Impact Of Teachers On Students Quotes

The greatest impact on learning is the daily lived experiences of students in classrooms, and that is determined much more by how teachers teach than by what they teach.

if you want to increase student academic achievement, give each student a friend.

It is incumbent therefore upon schools to attend to student friendships, to ensure that the class makes newcomers welcomed, and, at minimum, to ensure that all students have a sense of belonging.

Across the grades, when instruction was challenging, relevant, and academically demanding, then all students had higher engagement and teachers talked less – and the greatest beneficiaries were at-risk students.

When teachers stop learning, so do students.

Good character is much more valuable than content knowledge. However, the combination of both is an asset for making an impact on those around us.

Social scientists generally agree that students’ families (especially family income, which determines advantages and opportunity) have an even bigger impact on student performance than their school or teachers.

When the school is organized to focus on a small number of shared goals, and when professional learning is targeted to those goals and is a collective enterprise, the evidence is overwhelming that teachers can do dramatically better by way of student achievement.

My role, as teacher, is to evaluate the effect I have on my students.

those teachers who are students of their own impact are the teachers who are the most influential in raising students’ achievement.

Teachers and students use the power of peers positively to progress learning.

Whether it is in a sales situation, love at first sight, a husband and wife having an important conversation, a parent disciplining a child, or a teacher instructing her students, eye contact is a powerful body language for enriching engagement, focus, and communication.

School leaders need to stop creating schools that attempt to lock in prior achievement and experiences (such as by using tracking), and instead be evidence-informed about the talents and growth of all students by welcoming diversity and being accountable for all (regardless of the teachers’ and schools’ expectations).

Cooperative learning is most powerful after the students have acquired sufficient surface knowledge to then be involved in discussion and learning with their peers – usually in some structured manner. It is then most useful for learning concepts, verbal problem-solving, categorizing, spatial problem-solving, retention and memory, and guessing

Parent and Teacher Actions: 1. Ask children what their role models would do. Children feel free to take initiative when they look at problems through the eyes of originals. Ask children what they would like to improve in their family or school. Then have them identify a real person or fictional character they admire for being unusually creative and inventive. What would that person do in this situation? 2. Link good behaviors to moral character. Many parents and teachers praise helpful actions, but children are more generous when they’re commended for being helpful people—it becomes part of their identity. If you see a child do something good, try saying, “You’re a good person because you ___.” Children are also more ethical when they’re asked to be moral people—they want to earn the identity. If you want a child to share a toy, instead of asking, “Will you share?” ask, “Will you be a sharer?” 3. Explain how bad behaviors have consequences for others. When children misbehave, help them see how their actions hurt other people. “How do you think this made her feel?” As they consider the negative impact on others, children begin to feel empathy and guilt, which strengthens their motivation to right the wrong—and to avoid the action in the future. 4. Emphasize values over rules. Rules set limits that teach children to adopt a fixed view of the world. Values encourage children to internalize principles for themselves. When you talk about standards, like the parents of the Holocaust rescuers, describe why certain ideals matter to you and ask children why they’re important. 5. Create novel niches for children to pursue. Just as laterborns sought out more original niches when conventional ones were closed to them, there are ways to help children carve out niches. One of my favorite techniques is the Jigsaw Classroom: bring students together for a group project, and assign each of them a unique part. For example, when writing a book report on Eleanor Roosevelt’s life, one student worked on her childhood, another on her teenage years, and a third on her role in the women’s movement. Research shows that this reduces prejudice—children learn to value each other’s distinctive strengths. It can also give them the space to consider original ideas instead of falling victim to groupthink. To further enhance the opportunity for novel thinking, ask children to consider a different frame of reference. How would Roosevelt’s childhood have been different if she grew up in China? What battles would she have chosen to fight there?

ask why we ever set tests; indeed, the best answer to this question is ‘so that we, as teachers, know who we taught well, what they mastered or failed to master, who made larger and smaller gains, and what we may need to re-teach’. Tests are primarily to help teachers to gather formative information about their impact. With this mind frame, the students reap the dividends.

Moments of pride commemorate people’s achievements. We feel our chest puff out and our chin lift. 2. There are three practical principles we can use to create more moments of pride: (1) Recognize others; (2) Multiply meaningful milestones; (3) Practice courage. The first principle creates defining moments for others; the latter two allow us to create defining moments for ourselves. 3. We dramatically underinvest in recognition. • Researcher Wiley: 80% of supervisors say they frequently express appreciation, while less than 20% of employees agree. 4. Effective recognition is personal, not programmatic. (“ Employee of the Month” doesn’t cut it.) • Risinger at Eli Lilly used “tailored rewards” (e.g., Bose headphones) to show his team: I saw what you did and I appreciate it. 5. Recognition is characterized by a disjunction: A small investment of effort yields a huge reward for the recipient. • Kira Sloop, the middle school student, had her life changed by a music teacher who told her that her voice was beautiful. 6. To create moments of pride for ourselves, we should multiply meaningful milestones—reframing a long journey so that it features many “finish lines.” • The author Kamb planned ways to “level up”—for instance “Learn how to play ‘Concerning Hobbits’ from The Fellowship of the Ring”—toward his long-term goal of mastering the fiddle.

