For the last few months, we have been discussing an article in Fox Business by Michael Stallard, president of E Pluribus Partners titled “6 Needs to Thrive at Work”. I mentioned that Stallard’s principles apply as easily to the classroom environment as they do to the workplace. The first need that employees–and our students–have is the need for respect. The second is recognition. This month we will explore our students’ third need: belonging.
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In my previous post I referenced an article in Fox Business by Michael Stallard, president of E Pluribus Partners titled “6 Needs to Thrive at Work”. I decided to apply these six needs to the classroom environment to explore how we can improve our working environment at school and maximize student engagement and success. The six needs are:
· Respect · Recognition · Belonging · Autonomy · Personal Growth · Meaning In this article, we will take a look at the second need, recognition. We just completed our third and final awards assembly of the year. As my 8th graders received their awards for academic honors and attendance, I began to wonder if they were the same students who received those awards the previous year and the years before that. If that is the case, then a small fraction of my students are receiving this level of recognition. How are the larger majority of the students who remain watching from the bleachers being recognized? I recently read an engaging article in Fox Business by Michael Stallard, president of E Pluribus Partners titled “6 Needs to Thrive at Work”. While Stallard’s six points did indeed describe the characteristics of an ideal workplace, I also saw that they also applied in a larger sense to our lives in general. In this series of articles, I want to address how they specifically can maximize the work environment of our students.
Stoddard explains that employees have these six needs: What makes a real teacher? Is it the training we received in college? The credential we hold? Is a teacher born or is a teacher trained? We have all wondered about these questions. I found myself asking these questions as I recently attended a California League of Schools dinner honoring local educators for their service and excellence. I had the pleasure of listening to nine inspiring candidates try to explain what teaching meant to them.
In my early years of teaching math I was faced with the problem of having to fill a few days of class time as we concluded a unit just prior to Christmas vacation. Not wanting to start the new unit, I decided to have the students illustrate their learning by completing a project on the linear functions unit that they had just completed.
“I always did fine at math, until I got to geometry in high school.” The vast majority of people can identify with that statement. However there is a correspondingly vocal minority who responds, “Math never made sense until I got to high school geometry, then I could see it!” For this reason,
As we begin another school year, we again face the obstacles of under-funded classroom budgets, overwhelming challenges and limited time, I am reminded of what a noble endeavor we have undertaken.
A recent issue of the NCTMs Marshall Report included an article by Dingman, Teuscher, Newton, and Kasmer detailing the changes that will be brought by the Common Core
How will instruction change as we move toward implementing the Common Core State Standards for math? The emphasis will not be only on
This is my sixth article on the teaching of number sense. In the previous articles, I discussed the importance of
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AuthorBrad Fulton is an award winning teacher and nationally recognized provider of professional development with over three decades of experience in education. Categories
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