as well as modern celebrities and unlikely heroes; affirmations (stock and student-made), Ted talks, songs, poems and frequent talks. Videos: Students tend to remember more of what they see than what they hear. Furthermore it is easier to understand concepts such as resilience or self-efficacy if they are demonstrated. It was also expected that students might recognize these traits in themselves, family or friends and could be encouraged to activate them. On these bases, I showed students videos about people, animals and plants that demonstrated grit. Of course we took into consideration that plants were moved by a natural imperative, animals by instinct and humans by the capacity to exercise decision, will, desire, intention and attention. Biographical summaries: Students saw the less publicized side of well- known figures and were given the opportunity to ponder what strength of character it must have taken them to rise from poverty, repeated failure or abuse to the celebrity status known by the students. These readings were intended to nudge students away from blaming and whining towards proactive responses. Ted talks and motivational speeches: Through listening to these talks, students became the audience of international speakers. They became aware that their academic and behavior issues were shared by students; they saw the impact these issues had on adults and they saw that my concerns were shared by other professionals whose research I was using in the classroom. Songs and Poems: In addition to their teaching content, they were used for their participatory nature, entertainment value and memorability. Affirmations: These were offered as immediate tools for students to experiment with as they practiced being more mindful of their internal and external environments as well as their actions. Pep These were given in response to classroom events and on occasion to reinforce and make connection to material that had been viewed or read. When held with individuals, they were patterned on the principles listed in under the cognitive coaching column of the chart below. The other services are cited in the appendices. My reasoning was that if cognitive coaching protocols were effective in teacher to teacher conversation, they might also be useful in teacher to student conversations.
as well as modern celebrities and unlikely heroes; affirmations (stock and student-made), Ted talks, songs, poems and frequent talks. Videos: Students tend to remember more of what they see than what they hear. Furthermore it is easier to understand concepts such as resilience or self-efficacy if they are demonstrated. It was also expected that students might recognize these traits in themselves, family or friends and could be encouraged to activate them. On these bases, I showed students videos about people, animals and plants that demonstrated grit. Of course we took into consideration that plants were moved by a natural imperative, animals by instinct and humans by the capacity to exercise decision, will, desire, intention and attention. Biographical summaries: Students saw the less publicized side of well- known figures and were given the opportunity to ponder what strength of character it must have taken them to rise from poverty, repeated failure or abuse to the celebrity status known by the students. These readings were intended to nudge students away from blaming and whining towards proactive responses. Ted talks and motivational speeches: Through listening to these talks, students became the audience of international speakers. They became aware that their academic and behavior issues were shared by students; they saw the impact these issues had on adults and they saw that my concerns were shared by other professionals whose research I was using in the classroom. Songs and Poems: In addition to their teaching content, they were used for their participatory nature, entertainment value and memorability. Affirmations: These were offered as immediate tools for students to experiment with as they practiced being more mindful of their internal and external environments as well as their actions. Pep These were given in response to classroom events and on occasion to reinforce and make connection to material that had been viewed or read. When held with individuals, they were patterned on the principles listed in under the cognitive coaching column of the chart below. The other services are cited in the appendices. My reasoning was that if cognitive coaching protocols were effective in teacher to teacher conversation, they might also be useful in teacher to student conversations.
e.best_-_cteps__project_-_final.docx