1. The Effort Based Classroom Presented by: Camille L. Goins, HSTW Site Coordinator

2. Requiring Students to Work Hard Most teachers work harder than their students Most teachers work harder than their students On average On average 15% of students in Middle School work harder than the teacher 15% of students in Middle School work harder than the teacher 5% of students in High School work harder than the teacher 5% of students in High School work harder than the teacher

3. Quality What do you consider quality? What do you consider quality? It almost always includes caring for each other It almost always includes caring for each other It is useful It is useful It has always involved hard work on someone’s part It has always involved hard work on someone’s part It always feels good It always feels good Characteristics of a quality school Characteristics of a quality school Higher Expectations Higher Expectations The staff goes above and beyond The staff goes above and beyond The students go above and beyond The students go above and beyond Doing things even when not asked adds quality Doing things even when not asked adds quality

4. Higher Expectations Does not work alone Does not work alone Requires a collaborative effort from Requires a collaborative effort from Rigorous curriculum Extra help Intense guidance/mentoring Use Data to drive improvements Use Data to drive improvements Link assignments to students interests Link assignments to students interests Linking the community in authentic assignments (real-world assignments) Linking the community in authentic assignments (real-world assignments)

5. Above & Beyond How many times have you heard this question from a student: How many times have you heard this question from a student: “What do I need to pass this class?” “What do I need to pass this class?” Things to consider when creating a rubric Things to consider when creating a rubric Leaving the highest level on your rubric blank Leaving the highest level on your rubric blank To achieve this level, students must add value/quality to the work that they are doing To achieve this level, students must add value/quality to the work that they are doing Grading on A, B, C…. Grading on A, B, C…. C=Doing All the Work Required C=Doing All the Work Required B= Going Beyond What Was Required B= Going Beyond What Was Required A=Going Above & Beyond What was Required A=Going Above & Beyond What was Required

6. “The Wow Factor” Teacher’s commit to “WOW” on opening day Teacher’s commit to “WOW” on opening day Some things to consider in addition to reflection time at the end of the week Some things to consider in addition to reflection time at the end of the week How many times did I WOW my students throughout the week? How many times did I WOW my students throughout the week? How many times did my students WOW me throughout the week? How many times did my students WOW me throughout the week? WOW!

7. Student Achievement How do you define achievement? How do you define achievement? Student Achievement Goals Student Achievement Goals Academics – knowledge and skills to be successful in school & life. Life Skills – aptitude, attitude & skills to lead responsible, fulfilling & respectful lives Responsibility – attributes that contribute to an effective & productive community & the common good of all. Where in your lesson plans are the above items found? Where in your lesson plans are the above items found? Student behavior precedes student achievement Student behavior precedes student achievement What would students need to do to reach achievement?

8. Student Behaviors that Drive Achievement Students choosing to read as an activity rather than an assignment Students choosing to read as an activity rather than an assignment Improved teacher/student relationships (biggest improvement to st. achievement) Improved teacher/student relationships (biggest improvement to st. achievement) Students are comfortable/engaged (students take risks – make themselves vulnerable) Students are comfortable/engaged (students take risks – make themselves vulnerable) Working cooperatively Working cooperatively Organization Organization Understand the meaning behind the assignment Understand the meaning behind the assignment Higher-level questioning Higher-level questioning Can critique their own work Can critique their own work Seeing their work as valuable Seeing their work as valuable Offering community support w/out being asked Offering community support w/out being asked Excited to get to class/disappointed when the bell rings Excited to get to class/disappointed when the bell rings Students are prepared for class Students are prepared for class Are involved in extra curricular activities Are involved in extra curricular activities Using problem solving skills in academics as well as socially Using problem solving skills in academics as well as socially

9. Student Behaviors Do you agree with the list? Do you agree with the list? What would you add or take away? What would you add or take away? Do we as educators need to teach student behaviors? Do we as educators need to teach student behaviors?

