Our group hit the floor running this year. Pictured are our student leaders that range from fourth grade to twelfth grade. We are not looking at just creating an older group of leaders, but a group that is going to grow with our program and help train future leaders as well.
We have always worked towards building a program that allowed us to have student leaders and have had success, but we needed time with student leaders to help them learn the leadership skills needed to work with other students. This year, we have been able to create this missing piece through Tuesday night tap. The directors picked students that had demonstrated potential leadership skills over the past few seasons, to become our “Newsies Tappers”.
For ten weeks, these students gave up their Tuesday nights from 6:00 to 11:00 pm to learn how to tap, but more importantly, the drive to tap classes gave the directors time to talk to the students. To go over some of the soft skills needed to be a leader. How to listen, how to speak with students they were having difficulty with, and other essential skills that are needed to move the student leadership piece of our program forward.
The students started taking on these leadership roles. Was every interaction a success? No. This allowed us to have new conversations and start teaching the leaders how to navigate conversations and not come across as bossy or confrontational in their speech, but how to actually lead the other students on stage to get the desired outcomes.
What has occurred though, is a new building of relationships in the area. The leaders have started asking for activities that they create for the group. They are not afraid to go to a group of students in the room and interact with them, rather than staying with their groups. If they see a student sitting by themself, we know that one of the leaders will be there shortly, checking in on them and trying to get them to laugh.
Our unspoken goal has always been to create a theatre family and we are starting to see that grow larger than it has ever in the past. Having this extra time, that is not rushed or having to be carved out has truly enhanced our program.
Have a little free time? Would you like a place to let your creative juices flow? How about telling the world what you think about Strength-Based Teacher Driven Change? Here’s your chance to put your thoughts into writing. Write a blog. Post your best teaching ideas. Tell us what’s on your mind.
Need a place to start? How about the Seven Factors that create a culture of success? Or, what about strength-based member engagement? Better yet, give a “shout out” to a colleague who you believe did some great things with students during the past year. Write your post here. It can be a paragraph or a few pages.
Below are some helpful links. The most important thing is to place your ideas on paper. Start a conversation. Share your teaching with colleagues.
7 Tips for Writing that Great Blog Post, Every Time | HuffPost
How to Write an Awesome Blog Post in 5 Steps | WordStream
How to Write a Blog Post: The Definitive 10,273-word Guide
How to Write Your First Blog Post (57 Best Ideas and 65 Expert Tips)
How to Start a Blog: A Step-by-Step Guide [+ Free Blog Post Templates]
Students in the Temecula Valley Unified School District are making teaching and learning science fun at the inaugural launch of Summer Science Camp held this year at the Temecula Valley High School (TVHS) campus in Riverside CA. Weekly camp participants divide time between experiments in the newly-constructed campus greenhouse, data collection, analysis, and also manage to get in outdoor games and science-related crafts they will take home at the camp’s conclusion. This project’s major sponsor is the California Teachers Association Institute For Teaching, that awarded a 20 thousand dollar grant last year that was used in the construction of both the greenhouse and aquaponics system.
Read the story here.
This is a very short blog with a very important message. To focus on strengths based relationships we must be able to contribute to them. Greatness is a quality that is a part of all of us. We simply do not always take the time to recognize it in ourself.
I am great because I care about each child as an individual. I know that all have strengths and all can succeed.
My passion is the catalyst that helps make me great.
Okay, its your turn. Why are you great. Don’t be shy, share. As Tony the Tiger would say, “You’re GRRRRRREAT!”
Talents, strengths, resources, knowledge, and skills, can help you get where you want to go in life–but those things alone won’t do it. You also need to work hard to be truly successful. A powerful work ethic leads to a culture of success.
What Can Teachers Do to Encourage a Student Work Ethic?
- Hold Teacher-Parent Conversations
- Create a Parent Newsletter
- Develop a Parent Network
- Organize a Parent-Student Forum
(Guest Writer: Tim Elmore) I celebrate it whenever I meet hard-working students. I see them on almost every university campus I’m on, and in almost every high school I visit. These adolescents just “get the system” and realize you can achieve almost anything if you work hard enough. On the other hand, I also see far too many students growing up in a world of speed and convenience who’ve never developed a work ethic.
May I suggest a couple of reasons why this might be?
From a recent survey of parents, 82 percent said “doing chores” was a normal household experience for them growing up. However, only 28 percent of these same parents say they ask their kids to do chores. For some reason, it was good for us, but not good for them. We feel we’re not good parents if we stress them out with chores. Continue reading.
Promoting students’ future orientation is inherently a goal of the educational system. Recently, it has received more explicit attention given the increased focus on career readiness. This study aimed to examine the association between school climate and adolescents’ report of future orientation using data from youth (N = 27,698; 49.4 % female) across 58 high schools. Three-level hierarchical linear models indicated that perceptions of available emotional and service supports, rules and consequences, and parent engagement were positively related to adolescents’ future orientation. Additionally, the school-level average future orientation was significantly related to individuals’ future orientation, indicating a potential influence of contextual effects on this construct. Taken together, these findings suggest that interventions targeting school climate may hold promise for promoting future orientation. Continue reading.
Are you thinking about proposing an IFT Grant? Would you like to learn more about the Seven Strength-Based factors driving a culture of success for all students? IFT has created a curated list of digital resources on the Seven factors. You can find information on each of the seven factors by categories, links, and tags. You can also track your search efforts. Go to https://strengthbasedhub.org/ and register or login.