Accomplishing the maximum impact on student learning depends on teams of teachers working together, with excellent leaders or coaches, agreeing on worthwhile outcomes, setting high expectations, knowing the students’ starting and desired success in learning, seeking evidence continually about their impact on all students, modifying their teaching in light of this evaluation, and joining in the success of truly making a difference to student outcomes.

Feedback works well when it provides useful information that can guide future learning. If feedback tells you what you’re doing wrong or how to fix it, it can be a potent tool. But feedback often backfires when it is aimed at a person’s ego. Praise, a common type of feedback that teachers often use (and students enjoy), is usually harmful to further learning. When feedback steers into evaluations of you as an individual (e.g., “You’re so smart!” or “You’re lazy”), it usually has a negative impact on learning. Further, even feedback that includes useful information needs to be correctly processed as a motivator and tool for learning.

Cultural artifacts like clothing, music, or speech are aspects of indigenous culture that are generally not considered by teachers to be related to education, but are one of the first things a teacher identifies when interacting with neoindigenous students. The wrong clothing or speech will get neoindigenous students labeled as unwilling to learn and directly impact their academic lives much in the way that it affects the indigenous. For example, if one were to ask the average person in the United States, Australia, or New Zealand to describe the indigenous peoples in their respective countries, the responses would probably be very similar, and include exoticized references to scanty clothing, “odd” living arrangements, “strange” speech, “weird” customs, and “primitive” art and music.

The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of

How do you build peaks? You create a positive moment with elements of elevation, insight, pride, and/ or connection. We’ll explore those final three elements later, but for now, let’s focus on elevation. To elevate a moment, do three things: First, boost sensory appeal. Second, raise the stakes. Third, break the script. (Breaking the script means to violate expectations about an experience—the next chapter is devoted to the concept.) Moments of elevation need not have all three elements but most have at least two. Boosting sensory appeal is about “turning up the volume” on reality. Things look better or taste better or sound better or feel better than they usually do. Weddings have flowers and food and music and dancing. (And they need not be superexpensive—see the footnote for more.IV) The Popsicle Hotline offers sweet treats delivered on silver trays by white-gloved waiters. The Trial of Human Nature is conducted in a real courtroom. It’s amazing how many times people actually wear different clothes to peak events: graduation robes and wedding dresses and home-team colors. At Hillsdale High, the lawyers wore suits and the witnesses came in costume. A peak means something special is happening; it should look different. To raise the stakes is to add an element of productive pressure: a competition, a game, a performance, a deadline, a public commitment. Consider the pregame jitters at a basketball game, or the sweaty-hands thrill of taking the stage at Signing Day, or the pressure of the oral defense at Hillsdale High’s Senior Exhibition. Remember how the teacher Susan Bedford said that, in designing the Trial, she and Greg Jouriles were deliberately trying to “up the ante” for their students. They made their students conduct the Trial in front of a jury that included the principal and varsity quarterback. That’s pressure. One simple diagnostic to gauge whether you’ve transcended the ordinary is if people feel the need to pull out their cameras. If they take pictures, it must be a special occasion. (Not counting the selfie addict, who thinks his face is a special occasion.) Our instinct to capture a moment says: I want to remember this. That’s a moment of elevation.

Kathy’s teachers view her as a good student who always does her homework but rarely participates in class. Her close friends see her as a loyal and trustworthy person who is a lot of fun once you get to know her. The other students in school think she is shy and very quiet. None of them realize how much Kathy struggles with everyday life. When teachers call on her in class, her heart races, her face gets red and hot, and she forgets what she wants to say. Kathy believes that people think she is stupid and inadequate. She imagines that classmates and teachers talk behind her back about the silly things she says. She makes excuses not to go to social events because she is terrified she will do something awkward. Staying home while her friends are out having a good time also upsets her. “Why can’t I just act like other people?” she often thinks. Although Kathy feels isolated, she has a very common problem--social anxiety. Literally millions of people are so affected by self-consciousness that they have difficulties in social situations. For some, the anxiety occurs during very specific events, such as giving a speech or eating in public. For others, like Kathy, social anxiety is part of everyday life. Unfortunately, social anxiety is not an easily diagnosed condition. Instead, it is often viewed as the far edge of a continuum of behaviors and feelings that occur during social situations. Although you may not have as much difficulty as Kathy, shyness may still be causing you distress, affecting your relationships, or making you act in ways with which you are not happy. If this is the case, you will benefit from the advice and techniques provided in this book. The good news is that it is possible to change your thinking and behavior. However, there are no easy solutions. It takes strong motivation and time to overcome social anxiety. It might even be necessary to see a professional therapist or take medication. Eventually, becoming free of your anxiety will make the hard work well worth the effort. This book will help you understand social anxiety and the impact it can have on your life, now and in the future. You will find out how the disorder is diagnosed, you will receive information on professional guidance, and you will learn ways to cope with and manage the symptoms. Becoming an extroverted person is probably unlikely, but you can become more confident in social situations and increase your self-esteem.

