Let us love one another

My New Year’s resolution is to try to live by this (1 John 4:7-21, that is). I challenge everyone to do the same.
 
Verse 18 may be particularly challenging, these are anxious times we live in and angst can be a formidable foe. v.20-21 can be challenging too- don’t assume that “brothers and sisters” are only blood family. Granted, I’m not a trained theologian not linguist, but I think it would be antithetical to Jesus’ teachings to assume that these are only people who believe like us. I believe our brothers and sisters are ALL humans created by God. If we are afraid of them, deny them rights, assert our power or alleged superiority over them, I believe that we fail to follow Jesus’ example and His command. Not gonna lie, I fail at this plenty- So don’t think I’m trying to judge others indignantly.
 
Consider too what Nelson Mandela once said (especially next November on election day): “May your choices reflect your hopes, not your fears.”
nelson-mandela-quote
 

God’s Love and Ours 1 John 4:7-21

7 Dear friends, let us love one another, for love comes from God. Everyone who loves has been born of God and knows God. 8 Whoever does not love does not know God, because God is love. 9 This is how God showed his love among us: He sent his one and only Son into the world that we might live through him. 10 This is love: not that we loved God, but that he loved us and sent his Son as an atoning sacrifice for our sins. 11 Dear friends, since God so loved us, we also ought to love one another. 12 No one has ever seen God; but if we love one another, God lives in us and his love is made complete in us.
 
13 This is how we know that we live in him and he in us: He has given us of his Spirit. 14 And we have seen and testify that the Father has sent his Son to be the Savior of the world. 15 If anyone acknowledges that Jesus is the Son of God, God lives in them and they in God. 16 And so we know and rely on the love God has for us.
 
God is love. Whoever lives in love lives in God, and God in them. 17 This is how love is made complete among us so that we will have confidence on the day of judgment: In this world we are like Jesus. 18 There is no fear in love. But perfect love drives out fear, because fear has to do with punishment. The one who fears is not made perfect in love.
19 We love because he first loved us. 20 Whoever claims to love God yet hates a brother or sister is a liar. For whoever does not love their brother and sister, whom they have seen, cannot love God, whom they have not seen. 21 And he has given us this command: Anyone who loves God must also love their brother and sister.
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POEM | November

November Poem

Just after sunrise the light has a golden quality like it’s shining through a jar of honey

The sky in the West is “Advent blue,” the color of hope and optimism

The curves of the prairie are amber and warm beige like blessings and peace

Driving to work one morning I was struck by the colors. I didn’t have my Cannon camera with me and wasn’t going to try to capture the landscape with my phone camera while driving, but I’m an occasional amateur poet, so I thought about what I’d write to describe the scene. Since I’ve been teaching Commercial Art students about using both the vector graphics app “youidraw.com” (like Adobe illustrator, but free) and the layout design app “Lucidpress.com” (essentially a free online imitation of Adobe InDesign) I developed a simple abstract design of colors and placed the poem over it.

Motivation

Personal PD; Phase 1 – Research Checklist

  1. Decide upon a topic to research.
  2. Document 4 -6 research resources using a variety of mediums.
  3. Use the Phase 1 Research Guide to assist in your research and writing.
  4. Visit with your Instructional/Tech Coach for support.
  5. Share your research findings in the space below. This will be shared with your building principal upon completion of this project and will be used during Phases 2, 3, and 4.
  6. Upon completion of steps 1 -5, you will move to Phase 2 – Integration.

Summarize your research findings below.

1. Growth Mindset, and “Culture and Climate.”

2. Here are several things I am looking at and using:

  • “Art Education.” Art Education, vol. 70, no. 5, ser. 2017, 9ADAD. 2017. https://www.arteducators.org/research/art-education-journal
  • Smith, Mike. “Jostens Renaissance Education.” Jostens Renaissance Education, Jostens’ Inc., 2017, www.jostensrenaissance.com.
  • Ragan, Trevor. Trainugly.com, Train Ugly LLC, 2017, trainugly.com.
  • Hetland, Lois. Studio Thinking: the Real Benefits of Visual Arts Education. Teachers College, Columbia University, 2009.
  • Maiers, Angela. Classroom Habitudes: Teaching Habits and Attitudes for 21st Century Learning. Solution Tree Press, 2012.
  • Rosenberg, Marshall B. Nonviolent Communication: a Language of Life ; Empathy, Collaboration, Authenticity, Freedom. PuddleDancer Press, 2015.
  • Seligman, Martin P. Learned Optimism. 2nd ed., Vintage Books, 1998.\
  • Dweck, Carol S. Mindset: Changing the Way You Think to Fulfill Your Potential. Little Brown Book Company, 2012.