Once you are on the HUB click CURATION at the top menu.
After you have had a chance to review the curated list, add your own links and resources on the blog post (See Create on the Blog Post link). Your ideas are critical to creating a culture of success for all students.
IFT is committed to Strength-Based Teacher Driven Change (SBTDC) and believes CTA members have the opportunity to create a successful environment for all students. Join the SBTDC movement by becoming part of the HUB and start engaging and collaborating with other CTA members.
What would happen if a classroom teacher could carry the same values as a sports coach? For example, I tell my students, “We have an Open House game on Thursday night” or “We have a Back to School Night” kick-off and every single player must show up. We have practice on Saturday from 1-3pm and every single player shows up. What is the agenda for Back to School Night and Open House? What is their value?
Last night was open house. 7 students from Period 1 came. 15 students were at practice.
What does a school culture of success look like? How is it defined? How do we measure it? What role do tests play and can we have a culture of success with mandated standards and an externally driven curriculum? Can the conditions for student success exist absent a highly regulated school environment? These questions, as well as so many others, are being debated throughout society with the goal of creating a successful teaching and learning environment for all students. Government at all levels with the support and involvement of educational institutions and foundations are developing various policies to close the achievement gap in our schools and reduce student dropouts. While most of these efforts are based on good intentions, they tend to be grounded in deficits. In other words, the thinking is that we can create success from fixing what’s broken.
The IFT Disagrees
It doesn’t make much sense to create a school culture of success from a climate of disappointment and intractable problems. The IFT believes school change should focus on what’s working; the great teaching taking place in our classrooms. Further, if we want to know why children are successful, talk to successful students and their parents. The IFT believes that the best strategy for school improvement is to investigate what’s working, not what’s broken. By focusing on what works in our schools, encouraging teacher independence and increasing capacity, we are more likely to have success.
Through conversations, focus groups, one-on-one interviews, and surveys, the IFT discovered that teachers with the support of school-community stakeholders must be directly involved in the school change process. The IFT has also found that school change is likely to be more successful when: (1) change initiatives are stated in positive terms; (2) change initiatives are driven by internal rules and regulations, and (3) change initiatives are tailored to specific teaching and learning conditions.
Through strength-based approaches, teachers and other school-community stakeholders have been found to be more energized and interested in participating in the change process. Strength-based school improvement represents a major shift from traditional school reform approaches where the responsibility for change lies in the hands of a few individuals. Fundamental to the strength-based approach is the assertion that meaningful and sustainable school improvement is more likely when teachers and other school-community stakeholders are excited about the changes they want to make, have a clear plan for action, and the confidence that they can be successful. Strength-based organizational development strategies have been used by many corporations, hospitals, and government agencies to improve performance and to solve intractable problems.
The strength-based design uses both qualitative and quantitative methods to collect data on school, community, and student assets. Through strength-based interviews, affirmative assessments, surveys, audits, and focus groups, school-community stakeholders generate information on structures, procedures, and practices that support student success. What makes this data appropriate and useful for school improvement is that it can be easily tested for social validity and reliability.
This conclusion is based on data the IFT obtained from students and their parents. By conducting strength-based interviews, the IFT has heard wonderful stories from successful students and their parents. It is important to note that participating students and their parents did not have any more special resources and advantages than other students who were having less success in school. In other words, the IFT investigated why certain students were successful (without any special privileges) while other students with the same opportunities were not as successful in school.
From our initial interviews and numerous follow-up meetings, discussions, and focus groups, the IFT identified seven factors that encourage a culture of school success. These factors include:
- Future Oriented – Students have a dramatic, positive image of the future.
- Results Oriented – Students understand strength-based thinking increases capacity and resilience to achieve goals.
- School Family Relations – Parents as strong partners in the teaching and learning process are encouraged to be involved in their children’s education.
- School-Wide Relations – All school stakeholders are responsible for the education of each student.
- Student-Centered – Emphasis is placed on learning over teaching.
- Student Relations – Students view other students as supportive and interested in their well-being.
- Work-Oriented – Work is valued, purposeful, and relevant to students.
The CTA IFT supports the view that student assets–not problems–should drive the teaching and learning process and that the acquisition of knowledge and skills around student strengths forms the basis of a rigorous and relevant curriculum. Through strength-based school improvement models, individuals share stories that reveal their deepest thoughts and insights that support a culture of success. School-community stakeholders, thinking together, describe themes, patterns, relationships, and connections in detail. The result is a comprehensive body of knowledge designed to improve student engagement, achievement, and ultimately success.
The bottom-line for teachers and the public schools is that instead of searching for various programmatic and structural changes to improve our schools, the solution or remedy might lie in our schools and classrooms, unnoticed and unobserved. For over a generation, billions of government and foundation dollars have supported thousands of school reform movements in the curriculum, instruction, professional development, and school organizational structure (i.e. smaller learning communities). Most of these reform efforts have focused on a common problem-solving approach: needs analysis of what is wrong or lacking in schools, followed by research into best practice to address these problems, and then design and implementation of plans to find solutions to problems. This process has achieved moderate or temporary results in some schools, but according to numerous public and private studies and reports, the overall results and improvements in our public schools have been less than dramatic. The bottom-line is that in spite of these efforts and regardless of how noble their intention results have been less than satisfactory. By focusing on what works in our schools, encouraging teacher independence and increasing capacity, we are more likely to have success.