single or index variables. As an example, consider the dependent variable “high school violence,” discussed in Chapter 2. We ask: “What are the most important, distinct factors affecting or causing high school violence?” Some plausible factors are (1) student access to weapons, (2) student isolation from others, (3) peer groups that are prone to violence, (4) lack of enforcement of school nonviolence policies, (5) participation in anger management programs, and (6) familiarity with warning signals (among teachers and staff). Perhaps you can think of other factors. Then, following the strategies discussed in Chapter 3—conceptualization, operationalization, and index variable construction—we use either single variables or index measures as independent variables to measure each of these factors. This approach provides for the inclusion of programs or policies as independent variables, as well as variables that measure salient rival hypotheses. The strategy of full model specification requires that analysts not overlook important factors. Thus, analysts do well to carefully justify their model and to consult past studies and interview those who have direct experience with, or other opinions about, the research subject. Doing so might lead analysts to include additional variables, such as the socioeconomic status of students’ parents. Then, after a fully specified model has been identified, analysts often include additional variables of interest. These may be variables of lesser relevance, speculative consequences, or variables that analysts want to test for their lack of impact, such as rival hypotheses. Demographic variables, such as the age of students, might be added. When additional variables are included, analysts should identify which independent variables constitute the nomothetic explanation, and which serve some other purpose. Remember, all variables included in models must be theoretically justified. Analysts must argue how each variable could plausibly affect their dependent variable. The second part of “all of the variables that affect the dependent variable” acknowledges all of the other variables that are not identified (or included) in the model. They are omitted; these variables are not among “the most important factors” that affect the dependent variable. The cumulative effect of these other variables is, by definition, contained in the error term, described later in this chapter. The assumption of full model specification is that these other variables are justifiably omitted only when their cumulative effect on the dependent variable is zero. This approach is plausible because each of these many unknown variables may have a different magnitude, thus making it possible that their effects cancel each other out. The argument, quite clearly, is not that each of these other factors has no impact on the dependent variable—but only that their cumulative effect is zero. The validity of multiple regression models centers on examining the behavior of the error term in this regard. If the cumulative effect of all the other variables is not zero, then additional independent variables may have to be considered. The specification of the multiple regression model is as follows:

WHAT MAKES A GOOD TEACHERS – As a Student and Teacher I realised Teaching continues to undefinable profession which has a great impact on many of people, our students they are more honest not prejudiced against any one, I was interacting with many of my students they say they do not remember what really we taught with seriousness that at the end of the day, it’s not about the lesson plan. It’s not about the fancy stuff, colourful Power points we teachers make — the crafts we do, the stories we read, the papers we value. No, that’s not really it. That’s not what matters most.. They won’t remember how organized your bulletin boards are. How straight and neat are the desk rows. Certainly they remember our selfless actions As Medical teachers we can contribute best of empathy to suffering of humanity. Our kindness. Our empathy our care and concern. They’ll remember that you took the time to listen to their problems. If we look with wisdom never forget our Students are the future care takers of the Profession, when they say Good bye when leaving the department or college I say Be KIND TO SOME ONE EVERY DAY THAT IS WHAT OUR TEACHERS TOLD AND I AM PROUD TO LIVE IN THE SYSTEM WITH MANY TURBULANCES. BE ATEACHER TO LIFE JUST NOT YOUR SPECALITY? Dr.T.V.Rao MD

A teacher affects eternity; he can never tell where his influence stops.” There are no means available to measure the intellectual impact and the far-reaching effects of his influence on the minds of his students. For this reason it is impossible to give Dr. Quigley recognition commensurate with his value to thousands of Georgetown students since his arrival here from Harvard in the Fall of 1941.

