1. Powerful Learning Environments

2. Making Learning Fun Grab their interest with music! Grab their interest with visuals!

3. Student Engagement The SCORE: Success- the need for mastery Curiosity- the need for understanding Originality -the need for self-expression Relationships- the need for involvement with others

4. Knowing the SCORE Under what conditions are students most likely to feel that they can be successful? When are students most likely to become curious? How can we help students satisfy their natural drive toward self-expression? How can we motivate students to learn by using their natural desire to create and foster good peer relationships? Convince Kids They Can Succeed

5. Arousing Curiosity We stimulate students' curiosity by using a strategy called “mystery.” We confront the class with a problem—for example, “What killed off the dinosaurs?”—and with the actual clues that scientists or historians have used to try to answer that question and others.

6. Encouraging Originality Connect creative projects to students' personal ideas and concerns. Expand what counts as an audience. Consider giving students more choice. Use the “abstracting” strategy to help students fully understand a genre and to maintain high standards.

7. Fostering Peer Relations How can the teacher help?

8. If Classroom Walls Could Talk Do the walls and classroom displays look pretty much the same from year to year? Or, do they reflect the unique personality of that year's class? Roughly, what percentage of classroom displays includes work done in whole or part by students? What percentage is devoted to posters or materials that were made, purchased, or inherited? (NONE!) For any chart or reference that is currently hanging up, when is the last time a student used it? When is the last time it was actually referred to? Do students decide which pieces of work they want to be displayed? Are the displays or charts at students' eye level? How else does the decor of the classroom take into account the children's developmental needs? Is data displayed relevant to instructional objectives? Do students have ownership of this data? Are learning objectives SMART and in student friendly language?

9. Growth VS Fixed Mindset In a growth mindset, students/teachers believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. In a fixed mindset, students/teachers believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. Growth VS Fixed

11. Efficacy and Goal Setting Self-efficacy refers to students/teachers beliefs about their capability to perform particular tasks.

14. Utilize student goals during student led parent conferences and APTT nights.

15. “It is particularly exciting to note that teaching strategies used in the classroom can and do make a difference to students' self-efficacy. “ How can students gain self-efficacy? Mastery experiences - Students' successful experiences boost self-efficacy, while failures erode it. Vicarious experience - Observing a peer succeed at a task can strengthen beliefs in one's own abilities. Verbal persuasion - Teachers can boost self-efficacy with credible communication and feedback to guide the student through the task or motivate them to make their best effort. Emotional state -A positive mood can boost one's beliefs in self-efficacy, while anxiety can undermine it. Teachers can help by reducing stressful situations and lowering anxiety surrounding events like exams or presentations

16. Make it a great year or not… the choice is yours! Have a successful year!