Book Study on Poor Students, Rich Teaching by Eric Jenson

The Goal of A Book Study is:

   Collaboration enriches professional development.
Everyone needs professional growth opportunities.
All professionals want to improve.
All professionals can learn.
All professionals are capable of assuming responsibility for their own professional growth and development.
People need and want information about their performance.

       --taken from Reflective Practice to Improve Schools page 157--

We will study the book: Poor Students, Rich Teaching (revised edition) Seven High-Impact Mindsets for Students From Poverty by Eric Jenson

GUIDE TO ADDING YOUR COMMENTS TO THIS BOOK STUDY BLOG on

Poor Students, Rich Teaching (revised edition) Seven High-Impact Mindsets for Students From Poverty by Eric Jenson:

1.  TAKE A LOOK AT THE SEVEN BIG IDEAS.

2.  Read the snapshot of what each mindset says.

3.  Select one or two questions to answer after reading the chapters.

4.  Name It and Lock It: Do the application at the end of each section/part.

(You can start reading at any point in the book. Just make sure to identify the section you are commenting about and make sure to read the preface and introduction! Great stuff here!)

Big Idea One: The Relational Mindset Chapters 1-3

The relational mindset says, “We 

are all connected in this life together. 

Always connect first as a person (and an ally) and second as a 

teacher.”

Page 12  of Poor Students, Rich Teaching (revised edition) Seven High-Impact Mindsets for Students From Poverty by Eric Jenson

a.      How can you personalize the learning? Page 15

b.     How can you connect everyone for success? Page 21

c.      How can you show empathy? Page 27

Name It and Lock It …………………page 34

I,________________________am committing to………………………………

Big Idea Two: The Achievement Mindset Chapters 4-6

The achievement mindset says, “I can build student effort, motivation and attitudes to succeed. They are all teachable skills.”  Page 38 of Poor Students, Rich Teaching (revised edition) Seven High-Impact Mindsets for Students From Poverty by Eric Jenson 

a.      How can you create and set gutsy goals? Page 43

b.     When and how can you give fabulous feedback? Page 49

c.      How can you develop and maintain grit? Page 57

Name It and Lock It …………………page 62

I,________________________am committing to……………………………

Big Idea Three: The Positivity Mindset Chapters 7-9

 The positivity mindset says, “I am an optimistic and grateful ally who helps students build a successful narrative of their future.” Page 64 of Poor Students, Rich Teaching (revised edition) Seven High-Impact Mindsets for Students From Poverty by Eric Jenson

a.      How can you model and teach and boost optimism and hope? Page 71

b.     How can you build positive attitudes? Page 79

c.      How do you change the emotional set point? Page 87

Name It and Lock It …………………page 94

I,________________________am committing to………………………………

Big Idea Four: The Rich Classroom Climate Mindset Chapters 10-12

The rich classroom climate mindset says, “I focus on what students need to succeed and build it into the learning and social environment every day.” Page 98 of Poor Students, Rich Teaching (revised edition) Seven High-Impact Mindsets for Students From Poverty by Eric Jenson

a.      How can you engage voice and vision? Page 101

b.     How do you set safe classroom norms? Page 109

c.      How can you foster academic optimism? Page 115

Name It and Lock It …………………page 122

I,________________________am committing to………………………………

Big Idea Five: The Enrichment Mindset Chapters 13-15

The enrichment mindset says, “I 

know brains can change. I can 

grow and change myself first. 

Then, I can build powerful 

cognitive skills in my 

students.”

Page 126 of Poor Students, Rich Teaching (revised edition) Seven High-Impact Mindsets for Students From Poverty by Eric Jenson

a.      How do you manage the cognitive load? Page 131

b.     How can you strengthen thinking skills? Page 139

c.      How can you establish and enhance study skills and vocabulary? Page 147

Name It and Lock It …………………page 156

I,________________________am committing to………………………………

Big Idea Six: The Engagement Mindset Chapters 16-18

The engagement mindset says, “I can and will engage with purpose every student, every day, every nine minutes of less guaranteed.” Page 160  of Poor Students, Rich Teaching (revised edition) Seven High-Impact Mindsets for Students From Poverty by Eric Jenson

a.      How can you engage for maintenance and stress? Page 163

b.     How do you engage students for a deeper buy-in? Page 171

c.      What is your plan to engage to build community? Page 179

Name It and Lock It …………………page 184

I,________________________am committing to………………………………

Big Idea Seven: The Graduation Mindset Chapters 19-20

The graduation mindset says, “Focus on what matters. Be an ally to help students graduate college and career ready.”  Page 186 of Poor Students, Rich Teaching (revised edition) Seven High-Impact Mindsets for Students From Poverty by Eric Jenson

a.      Why and how should you support alternative solutions? Page 191

b.     How can you empower and prepare students for college and careers? Page 201

Name It and Lock It …………………page 208

I,________________________am committing to………………………………

Epilogue of Poor Students, Rich Teaching (revised edition) Seven High-Impact Mindsets for Students From Poverty by Eric Jenson

Having Choices page 210

Changing Your Mindsets page 211

Eliciting Change page 212

You are your Mindset page 213

Fill in the following blanks with your name, a mindset, and strategies from this book. Repeat the phrase daily until it’s automatic.