3. Last year our MS PLC talked about using growth mindset. For years I’ve believed that standards and test data are ineffective and often inaccurate if students are unmotivated to learn. I’ve heard teachers complain at PD about wanting AEA presenters to help them find ways to “reach” and motivate students. I’ve read books on developing essential questions. I took license renewal classes on character ed and helping students with anxiety and depression.

So this year, my personal PD will be addressing two things. To work with the district’s goals for PBIS, I’d like to find ways that I can positively influence our school’s “culture and climate.” We need a culture that values and promotes curiosity and personal growth and learning. We need a climate that is positive, safe and encouraging. Not that it’s “bad” or terribly inhospitable (so far as I can tell), but it’s also not intentional. Any school can always do better. The other thing I want to work on is to continue to develop and improve the ways that I address, teach, apply and use growth mindset in my classrooms. Ideally I can not only help students and improve my own teaching, but demonstrate to others the value of these concepts and consider adopting them as well.

I don’t know if I’ve hit all 14 points on the “Phase 1 Research Guide,” I apologize if my writing was too organic. I’ll re-do it if I’m required to follow a specific format.

4. With all due respect to the TLC, and I really like and respect Betsy, but-
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5. I am going to be using a section of my personal blog as a repository of my findings and reflections on my personal PD this year. https://tedmallory.wordpress.com/tag/teaching,
… but (as of 8/31) I will come back and type something here after reviewing more of the videos on the two websites and scanning through &/or reading some of the books I’ve listed above.


WATCH THIS SPACE for #5. Also, will Ted ever use the Phase 1 Research Guide? Will he get in trouble for the snarky meme he inserted for #4?

But seriously, I fully intend to study how to teach and use growth mindset, I genuinely want to help our district with their PBIS because I think it can have a positive effect on our community and students’ sense of belonging and identity- I just don’t want to see it stall out in the behavioralist stages of teaching and repeating procedures. And even if the only way I can do it is via the yearbook and cheer squad, I want to work on improving our culture and climate. I want to see us become a community of life-long learners, among other things. Got any ideas for me? I’m open to “crowd-sourcing” from other educators- why should I limit myself to books and websites? Leave your comments below or share your books & websites (resources) with me. Thanks.

Positive Teachers Matter

GOETHE

LOVE! This quote from German philosopher, poet & playwright Wolfgang Goethe-

“Instruction does much, but encouragement does everything.” It doesn’t mean to lie to kids and artificially inflate their egos, it means that teachers and coaches need to be cheerleaders, we need to encourage kids- encourage them to try, encourage them to work, and yes, encourage them when they succeed, but also to encourage them to pick themselves up, dust them selves off, and keep trying and working when they fail.

Of course American poet Maya Angelou said it another way when she wrote “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.”

Or, to be more trite, “They won’t care what you know, till they know that you care.” Or to use some teacher-jargon, “You can’t get to Bloom, till you take care of Maslow.”

#AffectiveDomainMatters #MotivationMatters #Inspire

‘Faculty Lounge’ | Teacher tagged posts

https://tedmallory.wordpress.com/tag/teaching

This section of this blog is dedicated to learning, education, and the glorious professionals on the front lines of facilitating learning for kids.

orange-brain-RIGHTSome of these posts, beginning in August 2017 are related to my own “Personalized PD” journey. But many before and after may have to to with teaching in general or teaching either Art or Social Studies. Thanks for visiting. Feel free to follow, share and comment.

DAY ONE - MS Art X7

ACEs & PBIS Resources

For out back-to-school in-services this year we screed an excellent film called ‘Paper Tigers.’ The next day we had a presentation on the dangers of human trafficking and social media. Both of these reinforced for me my contention that addressing the affective domain is vital if we’re ever going to be able to teach to the cognitive domain. In non teacher-speak; “They won’t care what we know until they know that we care.”

Since I also happen to be our districts website coordinator, I quickly put together a collection of links related to these two PD experiences so that our staff could explore these issues further on their own. Here they are.

FAC-Section-Banners

ACEs & PBIS Resources

How can we make a positive impact on our students lives?

“Childhood experiences, both positive and negative, have a tremendous impact on future violence victimization and perpetration, and lifelong health and opportunity. As such, early experiences are an important public health issue. Much of the foundational research in this area has been referred to as Adverse Childhood Experiences (ACEs).”

~U.S. Center For Disease Control
https://www.cdc.gov/violenceprevention/acestudy/index.html

Adverse Childhood Experience Study


“Positive Behavior Interventions and Supports (PBIS) is a proactive approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional and academic success. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all youth by making targeted misbehavior less effective, efficient, and relevant, and desired behavior more functional.”

~San Jose Unified School District, San Jose, California
http://www.sjusd.org/student-services/pbis/what-is-pbis

Positive Behavior Interventions & Supports


Similar/Related/Supporting Concepts