By Todd Whitaker
Publish 12 months note: First released in 2003
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In the second one version of this well known ebook, you'll find pearls of knowledge, heartfelt suggestion, and idea from one of many nation's top experts on employees motivation, instructor management, and valuable effectiveness. With wit and figuring out, Todd Whitaker describes the ideals, behaviors, attitudes, and interactions of significant lecturers and explains what they do otherwise.
New beneficial properties include:
• which means what you assert o targeting scholars first
• placing your self of their place(
Read or Download What Great Teachers Do Differently: 17 Things That Matter Most (2nd Edition) PDF
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Additional info for What Great Teachers Do Differently: 17 Things That Matter Most (2nd Edition)
Sample text
Cd Great teachers know that they are the variable in the classroom. Good teachers consistently strive to improve, and they focus on something they can control: their own performance. pdf 8 Focus on Students First At first glance, this guideline seems obvious. Every teacher willingly puts students first. Isn’t that why we all chose education as a profession? Unfortunately, in practice the situation is not always so clear. It’s easy to say, “Put kids first,” and, “Make every decision based on what is best for students,” but not all teachers manage to do so.
Those who break the rules must pay the price. The purpose of this system, of course, is to encourage players to observe the rules. Likewise, one purpose of the consequences attached to misbehavior in schools is to encourage other students to follow the school rules. On the other hand, there are disadvantages to spelling out cut-and-dried consequences. Students are experts at cost-benefit analysis: If I skip one hour of class, I’ll have to go to two hours of detention. Is it worth it? ) During my years as a principal, I observed that ninety percent of the students in a school have never been sent to the office.
As it happened, several of his classmates—and the teacher who had sent him to me—were standing there. ” The culprit replied, “Nuthin’,” and hopped on the bus. That won me a glare from the teacher. But as we talked about it later, it also gave us both an important insight. ” What was he supposed to say? “They broke me like a horse. I’ve been bawling like a baby for an hour! ” Effective teachers understand that what matters is not whether a student leaves the office mad, and not what the student reports to his peers, but how the student behaves in the future.
