What do awards actually do for student performance? Is there a benchmark for an approach to recognition, plaques, awards overall? What is the goal for having those awards?
01:31 Christina’s perspective on awards as a student 
02:52 Christina’s perspective on awards as a teacher
03:45 Nick’s perspective on awards
04:29 The Risks of Reward By Alfie Kohn 
Good values have to be grown from the inside out.
04:45 Extrinsic and intrinsic motivation 
06:07 Honoring and celebrating student achievement
07:06 How do you keep the fun and at the same time keep the value [of awards]?
09:11 Awards need to be rooted in goals, and need to be underlined by an overall classroom culture.
10:09 What teachers can do to make awards meaningful
How do you view school awards? Talk to us on Twitter: @HighlanderInst
 


BEP033 – What is the Value of Awards in School?

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Here are our general observations, a review of where the sentiment is and productivity is, almost a year after Covid19 hit.
02:05 Our hopes
03:06 Teachers are still being very reactive, day to day based on COVID cases coming in and out
04:26 Thinking about our first graders and their teachers
06:10 Administrators putting out even weirder fires 
08:01 Teacher confidence – getting teachers comfortable to be in the classroom and bring their best for kids
09:17 

 
 
 
 
 
 
 
 
Source: TeacherGoals
11:00 If we are saying that it is this urgent, then let’s prove it with money and our thanks and our time.
12:50 Do good teaching. Think back to what you know is best practice and do that. And that way, whatever you plan will translate back into your school day.
 


BEP078 – Post-Covid Year in Review

Why do we pull data and set goals around sub-groups in a school when we have a goal that’s hoping to meet the needs of all students?
 
02:00 Schools setting goals based on data on student academic success
03:00 Schools also set goals based on specific subgroups 
03:30 Trying to understand where some of the goals developed for subgroups came from
04:30  You look into the data, you see some gaps, you want to target success in those specific areas. And then you set those sub-goals based on where those gaps are. 
05:38 When we ignore the data indicating that certain subgroups are in crisis, we’re also ignoring their experience. 
07:00 How are we gathering as a community around these needy kids? 
08;36 Where is your focus when there are subpopulations and sub-goals
09:50 Personalized learning comes in to meet the students at their individual needs
10:50  If you plan for your neediest students, everyone’s going to benefit.
13:30 We need to plan from the student up, not the teacher down. 
 


BEP077 – Designing Equity-Based Goals

What is the impact on relationships that this remote virtual learning world has put on teachers, parents, students, and staff?
02:00 Why this episode
03:00  Building rapport and building relationships
03:19 Transactional relationships
03:45 You don’t have those water cooler moments anymore
04:17 How do you build trust?
05:00 Strategy cycles at Whiteknact Elementary, with principal Laurie Marchand 
06:00 “The reason I build rapport with my students is so that they feel safe.”
06:30 We need to continue to make connections and build rapport because we don’t have those in-between moments anymore.
06:53 Why do we default into existing, comfortable relationships?  It’s because we haven’t been able to build trust.
09:42 What are the great work that teachers are doing to build rapport?
 

 

BEP076 – Post-Covid Impact on Relationships in Schools

What can potentially engage students virtually?
Here are different tactics to lessen the load on the emotional exhaustion that happens from running a virtual classroom all day, and to increase student engagement. 
04:49 Flipped model for learning
09:01 Having an agenda or checklist
10:46 Pick sticks
13:05 Waterfall response
 


BEP075 – Musings on Student Engagement 2.0

We talk about stamina as it pertains to distance learning from the student and teacher perspective, and the challenge of student engagement.
01:32 Three  buckets of stamina:

* from the lens of a teacher
* from a first grader doing distance learning
* from an older learner, an adolescent ninth-grade student

04:31 Everybody is trying to get some sort of sense of belonging, some sort of sense of connection, but at the same time, you have this cognitive dissonance
05:38 Is this a muscle that we just have to exercise over the next month or is this something that we’re going to be really working for the next year?
07:22 One of the things that’s connected to stamina is engagement. How are we keeping kids engaged as their stamina ends? And as my stamina, as a teacher, kind of ebbs? … What can I do about it?
08:15 Action steps on how to focus on improving virtual stamina
 


BEP033 – What is the Value of Awards in School?

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