Teach Like Finland: 33 Simple Strategies for Joyful Classrooms pdfdrive com
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8 Teach Like Finland 33 Simple Strategies for Joyful Classrooms ( PDFDrive )
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Acknowledgments
ABOUT THREE YEARS AGO, I RECEIVED A BRIEF EMAIL from an editor named Deborah in New York City. (I was halfway through my first year of teaching in Helsinki and I was running a little blog called Taught by Finland.) Deborah wanted to know if I’d thought of writing a book. I hadn’t. I’m so grateful to Deborah Malmud for believing, from the very beginning, that I could write Teach Like Finland. Also, I’m thankful for the rest of the Norton team for their world-class assistance throughout this project. Additionally, I want to thank Pasi Sahlberg who, since my first year of teaching in Helsinki, has encouraged me to keep writing about Finnish education from an outsider’s perspective; I’m so glad he wrote this book’s foreword. Also, I’m grateful for my former colleagues and students at Ressu Comprehensive School, where I worked for two good years. In writing this book, I chatted with a handful of Finnish educators from other schools, and I’m thankful for their willingness to speak with me. Before teaching in Helsinki, I was mentored by several gifted American educators. Many thanks to Brian, Henry, Joanna, Kathy, Linda Lue, Lisa, Steven, and Tricia. Additionally, I want to express my gratitude for my wife Johanna and our children Misaiel and Adalia, whose love brings me a lot of joy. And lastly, I give my deepest thanks to God for his gracious provision. Index Page numbers listed correspond to the print edition of this book. You can use your device’s search function to locate particular terms in the text. abundance-oriented approach to teaching, 169–89 collaboration in, 178–82 don’t forget joy in, 188–89 seek flow in, 170–73 tough skin in, 174–78 vacate on vacation in, 185–88 welcome experts in, 182–85 academic achievement well-being and, 189 accolade(s) passions vs., 169–70 accountability fear-based, 122, 123 responsibility vs., 122 active gallery walk, 22–24 Adler, A., 188–89 American Psychological Association’s 122nd Annual Convention, 147 American students food insecurity among, 9 homelessness among, 9 push to succeed for, 6–7 American teachers leaving profession, xxiii microcredentials of, 169–70 neglect to leave sufficient time for recharging during summer, 185–88 stress of, 124–25 teaching approaches of, 168–70 anchor charts in creating calm learning environment, 50–51 Anderson, M., 138–40 Angelou, M., 76 Angry Birds, 106 anxiety(ies) realities vs., 177 approaches to life, 168–69 assessment(s) custom-made, 158–60 student responsibility related to, 125 Association of European Economics Education conference, 116 athletic retreat center Camp School at, 43 atmosphere calm, 47 attentiveness after fifteen-minute breaks, 11 autonomy, 91–127 coplanning in, 110–14 demand responsibility in, 121–27 leave margin in, 98–104 make it real in, 114–21 Me & MyCity program in, 115–21 offer choices in, 104–8 plan with your students in, 108–14 start with freedom in, 94–98 balance in creating calm learning environment, 51–52 Banana Tag, 19, 25 belonging, 57–89 banish bullying in, 82–88 buddy up system in, 86–89 celebrate learning in, 72–76 cultivating personal sense of, 61 eating lunch with students in, 63–64 greeting students by name in, 62–63 home visits in, 64–66 know each child in, 61–66 play with your students in, 66–71 pursue class dream in, 76–82 recruit welfare team in, 57–61 teachers’ need for, 57–61 in teaching, 58–59 better-trained teachers, xv between-school competition absence of, xiv binders notebooks vs., 126–27 bingo human, 70–71 Biztown, 116 book talks, 74–76 Boydston, I., 36 brain breaks. see also fifteen-minute breaks regular, 13 scheduling of, 9–15 ways of offering, 13–15 whole-group, 13 breathe fresh air in well-being, 38–42 Brookhart, S., 154–57 buddy up system in cultivating sense of connectedness in classrooms, 86–89 success of, 88 bullying banishing, 82–88 defined, 83 KiVa program against, 83–86 natural play spaces in reducing, 44 U.S. National Academies of Science, Engineering, and Medicine on, 83 burn out, 5–6 California High School Exit Examination, 160 calm sense of, 47 calm atmosphere, 47 calm learning environment, 47–55 anchor charts in, 50–51 mindfulness in, 52–55 noise meter in, 51 strike balance in, 51–52 calmness in Finnish schools, 33–34 calm spot, 15 Camp School, 43 at athletic retreat center, 43 benefits of, 77 as bonding experience, 77 as class dream, 76–82 fundraising for, 94–95 Carnegie Mellon University, 33 celebrate learning in cultivating sense of connectedness in classrooms, 72–76 challenge(s) journaling in dealing with, 176–78 chart(s) anchor, 50–51 KWL, 113–14 child(ren) freedom of, 122 know each, 61–66 responsibilities of, 122 choice(s) in autonomy building, 104–8 choice time qualities of, 14 class dream as bonding experience, 77 Camp School as, 76–82 in cultivating sense of connectedness in classrooms, 76–82 negotiating, 78–81 pursue, 76–82 classroom(s) home economics, 72–74, 120 mindfulness in, 52–55 opportunities for students to impact, 93 responsive, 131 simplicity of, 33–34 woodworking, 120 classroom environment ways to improve, 41 classroom instruction rigidity in, 136 classroom walls simplicity of, 32–38 students’ work displayed on, 33–36 uncluttered, 32–38 classroom windows open, 38–42 class time physical activity during, 21–22 coaching in developing mastery, 150–57 Coffeehouse Poetry Day, 75–76 collaboration defined, 181 in Finnish schools, 169 in fostering abundance-oriented worldview in teaching, 178–82 as necessity, 180 collaboration over coffee in fostering abundance-oriented worldview in teaching, 178–82 commercial curricula embracing, 137–41 competition between-school, xiv comprehensive schooling, xiv–xv confidence time in nature and, 44 connection(s) cultivating personal, 63 coplanning in autonomy building, 110–14 KWL charts in, 113–14 methods for, 113 “crutch(es)” limiting use of, 127 Csikszentmihalyi, M., 172 culture of trust, 124 curriculum balance in, xiv commercial, 137–41 students interests connected with, 106–8 custom-made assessments, 158–60 Davis, L.C., 53 demand responsibility in autonomy building, 121–27 democracy in school, 109 Department of Computer Science and Engineering at University of Washington, 41–42 Dewey, J., 44–45 differentiated instruction, 114, 130–31 digital skills OECD on, 143 |
