Case Study provided by Edutopia

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Our educational training is proven proactive, research-based, practical, and easy to implement strategies. We provide flexibility to best meet the needs unique to your campus. Participants will learn techniques to meet students where they are and lead them to where they need to be, capture attention, promote deeper learning, and engage students’ emotions.

Promoting Positive Feelings

We know that students come into our classrooms and schools with different backgrounds and cultures, but their cognitive abilities, assets, and experiences are just as wide-ranging. Sometimes the only thing students have in common is their age! When students feel alienated, alone, and unsure about what is going on in school, it is difficult for them to be able to adapt to and perform in the classroom. In an age where drama rules the day, it is important to remember students will be more ready and willing to learn when they feel positive about their classroom experience. Our strategies set the stage for that to occur.

Promoting Attention and Interest

Today, you must compete for student attention. You compete with hundreds of channels available through cable and satellite television. Our phones and tablets stream most of them! This is not to mention computer games, social media, and everything else available through the internet and cyberspace.

Our kids are overstimulated and our teachers overwhelmed as they endeavor to get their students interested and involved in the curricula. Paradoxically, it is our own lessons that teach students when they can be off-task and when they can participate minimally in class! The notion of fairness and that everyone must participate the very same way often create habits and gaps in student attention in the classroom. The good news is that promoting attention and interest is immediately doable!

Promoting Connectedness and Relevance

The worse thing we can do is become Charlie Brown’s teacher! Subject matter that is irrelevant and meaningless (“wah-wah-wah”) is easily ignored as simply…noise. If you are not connected with your students and they feel your subject matter has no relevance in their lives, you will feel as Sisyphus did at the end of every school day. The good news is that we teach you how to end the “myth of the struggle.”

By creating relevant points, your students have a chance to attach meaning and value to what you teach, which is critical in helping them care about what is being taught and to embrace the knowledge for themselves! Strategies that help students find their voice and explore your subjects are extremely valuable. Synectics, connecting relevant terms through visual and auditory methods, are some of the ways we help our students attach value and meaning to what we teach.

Promoting Self-Efficacy

The true purpose of an education is to discover how we learn best so that we may continue doing so throughout life. Because of our busy lives and the many extra tasks thrown at us, as educators, we often feel we must give away the facts instead of having the students earn them. When we struggle, yet overcome the obstacle, we become stronger.

The same is true for learning. If we must think a bit harder and deeper and arrive at the answer, we have earned that knowledge. Our strategies emphasize this simple concept – the student is responsible for the learning, and the teacher is the guide to help them discover how to do it. We can never learn for our students, nor should we, but we can most certainly help them learn to work under pressure and discover how they can truly perform above and beyond our expectations. We will show you how to do this!

Sharing Best Practices

By the physical structure of our educational institutions and the habits they have kept in place for so long, we have become a profession of loners. This is a shame since so many teachers are creating magic in their classrooms, yet other teachers struggle with the very same lessons and populations. Using our matrix, we demonstrate how the individual teacher can share their best efforts and successes with others, as well as entire schools sharing best practices across the grades and subjects they teach. By encouraging each other to share, we will prevent others from reinventing the wheel or suffering through ineffective methods already tried by others. This guided strategy is both powerful and useful as we learn to share successes and celebrate the great learning going on in our classrooms. We are great at helping you to share your best practices.

Who Should Attend

General education teachers, K through 12, special education teachers, principals, counselors, psychologists, at-risk coordinators, Title I coordinators, special education directors, staff development directors, paraprofessionals, educational assistants, administrators, curriculum directors, school board members, and parents.

All educators who:

  • Increase student achievement
  • Create positive classroom behavior
  • Intervene effectively when students misbehave
  • Want a program that significantly reduces classroom/school discipline problems
  • Desire to see self-discipline, responsibility,cooperation, and problem-solving skills in their class
  •  Believe that good behavior is as important as academics
  • Know that non-punitive methods work best for long-range positive results with students
  • Want a large toolbox of non-punitive methods
  • Desire classrooms where students demonstrate mutual respect
  • Develop a classroom climate and school culture based on clear limits, consistency, and respect
  • Motivate apathetic, reluctant learners, and potential dropouts
  • Build a foundation for the prevention of violence
  • Improve home, school, and community collaboration
  • Promote character education and the development of good citizenship

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