10. Effort vs Abilities Are you rewarding students based on their abilities or their efforts? Are you rewarding students based on their abilities or their efforts? Effort has a multiplying affect Effort has a multiplying affect Effort x Ability = Success Manageable Task Manageable Task Students can assume that with substantial effort success can be achieved. Students can assume that with substantial effort success can be achieved.

11. Activities for Students Journal Entries on the following Journal Entries on the following Have students to write about “When have you been successful… or When have you been unsuccessful” Ability Ability Effort Effort Degree of Difficulty – (taking on assignments that they think they can’t be successful at) Degree of Difficulty – (taking on assignments that they think they can’t be successful at) Luck Luck

12. Project Assignments Have students to critique their own work Have students to critique their own work An Effort Score 1-10 (10 being the highest) along with an explanation to their score An Effort Score 1-10 (10 being the highest) along with an explanation to their score Focuses on 2 elements Focuses on 2 elements Explanation Explanation Analyzing Analyzing

13. Providing Pictures of Success Future Plans Future Plans Highly successful students constantly talk about their future Highly successful students constantly talk about their future What do we do as teachers to know the student’s future plans? What do we do as teachers to know the student’s future plans? What do we do as a school to know the student’s future plans? What do we do as a school to know the student’s future plans? All students by grade 9 should have a 5 year plan and steps to reach their goals All students by grade 9 should have a 5 year plan and steps to reach their goals Updraft/Downdraft (Do students get lost when we place them in categories i.e. high achievement, low achievement) Updraft/Downdraft (Do students get lost when we place them in categories i.e. high achievement, low achievement) Goal Setting (Needs to be taught) Goal Setting (Needs to be taught) Example: Advisor/Advisee Program

14. The Advisor/Advisee Program Does not become successful overnight, but by year 3 should see results. Does not become successful overnight, but by year 3 should see results. Advisors Need to know the students future plans – use the student’s plans as part of the student’s motivators Advisors Need to know the students future plans – use the student’s plans as part of the student’s motivators Activity to complete with Advisee Activity to complete with Advisee Create a folder of the student in Grade 9 with a picture of them in the front cover in their graduation gown, cap & tassel. Create a folder of the student in Grade 9 with a picture of them in the front cover in their graduation gown, cap & tassel. Each time they open their folder with their advisor they are reminded of their goal to graduate. Have them to complete a journal entry with the following Each time they open their folder with their advisor they are reminded of their goal to graduate. Have them to complete a journal entry with the following What did I do yesterday to cause this picture to come true? What did I do yesterday to cause this picture to come true? What can I do today to cause this picture to come true? What can I do today to cause this picture to come true?

15. Benefits of Advisor/Advisee Program Improved academics Improved academics More students took college entrance exams More students took college entrance exams 46% of teachers believed that they influenced their advisees and improve grades 46% of teachers believed that they influenced their advisees and improve grades Students attitudes improve Students attitudes improve Student/teacher relationships improved Student/teacher relationships improved Drop-outs declined Drop-outs declined Transition to high school was eased Transition to high school was eased Liaison for parents was provided Liaison for parents was provided

16. Payoff vs Cost How many student refuse to take higher-level courses to “Protect” their GPA or are afraid of failing How many student refuse to take higher-level courses to “Protect” their GPA or are afraid of failing A student taking an AP Math Class that scores a C will be better prepared for college level math than a student who takes a lower level Math Class and scores an A. A student taking an AP Math Class that scores a C will be better prepared for college level math than a student who takes a lower level Math Class and scores an A. Most students are working based on the “Credit Card Theory” Get the rewards now, pay later Most students are working based on the “Credit Card Theory” Get the rewards now, pay later How can we get students to buy in? How can we get students to buy in? Increase the value of the payoff Increase the value of the payoff What can we do to decrease the cost? What can we do to decrease the cost?

