Sebenernya gue ngeringkas sampe nomor 190an, kurang lebih sampe halaman 280an. Trus ilang, padahal nyatetnya di email, komputernya hang dan secara ajaib catetan itu nggak tersimpan di draft. Nasib.
What Great Teachers Do Differently
Good teachers (got), great teachers(grt), effective teachers(et), many times are used interchangeably (gue sih yang salah, dah terlanjur).
Nomor berantakan. sori ya.
G:Gue
18.Good things many times are done. The problem is not wether it is done but how effective they are done.
19.All teachers praise but et do it effectively.
20.Person, not the practice or programmes, needs to change.
21. Rules establish necessary framework for the everyday life of schools.
22.Say “don’t do it” and students will imagine doing it.
(Story about thumping and don’t want to see a single peep)
23.Referees also give consequences not only rules
24. Page 73: At the beginning of the year, establish expectations.
25.Focus on the expected behavior not on the consequences of the behavior.
26.If parents are called, tell students afterwards so we can give our side first so teachers will not be against parents.
27.Start from the naughtiest, it will have positive ripple effect.
28.Stick to the guidelines we set. If we ignore it, students will also do it.
29.The principle to deal with misbehaviour:Keep it from happening again.
30.Gt focuses on the behavior, bt focuses on consequences
31.Send students to principals:For what?
32. For keeping the behavior from happening again. Not important what students said or what friends comments, see page 99, about student who was suspended for 10 days.
33. Page 100:Back of tricks for class management. All teachers have it. The variables? How often.
34. Some never work:Sarcasm, yell. Students we want to yell at have been yelled at many times.
35.Page 111:May I grade paper when you speak?
36.Gt have high expectations for students and higher ones for themselves.
37.All teachers have expectations for students but only gt have higher ones for themselves and really mean it.
38. Page 117:Teachers already know who will be sent to principal’s office because the variable is the student not the teacher.
39. Don’t pretend that the elephant is not in a room and only tiptoe around it, seriously acknowledge its presence.
40.If the best teachers give a test and students fail, whose mistake (according to the teacher)? Students.
41. If worst teacher gives a test and students fail. Whose mistake (according to the teacher)? Kids, admin, system, parents.
42, Whose behavior can teachers control? Teacher’s.
43.See number 40 and 41:How teachers responded. Gt look for themseleves for answers, bad teachers blame others.
44.Accepting responsibility, see page 121-122.
45.Page 125-127:Businessmen complained about the quality of people whom they hired.
They didn’t ask the school to give recommendation. Bad employees are everywhere but the number or proportion is different. It’s all about the effectiveness of those who manage the business not the effectiveness of the employee themselves. Schools are just the same.
46.See Page 125:Principal said she’s responsible (in line with number 44)
47.Gt has a broad vision, they think about how their decision will affect on school.
48.Page 136-138:Story.
49.Students first, colleagues second.
50.Deal with problem directly, meet the person, too many complains will make the job harder.
51.Page 148:The King and I, the small Siam on the map looks big and it’s the centre of the world.
52.Though the boss only scold us once, we remember that. Students also. Praise them often. SAPIC=Spesific, accurate, private, immediate and clean (not to get what we want).
53.Many praises will create laziness? No. Page 168-169. Imagine that you receive praises.
54.When the teacher sneezes, the class will catch a cold. Story about meeting with angry parents but not pass it on.
55.”This is the worst group of kids.” Perception can become reality.
56.The story about Johnny:Principal’s office, principal discusses the consequence with teacher, Johnny was asked to apologize, why?, highway-patrol analogy, make him benefit from the apology, teach word per word to say sorry cause he didn’t understand.
57. Conflict resolution.
Nomor berantakan. sori ya.
G:Gue
- Bad teachers (bt) and good teachers (got)—differences are not on what they know but what they do.
- Authors visited more as well as less effective schools.
- Both have effective teachers but the number is different
- Learning can happen in isolation, teaching:Between 2 people
- Grt and schools put students first. Teachers put students first, colleagues the second.