If teachers systematically examine their professional practice and their impact on student achievement, the results of such reflective analysis will finally transform educational accountability from a destructive and unedifying mess to a constructive and transformative force in education. (Reeves, 2004, p. 6)

Program Evaluation and Educational Research (PEER) Associates, they created the Place-based Education Evaluation Collaborative (PEEC). Findings about student achievement are still preliminary, but PEEC’s work regarding other impacts of place-based education on students and teachers reiterates much that has surfaced from earlier studies about the positive effect that situating learning in authentic contexts can have on student motivation and involvement.

Finding Three: Boys Are Relational Learners Perhaps the most revealing and promising finding in our study was one that appeared without our seeking it. We had asked both boys and teachers not to discuss, mention, or name individual persons when they recounted an especially effective scholastic experience. And not a single teacher named or even profiled an individual student. By contrast, almost all of the boys named or profiled teachers. In many cases, boys veered away from discussing the nature of the lesson into deeply feeling responses to the impact a specific teacher had made. There was no single quality or even pattern of qualities singled out in the boys’ responses; they appreciated especially attentive and nurturing teachers in equal measure with daunting taskmasters who displayed an impressive command of their subjects. They celebrated teachers who found ways to be genuinely funny, as well as teachers who freely disclosed their own personal experiences and struggles. Common to all of the accounts in this chorus of praise and appreciation from students was a sense that the teacher in question had somehow seen and known the writer as a distinctive individual. Especially touching were the boys who identified themselves as frustrated and unsuccessful in their studies but experienced a transformation in understanding and motivation as a result of a teacher’s reaching out to him.

Planning can be done in many ways, but the most powerful is when teachers work together to develop plans, develop common understandings of what is worth teaching, collaborate on understanding their beliefs of challenge and progress, and work together to evaluate the impact of their planning on student outcomes.

does it work for all of the students? Perhaps many of the various methods work reasonably well for above-average students (they are going to learn despite our efforts), but the quality of instruction is most paramount for those below average (and whatever method works for these students often also works best for above-average students).

They were divided into four categories that are described below along with examples of the motivational behaviours included within each. 1     Teacher discourse: arousing curiosity or attention, promoting autonomy, stating communicative purpose/utility of activity 2     Participation structure: group work/pair work 3     Activity design: individual competition, team competition, intellectual challenge, tangible task product 4     Encouraging positive retrospective self-evaluation and activity design: effective praise, elicitation of self/peer correction session, class applause. In each lesson, the learners’ motivation was measured in terms of their level of engagement. The proportion of students who paid attention, who actively participated, and who eagerly volunteered during activities was calculated. A three-level scale was used to measure engagement in each observed lesson: very low (a few students), low (one third to two thirds of the students) and high (more than two thirds of the students). Learners also completed a questionnaire about their motivation levels specifically related to their EFL class. The researchers found significant positive correlations between the teachers’ motivational practices, the learners’ engagement behaviours, and the learners’ self-reports on the questionnaire. The researchers acknowledge that correlation results do not indicate cause–effect relationships. Nevertheless, the findings are important because this is the first study to provide ‘any empirical evidence concerning the concrete, classroom-specific impact of language teachers’ motivational strategies’ (Guilloteaux and Dörnyei 2008: 72).

Sitting through a classroom lecture is painful for most people most of the time. We all know this, yet so many deny it or view it as a personal failing. When human beings are required to sit and listen, we squirm. We watch the clock tick slowly. Minutes can seem like hours. We escape into our own head. We invent activities to either occupy or numb ourselves. The most talented classroom sitters create micro-tasks to busy their hands and the other 80 percent of their minds. The pain is cumulative. The first hour of lecture in a day is bearable. The second is hard. The third is white-hot excruciating. The highly engaging presenter who periodically arises in the classroom does little to soften the physiological impact of the subsequent dull one. This reality goes beyond a power thing, or even an interest thing, or a quality of the teacher thing. Even when corporate leaders and heads of state attend highly relevant daylong events at which they listen to the highest-tier speakers, they are suppressing their own body ticks 90 minutes into the lecture. The lunch break becomes an oasis. Students are psychologically ravished daily by this onslaught. And it is costly on all involved—teachers, administrators, parents, siblings. Although this recommendation subverts most industrial business and logistics models, 2 non-adjacent hours of lecture a day should be the greatest number for any institution or program. And the most successful will have even less than that. This requires an alternative approach.

Learning planning Once goals have been set, we need to focus our attention on the means of achieving them. We must align the two or three hours’ a week class time with the students’ personal goals as much as possible, of course, but not to the detriment of the 100 plus remaining hours of waking time which could potentially be directed towards practising English. As teachers, then, we need to think about learning planning, not just lesson planning. By dedicating just 2 or 3 per cent more waking time to English, students can effectively double their English language life! Any impact this has will be far greater than just having a successful lesson. So what can teachers do to help make this happen? With just a few sessions devoted to learning planning early on in a course of study, followed up with occasional check-ups, students can set off on a path to much greater success than relying on the lessons alone. Lesson time well spent!