17. Experiment Henry Kissinger wrote that he worked for 2 days on a report for his boss, put it in his mailbox. The next morning it was in his box with a note “Is this your best work”? He took it home worked on it all night and put it in his boss box. It was returned “Are you sure”? This time becoming frustrated worked on it all day, hand delivered it to his boss saying “This is it”. His boss then replies “Great, now I’ll read this one”.

18. Experiment with Your Students Try with your students giving an assignment back w/out reading it and ask “Is This Your Best”? Try with your students giving an assignment back w/out reading it and ask “Is This Your Best”? Requires students to critique their work and put in extra effort to achieve. Requires students to critique their work and put in extra effort to achieve.

19. Homework What is the purpose of Homework? What is the purpose of Homework? The purpose of homework is to reach the student’s skill level. The purpose of homework is to reach the student’s skill level. It should not just be used for a grade. It should not just be used for a grade. Homework allows the teacher and the student to find out what they are not understanding before the quiz/test. Homework allows the teacher and the student to find out what they are not understanding before the quiz/test. Assign homework that is most appropriate for each student Assign homework that is most appropriate for each student Could require giving more than one assignment (possibly 3 different assignments) Could require giving more than one assignment (possibly 3 different assignments) One assignment for those students who did not understand. One assignment for those students who did not understand. One assignment for those who need to practice with what we are doing. One assignment for those who need to practice with what we are doing. One assignment for those students who understood the material One assignment for those students who understood the material Pretest your students before you begin a new unit Pretest your students before you begin a new unit Allow your students to test out of a Unit Allow your students to test out of a Unit

20. Differentiate for Learning Styles How many of you have completed a “Sensory Modality Preference Inventory” (the way you take in information) with your students? How many of you have completed a “Sensory Modality Preference Inventory” (the way you take in information) with your students? By 8 th Grade every student should know their learning style By 8 th Grade every student should know their learning style Do we teach based on our learning styles? Do we teach based on our learning styles? How do you rotate the various Learning Styles within your classroom How do you rotate the various Learning Styles within your classroom Kinesthetic Kinesthetic Tactual Tactual Visual Visual Auditory Auditory Take a look at your lesson plan and look at the most important message you want your students to get. Now can you say it in four ways to reach the learner i.e. visual, auditory, kinesthetic, and tactual. Take a look at your lesson plan and look at the most important message you want your students to get. Now can you say it in four ways to reach the learner i.e. visual, auditory, kinesthetic, and tactual. The More multi-sensory your presentation, the more likely the student can store the information. The More multi-sensory your presentation, the more likely the student can store the information. Did you know that in a 30 second commercial they reach all 4 areas of the learning style? Did you know that in a 30 second commercial they reach all 4 areas of the learning style?

21. Ask Yourself…. At the end of the day “Did I prepare my students for the test”? OR “Did I prepare my students for the future”?

22. Publications/Internet Sources http://blogs.plsweb.com http://blogs.plsweb.com http://blogs.plsweb.com How to Raise Smart Kids by: Carol Dweck How to Raise Smart Kids by: Carol Dweck Never Work Harder Than Your Students and Other Principles of Great Teaching by: Robyn R. Jackson Never Work Harder Than Your Students and Other Principles of Great Teaching by: Robyn R. Jackson Outliers: The Story of Success by Malcolm Gladwell Outliers: The Story of Success by Malcolm Gladwell The Pursuit of Wow by: Tom Peters The Pursuit of Wow by: Tom Peters http://speakingofhistory.com/ideas http://speakingofhistory.com/ideas http://speakingofhistory.com/ideas Tapping Student Effort, Increasing Student Achievement by: Stephen G. Barkley Tapping Student Effort, Increasing Student Achievement by: Stephen G. Barkley There Are No Shortcuts: How an inner-city teacher--winner of the American Teacher Award--inspires his students and challenges us to rethink the way we educate our children by: Rafe Esquith There Are No Shortcuts: How an inner-city teacher--winner of the American Teacher Award--inspires his students and challenges us to rethink the way we educate our children by: Rafe Esquith