- Try to see things from students perspectives. Feel them.
- Learn what no to do from ineffective people. Nope. Spend time to learn what to do from et.
- P.35:Self-reflection skill and self awareness:Many don’t have.Some overestimate their ability.
- P.36:why teachers stress—when author visits schools and ask how to be an et ?---long list of answers.
- Wrong approach from year to year.
- Knowing your subjects but not knowing your students…For what??!
- Simple but not easy.
- My 19th year teaching Grade 12 but for the students it’s the first time around.
- To improve schools:Get better teachers, improve current teachers
- School is never about programme, it’s about people. The quality of the school is determined by people , not programmes
- Proggrames are not solution
- Assertive discipline:
18.Good things many times are done. The problem is not wether it is done but how effective they are done.
19.All teachers praise but et do it effectively.
20.Person, not the practice or programmes, needs to change.
21. Rules establish necessary framework for the everyday life of schools.
22.Say “don’t do it” and students will imagine doing it.
(Story about thumping and don’t want to see a single peep)
23.Referees also give consequences not only rules
24. Page 73: At the beginning of the year, establish expectations.
25.Focus on the expected behavior not on the consequences of the behavior.
26.If parents are called, tell students afterwards so we can give our side first so teachers will not be against parents.
27.Start from the naughtiest, it will have positive ripple effect.
28.Stick to the guidelines we set. If we ignore it, students will also do it.
29.The principle to deal with misbehaviour:Keep it from happening again.
30.Gt focuses on the behavior, bt focuses on consequences
31.Send students to principals:For what?
32. For keeping the behavior from happening again. Not important what students said or what friends comments, see page 99, about student who was suspended for 10 days.
33. Page 100:Back of tricks for class management. All teachers have it. The variables? How often.
34. Some never work:Sarcasm, yell. Students we want to yell at have been yelled at many times.
35.Page 111:May I grade paper when you speak?
36.Gt have high expectations for students and higher ones for themselves.
37.All teachers have expectations for students but only gt have higher ones for themselves and really mean it.
38. Page 117:Teachers already know who will be sent to principal’s office because the variable is the student not the teacher.
39. Don’t pretend that the elephant is not in a room and only tiptoe around it, seriously acknowledge its presence.
40.If the best teachers give a test and students fail, whose mistake (according to the teacher)? Students.
41. If worst teacher gives a test and students fail. Whose mistake (according to the teacher)? Kids, admin, system, parents.
42, Whose behavior can teachers control? Teacher’s.
43.See number 40 and 41:How teachers responded. Gt look for themseleves for answers, bad teachers blame others.
44.Accepting responsibility, see page 121-122.
45.Page 125-127:Businessmen complained about the quality of people whom they hired.
They didn’t ask the school to give recommendation. Bad employees are everywhere but the number or proportion is different. It’s all about the effectiveness of those who manage the business not the effectiveness of the employee themselves. Schools are just the same.
46.See Page 125:Principal said she’s responsible (in line with number 44)
47.Gt has a broad vision, they think about how their decision will affect on school.
48.Page 136-138:Story.
49.Students first, colleagues second.
50.Deal with problem directly, meet the person, too many complains will make the job harder.
51.Page 148:The King and I, the small Siam on the map looks big and it’s the centre of the world.
52.Though the boss only scold us once, we remember that. Students also. Praise them often. SAPIC=Spesific, accurate, private, immediate and clean (not to get what we want).
53.Many praises will create laziness? No. Page 168-169. Imagine that you receive praises.
54.When the teacher sneezes, the class will catch a cold. Story about meeting with angry parents but not pass it on.
55.”This is the worst group of kids.” Perception can become reality.
56.The story about Johnny:Principal’s office, principal discusses the consequence with teacher, Johnny was asked to apologize, why?, highway-patrol analogy, make him benefit from the apology, teach word per word to say sorry cause he didn’t understand.
57. Conflict resolution.