Name It and Lock It …………………page 213 and 214

I,________________________am committing to………………………………

BOOK STUDY on Reflective Practice to Improve Schools

Principles for Reflective Practice taken from Reflective Practice to Improve Schools pg 157

·    Everyone needs professional growth opportunities.

·    All professionals want to improve.

·    All professionals can learn.

·    All professionals are capable of assuming responsibility for their own professional growth and development.

·    People need and want information about their performance.

·    Collaboration enriches professional development.

GUIDE TO ADDING YOUR COMMENTS TO THIS BOOK STUDY BLOG:

Chapter One: How do I define Reflective Practice? page 8 Chapter Two: What makes Reflective Practice Meaningful? Page 55 Chapter Three: What Question Did I Ask Today? (Individual Reflective Practice) Page 96 Chapter Four: Reflective Practice with Partners; Purpose of? Focus of? Page 110 Chapter Five: Reflective Practice in Small Groups and Teams. What are the Group-Member Roles? The Facilitator? Pages 154-157 Chapter Six: Leadership Shared by Principals and Teachers Page 213-214 Chapter Seven: Theory of Action for Reflective Practice Page 247 Share your insights regarding the existing practice in your school.  What can you do differently or do better? What questions did you formulate during your reflective readings and dialogue with other colleagues? You will create an action plan as a result of your reflective readings and dialogue with other colleagues.  Plan for short-term and long-term actions. Always include in your action plan either of the following: ESSENTIAL STANDARDS (discussion of goals or objectives) BEST PRACTICE  (application of or discussion of strategies or any new innovations) CLASSROOM INSTRUCTION (discussions of implementation/style of teaching and how student learning is impacted) USING DATA TO INFORM INSTRUCTION (discussion on how assessments drive your instructional practice) INTERVENTIONS (discussion on specific interventions or accommodations for grade level, advanced and struggling learners) What is your Action Plan? Add your comments and insights from each chapter as you read and dialogue with other colleagues.

Diversity in Education

My Educational Philosophy:

“Diversity in education is necessary and should reflect the diversity of the real world and thus give our students a true world view of global diversity. It is as simple as saying, we all need one another or iron sharpens iron. Our giftedness, knowledge, talent and skills reach their highest potential when we learn to respect and value the giftedness, knowledge, talent and skills of others while learning. I believe that equity and cultural diversity must be integrated into all dimensions of our school learning community in order for students to broaden their learning through inquiry, research and authentic productivity.”

 Shelia F. Burlock

photo credit: SUNRISE GREETINGS WWW.SUNRISEGREETINGS.COM

Love Letter

                                                  
                  A PRINCIPAL'S LOVE LETTER TO HER STUDENTS

June, 2015©

Hello Students!,

I want to leave you with a small message from me as we end this school year. I have truly enjoyed being your principal. You are remarkable! You are memorable! You are beautiful! You are talented! You are smart! And you have brought me much happiness and joy.

When I first started as your principal I wanted to have a signature statement to say at the closing of each announcement. I thought about many fancy statements such as “Reach to the Heights” or “Always Give Your Best”. Yet none of those were really satisfying. I wanted my closing statement to you to be something you would love hearing and something that would edify you and build you up.

I thought long and hard and then I remembered what I always wanted to hear when I was little. I always wanted to hear the words, “I Love You!”

You see as a child, I knew that my parents loved me dearly. They would work long hours to feed and clothe me. They would take me to church and buy me nice things for Christmas. They would take me on family vacations to see my favorite cousins. They would sit up with me at night when I had a fever. They would kiss my forehead and give me warm hugs. But they never said the words, “I Love You”. That just wasn’t a way they were used to communicating. Yet I always wanted to hear the words, “I Love You”.

Then one day when I was much older, I went to college and joined a Christian group called the Navigators. During one of our Bible Studies the leader asked, “How many of you have ever heard your parents say, “I Love You?”. A lot of us in the study group raised our hands. The leader went on to say, “Then here is what you should do. Every time you call your parents, say the words “I Love You” at the end of your conversation and then watch and see what happens.”

So I decided to try this. I did it over and over again. Sometimes my mother would just say “me too” or “I know”. My dad would just say “okay”, or “I know”. Then one day something marvelous happened. I had just finished talking on the phone with my mom about something and just when we were about to hang up she said, “Shelia, I Love You!”

From that moment on both of my parents continued to say “I Love You” to me. I can still hear echoes of it now even though they are both no longer living.

Students  that is why I decided to make my signature closing line “Mrs. Burlock loves you!”  You need to not only see it and feel it but you also need to hear it.

This simple statement affirms you. It lifts you up. It values you. You are valuable! Your dreams and desires, thoughts and opinions, comments and suggestions, ideas and creativity matters! You are a Star, no matter who you are. You can and will achieve, if you just believe. Believe in yourself. And believe that Mrs. Burlock loves you and always will!  ©                                                                                     

Shelia F. Burlock