We can shift a student's focus from the anxiety of proving ability in the face of negative stereotypes to the confidence of improving with effort despite the negative stereotypes. Embracing a theory of intelligence as something that can develop—that can be expanded through effective effort—is something all of us can do to reduce the impact of stereotype threat and increase achievement in all of our students.

Rather than lambaste the students for these practices, I pointed a scolding finger directly at the faculty, myself included. I suggested that if we, as teachers, strive to accomplish just that purpose—to teach—then end-loading exams in the final days of the semester was an asinine decision. It forced a behaviour in our students—short sleeping or pulling all-nighters leading up to the exam—that was in direct opposition to the goals of nurturing young scholarly minds. I argued that logic, backed by scientific fact, must prevail, and that it was long past the time for us to rethink our evaluation methods, their contra-educational impact, and the unhealthy behaviour it coerced from our students.

In a fifth-grade unit on Westward Expansion, for example, teachers aren’t supposed to tell kids, “The question we’re going to write about today is how the opening of the Erie Canal in 1825 led to settlers moving west.” Instead, they’re advised to say, “Historians write about relationships between events because the past will always have an impact on what unfolds in the future.” Students are encouraged to consider generalities like “what historians might care about that is special to history.” It’s difficult enough for many kids to understand Westward Expansion without also having to think about what historians “might care about”—a directive that is so broad as to be almost meaningless.

In the years since April 20, 1999, when the Columbine killers, Eric Harris and Dylan Klebold, murdered twelve of their classmates and one teacher, the country has been plagued by a string of these enormities, among them the massacres at Virginia Tech in Blacksburg and at Marjory Stoneman Douglas High School in Parkland, Florida (which claimed thirty-two and seventeen lives, respectively). Though there is no gauging the relative awfulness of these crimes, the December 14, 2012, massacre at Sandy Hook Elementary School in Newtown, Connecticut, was particularly devastating, largely because of the age of the victims: twenty first-grade students (along with six adult staff members) were shot to death by Adam Lanza, a profoundly disturbed twenty-year-old misfit with a generalized abhorrence of humankind, an obsession with serial murder, and a gun-loving mother who encouraged his interest in high-powered weaponry (and was the first to die at his hands). The impact of this horror on the country at large was summed up in the next day’s New York Times: “Nation reels after gunman massacres 20 children at school in Connecticut.

First, we acknowledge the realities of inequity that impact students in and out of school. It could be acknowledging that students of color have historically been treated differently at school. Or it can mean that their culturally different ways of learning are often mistaken for intellectual deficits. Often in an effort to be color-blind, some teachers downplay or trivialize subtle but persistent microaggressions directed at culturally and linguistically diverse students on a daily basis. For students, these situations cause stress and emotional pain. As an ally, we have to let them know they are not crazy. Inequity is real.

While her purpose may have been the raising of awareness, the true impact came not from particular content or action, but the realization of where such waves were coming from. Effort is contagious, lowering the bar below [also] raises the bar above. Those who are perceived as weak thus have a higher potential than others. "If a little' X can do it, what then is the excuse of the Y?" Change very rarely come on its own, there is often causality or invisible hands. Those with great power need to recognize that truly they also have a great responsibility. Good vibrations are rarely spread on their own accord.

The concrete experience stage of Kolb’s experiential learning cycle plays a predominant role in didactic approach, as learners are expected to hurriedly absorb information into their heads through sensory cortex, mostly by auditory means. There will be less time, if at all, expended on reflective observation and abstract conceptualisation stages. All the learners are expected to commit the information divulged to memory in an identical manner promoting conformity ahead of creativity (Kaufman & Gregoire, 2016); there will be no encouragement for unique, personalised knowledge creation internally in the head of the learner. Further, the teacher demonstrates an authoritative role, resembling knowing everything (as an omnipotent god) and attempting to fill the empty heads of students with something disregarding the notions of social-emotional learning altogether. Didactic teaching-learning environments have a negative impact more specifically on visual-spatial or creative/gifted learners, firstly because they usually resist authoritarianism, possibly due to their higher sensitivity levels, and secondly because they tend to grasp knowledge slowly in a deeper sense via reflective observation and abstract conceptualisation phases; visual-spatial learners will be more relaxed and emotionally stable in a nonauthoritative environment with an appropriate pace of presentation that would help them to think/reflect/conceptualise in pictures and objects than pure auditory means.

Teachers have a significant impact on the academic achievement and life outcomes of their students. Research by Stanford University economist Eric Hanushek shows that one year with a very effective teacher can increase a student’s lifetime earnings by $50,000, and that replacing the bottom 5 percent of teachers with average ones could raise the U.S.A.’s GDP by $100 trillion over eighty years.

