM SOMETHING

acknowledgment - reward - point competition for answering questions

you are a member of this group therefore
agree to behave in the way we behave in this place

get to the point of looking at each individual child and work out where they are at on
Glasser's five points: needs

• BELONGING, LOVE
• FREEDOM
• POWER
• SURVIVAL
• FUN

and then find activities to address how those students will have their needs met

give them some sense of being responsible and having power thus
lifting them to another level of participation/engagement and sense of themselves relative to their class, school environment and community.

BOS
outcomes - very clear - three areas
1.knowledge
2.skills
3.values and attitudes

translate into student's language

"what are we going to do today
what you will know at the end of the day"

lesson plan

gotta know your students!!!!!!!
(not only prior knowledge)
use the talents of the kids! transform obnoxious to brilliant orator

concrete activities - constructive - always include
Gardner -domains =3 x broad categories

give choice and diversity within the lesson

achieve outcomes thus intention
cannot teach to one type of intelligence only
know your own type thus avoid favouring your own type
(check interactive surfaquarium re: MI)

EG
act it out
write
compose a song

KEY QUESTIONS-BLOOMS
3 or 4

MUST RELATE TO THE OUTCOMES

get the right questions = prepare
higher order learning=achieve

do the activity - then as a result answer these questions
social interaction
3 possible types of groups to help answer questions

1. THINK, PAIR, SHARE
2. JIGSAW
3. GRAFFITI

(question lead to more question)

Blooms
describe rose's colour - lower order
impact of seeing rose- analysis
how can you use a rose to create something really special - creativity

Last Part of the Lesson
COMMUNICATION

affirmation of the students

onward

MASLOW' RECOMMENDATIONS FOR EDUCATORS

1. We should teach people to be authentic, to be aware of their inner selves and to hear their inner-feeling voices.
2. We should teach people to transcend their cultural conditioning and become world citizens.
3. We should help people discover their vocation in life, their calling, fate or destiny. This is especially focused on finding the right career and the right mate.
4. We should teach people that life is precious, that there is joy to be experienced in life, and if people are open to seeing the good and joyous in all kinds of situations, it makes life worth living.
5. We must accept the person as he or she is and help the person learn their inner nature. From real knowledge of aptitudes and limitations we can know what to build upon, what potentials are really there.
6. We must see that the person's basic needs are satisfied. This includes safety, belongingness, and esteem needs.
7. We should refreshen consciousness, teaching the person to appreciate beauty and the other good things in nature and in living.
8. We should teach people that controls are good, and complete abandon is bad. It takes control to improve the quality of life in all areas.
9. We should teach people to transcend the trifling problems and grapple with the serious problems in life. These include the problems of injustice, of pain, suffering, and death.
10. We must teach people to be good choosers. They must be given practice in making good choices.


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