|© 2014 This information is intended for the families and students of TKG. We love our families!|
by Lisa A. McCrohan//BarefootBarn Blog
I hurriedly stuck my hand into my bag looking for my keys. Rushing, feeling frustrated, feeling like there were too many things to do and not enough time, getting irritated with myself for not being compassionate with myself because “I should know better” (how’s that for a mindfulness teacher’s guilt?!)…instead of finding my keys, I pulled out my daughter’s bracelet she made at church with “TRUST” spelled out on little beads that her tiny hands strung together.
I sat there on my front step, paused with the bracelet in my hand, noticing how some of the letters were upside down. And I started to smile. I chuckled out loud, let out a long exhale, looked down at this beautiful bracelet in my hand as I thought, “The holy is in the imperfect. Trust that.”
When we need a reminder of what we can trust in:
~ Trust that everything is imperfect and that’s ok.
~ Trust that things don’t have to be perfect to be ok.
~ Trust that every mom struggles with who she is and who she wants to be.
~ Trust that your partner wants you for who you are – post-baby body, ponytail in a baseball cap, and just. as. you. are.
~ Trust that your children see you more kindly and more clearly than you see yourself.
~ Trust that there is no one right way to follow your heart.
~ Trust that you were put on this planet for a reason and that even your self-doubt can’t get in the way of you shining, making a difference in this world.
~ Trust that being broken opens you up to a deeper power within you and a deeper sense of compassion.
~ Trust that it’s not all up to you, that something bigger is holding you, inviting you to laugh, and offering you deep rest.
~ Trust that by doing what brings you joy in your daily life – one little decision at a time to follow that joy in your heart – you lead a beautiful life and it inspires others to do the same.
I say I want to drop the perfect – the idea that there is a perfect way to love, parent, cook, work – but the fact is that many of us have spent decades believing there’s a “perfection” to be obtained. And that conditioning takes daily doses of softening, gentleness and compassion to shift. Little daily doses of “this is perfectly imperfect and that’s not only ok – it’s beautiful. It’s holy.”
From The Brilliant Report: How To Give Good Feedback
Monday, March 18, 2013
When effectively administered, feedback is a powerful way to build knowledge and skills, increase motivation, and develop reflective habits of mind in students and employees. Too often, however, the feedback we give (and get) is ineffectual or even counterproductive. Here, four ways to offer feedback that really makes a difference, drawn from research in psychology and cognitive science:
1. Supply information about what the learner is doing, rather than simply praise or criticism.
In “The Power of Feedback,” an article published in the Review of Educational Research in 2007, authors John Hattie and Helen Timperley point out that specific information about how the learner is performing a task is much more helpful than mere praise or, especially, criticism. In particular, research by Hattie, Timperley, and others has found that feedback is most effective when it provides information on what exactly the learner is doing right, and on what he or she is doing differently (and more successfully) than in previous attempts.
2. Take care in how you present feedback.
The eminent psychologist Edward Deci has identified several conditions under which feedback may actually reduce learners’ motivation. When learners sense that their performance is being too closely monitored, for example, they may disengage from learning out of feelings of nervousness or self-consciousness. To counter this impression, the purpose of observing or supervising should be fully explained and learners’ consent obtained. Better yet, learners should be involved in collecting and analyzing data on their own performance, reducing the need for oversight by others. (And as the popularity of the “Quantified Self” movement has demonstrated, many people seem to enjoy keeping even minute records of their own behavior.)
A second risk identified by Deci is that learners will interpret feedback as an attempt to control them—for example, when feedback is phrased as, “This is how you should do it.” Empower learners rather than controlling them by giving them access to information about their own performance and teaching them how to use it.
According to Deci, a third feedback condition that can reduce learners’ engagement is an uncomfortable sense of competition. To avoid this, emphasize that you are sharing feedback with students or workers not to pit them against each other, but rather to allow them to compete against their own personal bests.
At TKG, we intend to emphasize the learning…starting with no grades and no testing. How do you know they are learning, you ask? Come visit and see for yourself!
Watch, Alfie Kohn via Video at PSP2012 – Click here for more information on CFEE
“What grade did you get? What did your teacher think?” With reference to these and other “deeply anti-intellectual questions” we often pose to children, Alfie Kohn emphasizes “a single, powerful distinction” — between asking kids to focus on their performance, and asking them to focus on their learning. Kohn examines six consequences of our systemic overemphasis of ‘achievement’ and ‘rigor,’ and invites us to reflect on what practices, at school and at home, predictably contribute to the problem.
The Huffington Post | By Tyler Kingkade
High school students and teachers in cities around the U.S. have decided they hate standardized tests so much, they’re just not going to take them, according to news reports.
At Garfield High School — the Seattle, Wash., alma mater of Jimi Hendrix, rapper Macklemore and Quincy Jones — teachers voted unanimously to “refuse to administer the Measures of Academic Progress, or MAP, test on ethical and professional grounds.” In an op-ed explaining the decision, history teacher Jesse Hagopian made the case that students already face enough standardized tests, and his pupils view the MAP test less seriously because “their scores don’t factor into their grades or graduation status.”
“We at Garfield are not against accountability or demonstrating student progress,” Hagopian wrote. “We do insist on a form of assessment relevant to what we’re teaching in the classroom.”
The Times also reports that Garfield teachers had the support of the PTSA, and many parents chose to opt their children out of the tests or keep them home when administrators forced the school to administer the tests.
Meanwhile, high school students in Portland, Ore., launched an opt-out campaign against a series of state-mandated standardized tests called the Oregon Assessment of Knowledge and Skills, according to U.S. News & World Report.
These students and teachers are adopting a tactic from the National Opt Out Day movement, which started last year when No Child Left Behind turned 10 years old. NCLB mandated standardized testing of students, and has often been criticized for creating a culture of “teaching to the tests.”
That was among the reasons cited by Portland Student Union member Alexia Garcia to the Washington Post in describing why they had organized in Portland.
Oringinally Posted on: 02/20/2013 READ THE ENTIRE ARTICLE at The Huff Post