For example, one of the more profound findings that has driven me as a father is the claim of Levin, Belfield, Muennig, and Rouse (2006) that the best predictor of health, wealth, and happiness in later life is not school achievement, but the number of years in schooling. Retaining students in learning is a highly desirable outcome of schooling, and because many students make decisions about staying in schooling between the ages of 11 and 15, this means that the school and learning experience at these ages must be productive, challenging, and engaging to ensure the best chance possible that students will stay in school. Levin

impact of meeting a personality so developed can be enough to change another’s whole way of life. But in the end it is not the extraordinariness of the teacher which perplexes, intrigues, and deepens the student, it is the teacher’s utter ordinariness. Because he is just himself, he is a mirror for his students. When we are with him we feel our own strengths and shortcomings without any sense of praise or criticism from him. In his presence we see our original face, and the extraordinariness we see is only our own true nature. When we learn to let our own nature free, the boundaries between master and student disappear in a deep flow of being and joy in the unfolding of Buddha mind.

If you lose people in one section, they might not see or hear anything else that you have to say. Even if you’re giving a speech, and have a captive audience, losing people in one section is still the last thing you want. There’s no guarantee their attention will return once your explanation returns to form. Or if you’re a teacher and your explanation loses the attention of some students, that can quickly lead to all the kids getting restless. The best explanations connect each section, part by part. But if one link in the chain underperforms, that can impact the whole thing.

Savannah Sugg stands out as a grad student at Middle Tennessee State University, driven by her passion for sports. Excelling academically and as a dedicated volleyball coach and substitute teacher, her multifaceted profile reflects a fearless pursuit of her dreams and a commitment to impact others positively.

Beyond the application process, various external factors can impact school enrolment, ranging from demographic shifts to competitive pressures in the local education landscape.

Staff turnover, though often overlooked, can have a profound impact on school enrolment, signaling potential instability and affecting perceptions of educational quality.

Thomas Esser, hailing from Jersey City, NJ, is not just a teacher but also a passionate sports advocate. With a teaching career spanning over three decades, he's left a lasting impact on countless students. Off the field, Thomas is a sports enthusiast who plays and coaches various sports and actively contributes to charity organizations.

The success of a school hinges on effective business planning, which lays the groundwork for innovation, sustainability, and positive impact on students' lives.

After the initial, unavoidably chaotic lockdown period in the spring of 2020, we should have paid more attention to the toll of online learning: the terrible equity impacts on lower-income families who didn’t have the tech; the way it left out many students with developmental disabilities who needed in-person supports; the way it made it impossible for single parents to work outside the home and often inside it, with devastating effects for mothers in particular; the mental health impacts that social isolation was having on countless young people. The solution was not to fling open school doors where the virus was still surging and before vaccines had been rolled out. But where were the more spacious discussions about how to reimagine public schools so that they could be safer despite the virus—with smaller classrooms, more teachers and teacher’s aides, better ventilation, and more outdoor learning? We knew early on that teens and young adults were facing a mental health crisis amid the lockdowns—so why didn’t we invest in outdoor conservation and recreation programs that could have pried them away from their screens, put them in communities of other young people, generated meaningful work for our ailing planet, and lifted their spirits all at the same time?

A student's motivation is a powerful force that impacts his actions, abilities, and achievements. It creates willpower and induces specific behaviours. For a teacher, knowing how a student's motivation affects his behaviour and reasoning is vital for fostering positive development and academic success.

For instance, if you believe that actions can have an impact on future rebirths, your calculations will be very dierent from what they would be if you believed that actions gave no results, or gave results that went no further than this lifetime. In giving clear answers to these larger questions, the Dhamma oers much more than a guide to the present. It explains how to recognize past mistakes so that you can learn from them, and how to plan for a satisfactory future. In providing this framework, the Dhamma gives you standards for deciding which kinds of actions will be skillful and which ones won’t. As the Buddha said, the primary duty of any responsible teacher is to provide a student both with the confidence that there are such things as skillful and unskillful actions, and with standards for recognizing, in any given situation, which is which. Any interpretation of the Dhamma that neglects this framework—or treats the issue of what happens at death as a mystery—counts as irresponsible.

What valuable, transferable twenty-first century skills might music instruction instill in students, regardless of career path?

Beyond jobs, what life aptitudes should music instruction nurture? How can it help solve challenges that face students and their communities both today and tomorrow?

A strong start sets the stage for meaningful learning and powerful impacts. Teachers need to be mindful of the place their students are in the learning cycle. Surface learning sets the necessary foundation for the deepening knowledge and transfer that will come later. But there’s the caveat: teaching for transfer must occur. Too often, learning ends at the surface level, as up to 90% of instructional time is devoted to conveying facts and procedures (Hattie, 2012). Bu the challenge is this: we can’t overcorrect in the other direction, bypassing foundational knowledge in favor of critical and analytic thinking. Students need and deserve to be introduced to new knowledge and skills thoughtfully and with a great deal of expertise on the part of the teacher. And teachers need to recognize the signs that it is time to move forward from the surface acquisition and surface consolidation period.

There is no doubt that great teaching and great teachers have a significant impact on students and their long-term association with school and with learning.

The debate is taking place on those extremes: either we cannot expect teachers to make a dent with poor kids, or poverty doesn’t matter. That’s not how the vast majority of Americans see the situation, though. And it’s certainly not how I view it. Having been a teacher in a low-performing urban school, I know firsthand how difficult it is to teach students who face a multitude of challenges before they even set foot in the schoolhouse door. These challenges are real and severe and have dire consequences. I don’t believe that educators and schools can fix all of society’s ills. That said, I do believe that schools and teachers can make a tremendous difference in the lives of kids who face these challenges every day. Do our children face significant obstacles that impact their ability to learn? Absolutely. Can we, as educators, still make an enormous difference in their lives, if we’re doing our jobs well? Absolutely. Those are not two mutually exclusive notions.

Sincere students find sincere teachers, and sincere teachers find sincere students. The two go together like a box and its lid. (p. 108)

...only in the late 1100s and 1200s did scholars in Sicily and Spain translate Aristotle's greatest philosophical and scientific texts. These translations had an impact reminiscent of those science fiction stories in which the world suddenly encounters a civilization far in advance of its own. Aristotle had systematically answered the widest range of questions on everything from ethics to physics to biology. Students flocked to the universities advertising that they taught Aristotle. For Christian theologians, all of this posed at least two problems. First, the whole Augustinian tradition had taught that faith provided the standpoint from which one could understand the world correctly. Since Aristotle had not been a Christian, how had he managed to understand so much? Second, most theologians had drawn on the idea, going back to Aristotle's teacher Plato, that the road to knowledge involves turning away from the senses and looking inward to the truths of the soul. Aristotle, on the other hand, taught that all knowledge begins with sense observation.

In April 2012, The New York Times published a heart-wrenching essay by Claire Needell Hollander, a middle school English teacher in the New York City public schools. Under the headline “Teach the Books, Touch the Heart,” she began with an anecdote about teaching John Steinbeck’s Of Mice and Men. As her class read the end together out loud in class, her “toughest boy,” she wrote, “wept a little, and so did I.” A girl in the class edged out of her chair to get a closer look and asked Hollander if she was crying. “I am,” she said, “and the funny thing is I’ve read it many times.” Hollander, a reading enrichment teacher, shaped her lessons around robust literature—her classes met in small groups and talked informally about what they had read. Her students did not “read from the expected perspective,” as she described it. They concluded (not unreasonably) that Holden Caulfield “was a punk, unfairly dismissive of parents who had given him every advantage.” One student read Lady Macbeth’s soliloquies as raps. Another, having been inspired by Of Mice and Men, went on to read The Grapes of Wrath on his own and told Hollander how amazed he was that “all these people hate each other, and they’re all white.” She knew that these classes were enhancing her students’ reading levels, their understanding of the world, their souls. But she had to stop offering them to all but her highest-achieving eighth-graders. Everyone else had to take instruction specifically targeted to boost their standardized test scores. Hollander felt she had no choice. Reading scores on standardized tests in her school had gone up in the years she maintained her reading group, but not consistently enough. “Until recently, given the students’ enthusiasm for the reading groups, I was able to play down that data,” she wrote. “But last year, for the first time since I can remember, our test scores declined in relation to comparable schools in the city. Because I play a leadership role in the English department, I felt increased pressure to bring this year’s scores up. All the teachers are increasing their number of test-preparation sessions and practice tests, so I have done the same, cutting two of my three classic book groups and replacing them with a test preparation tutorial program.” Instead of Steinbeck and Shakespeare, her students read “watered-down news articles or biographies, bastardized novels, memos or brochures.” They studied vocabulary words, drilled on how to write sentences, and practiced taking multiple-choice tests. The overall impact of such instruction, Hollander said, is to “bleed our English classes dry.” So

One part of the study looked specifically at the impact on students involved in theater. Between ninth and twelfth grades, their reading levels increased at a rate of 20 percent more than a cohort of similar students—as measured by academic ability and socioeconomics—who were not getting arts education. The authors theorized that the theater students benefited by spending time “reading and learning lines as actors, and possibly reading to carry out research about characters and their settings.” In 2011, the President’s Committee

Dear Teachers, I hope your school year is going pretty well. I hope your classes are not causing you too much trouble and your families are doing well. You might be wondering why you are tagged to this post and what this is all about. It’s Teachers’ Day, the day for being thankful to our teachers. Some of you I had over a decade ago, some of you might not even remember who the heck I am. But if you’re reading this, this is my way of officially thanking you. For what? Let me explain. To the ones who made me love learning as a whole – If you are an elementary school teacher, this goes out to you. You are the reason I am where I am today. If it weren’t for your hard work and dedication to teaching me and every other student what you know, my future would not be as bright as it is now. I chose to go to college because somewhere along the line, you taught me that education is important and I have to strive to help others by educating myself. This is not always easy, but you helped me understand that willingness to learn is one of the most important aspects of a person. For that, I am forever grateful for you and everything you have done for me and so many others. To the ones who helped me find my passions– Writing, training, and helping people are what I love. No matter what I have been through in my life, everything goes back to the fact that in the future, I want to help people and I want to change the world. Writing and creating training programs are what make that happen. It made me realize that in the future, I don’t just want a shiny car, big bungalow, and other material items. I want something that sticks with people for all time – and what better way to do that than to become a writer and write for those who can't write for themselves? Shout out to those teachers who helped me find my passion, and maybe even made an effort to help me pursue it as well. To the ones who taught me more than the textbooks – you honestly saved me. You taught me that learning isn’t always about getting 100s on every test and being the perfect student. You helped me realize that a part of learning means making mistakes. You taught me that brushing yourself off, getting back up, and trying again is essential to get anywhere in this world. I grew up being the smart kid who never had to study and when the going got tough, I didn’t always know how to respond. You helped me with my problem solving skills and fixing things that needed fixing. This isn’t necessarily always talking about school, but life in general. You taught me that my value was not depicted by my score on a test, but rather who I was as a person. It is hard to put into words, but some of you honestly are the reason I am here today – succeeding in my first semester of college, off to university before I know it. Thank you so much. To the ones who didn’t know I could talk – I’m sorry I didn’t speak up more in your class. Many of you knew I had a lot to say, but knew I did not know how to say it or how to get the thoughts out. I promise you, even though you could not hear it, I am thankful for you - thankful that you did not force me out of my comfort zone. I know that may not sound like much, but when you have as much of a fear of speaking out as I do, that is such a big deal. Thank you for working with me and realizing that someone does not need to speak in order to have knowledge in their mind. Thank you for not basing my intelligence on my ability to present that information. It means a lot more than you will ever realize. To the ones who don’t know why you made this list – Congratulations. Somewhere along the way, you impacted me in a way I felt was worth acknowledging you for. Maybe you said something in class that resonated with me and changed my outlook on a situation, or life in general. Maybe you just asked me if I was okay after class one day. If you’re sitting there scratching your head, wondering how you changed my life, please just know you did.

means seeing how changes such as these fit into the big picture, too. Are all staff members and, indeed, students engaged in developing the vision and mission of the school? Do leaders constantly explain how specific changes or team tasks fit into this larger vision? Can teachers and students articulate that connection as well? When asked what kind of school they are involved with, will you get the same sort of answer from teachers, students, bus drivers, janitors, parents, and administrative assistants, as well as the principal?

What a child experiences between the ages of seven and ten will determine his actions as a teenager and an adult.” I thought this was crucial information for future elementary school teachers, and I found that it was not addressed in their education courses. “Killer in the Classroom” was the title of a presentation that I prepared for the future elementary school teachers. The title got their attention, and the prisoners’ stories kept them riveted for the full hour. While none of these prisoners placed blame on their teachers for turning them into criminals, all of them had advice for how a teacher could spot a troubled child in her classroom and how to reach out to him. They also pointed out some of the ways in which even well-intentioned actions could backfire. Jon related his experiences as a boy who, because his father’s job required frequent transfers, was often the new kid in school. He admitted to engaging in some juvenile mischief, but nothing requiring the harsh treatment he received. One teacher, having heard of his reputation as a troublemaker, singled him out at the start of the school year—literally, singled him out. She made him spend the semester behind a partition in the back of the room, separated from the rest of the students. Over time, that led to his rejection of the teacher, of his schoolwork, of school. That led to the streets, to drugs, to violence. Jon connected the dots by concluding, “Stick me behind a partition, and I grow up and kill someone.” My end-of-semester surveys always showed this presentation to be the most impactful moment of the semester. It was a lesson that I knew my students would remember when they started working with little Larrys, Dustins, and Patricks. And I

Collaborative professionalism is about how teachers and other educators transform teaching and learning together to work with all students to develop fulfilling lives of meaning, purpose, and success.