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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Reading With Meaning, 75–76
real making it, 114–21 reality(ies) anxieties vs., 177 “real-world” setting for learning, 150–57 Recess: Its Role in Education and Development, 10 “recess activators,” 19, 25 recharge after school in well-being, 26–32 recruit welfare team in cultivating sense of connectedness in classrooms, 57–61 relaxed learning, 47–48 research-based masters-degree programs, xv responsibility(ies) accountability vs., 122 assessment-related, 125 demand, 121–27 of Finnish children, 122 gradual release of, 94 professional, 121 responsive classroom, 131 Ressu Comprehensive School, xviii Rhea, D., 12 rhymäyttäminen, 68 Richardson, W., 145 rigidity in classroom instruction, 136 ruokarauja, 48 safety, 47 Sage Publications, 41 Sahlberg, P., xi, 116, 129, 130, 159–60 saunarauha, 48 scarcity-minded approach to teaching, 168–70 Schleicher, A., 143 school(s) democracy in, 109 highest performing, 129–30 private, xiv recharge after, 26–32 school boards in American education decision making, 116 school grounds greening of, 46 as habitat, 45–46 school homework policy, 31–32 schooling comprehensive, xiv–xv school leaders, xvi Schulte, B., 13–14, 187 self-directed learners, 93 sense of calm, 47 Seppälä, E., 7–8 sew learning how to, 119–20 Shirley, D., 179 simplified learning space, 32–38 simplify space in well-being, 32–38 sisu, 175–76 sitting prolonged, 16 suggestions for reducing amount of time students are, 24–26 sixth graders teaming up with first graders, 86–89 slower pace, 4 space simplification of, 32–38 special education structure for, xvi spirit of inclusiveness, xv Springsteen, B., 149 standardized test scores happiness in boosting, 188–89 Stanford University, 7 start with freedom in autonomy building, 94–98 status of teachers, 121–22 stimuli reduce external, 34 stress of American teachers, 124–25 stress-free learning, 47–48 student(s) American see American students circle of, 63 feedback to, 152 greeting by name at door, 62–63 opportunities to impact classroom, 93 plan with your, 108–14 playing with, 66–71 teachers eating lunch with, 63–64 student interests curriculum connection with, 106–8 Student Welfare Team, xvi, 59–61 student well-being happiness in, 188–89 student work displaying, 33–36 success happiness as precursor to, 8 Sudbury Valley School, 109–10 superiority flow vs., 171–72 talk(s) book, 74–76 Tammelin, T., 18 teacher(s) American see American teachers better-trained, xv eating lunch with students, 63–64 experience of belonging by, 57–61 Finland’s trust of, 122–23 KiVa, 84 leaving profession, xxiii loneliness of, 58, 60 looking for casual, “natural” ways of working with fellow teachers, 180–81 master, 169 pacing themselves, 29–30 recharging for, 26–32, 185–88 remaining with group of children for more than one school year, 61–62 status of, 121–22 trust of Finnish vs. American, 121–22 vacate on vacation, 185–88 teacher education, xv teaching abundance-oriented approach to, 169–89 see also abundance-oriented approach to teaching belonging in, 58–59 as lonely job, 58, 60 models of, 130–31 scarcity-minded approach to, 168–70 Teach Like a Champion 2.0, xxviii, 103–4 team building, 68 technology in developing mastery, 141–45 textbook(s) in developing mastery, 137–41 use of, 136 The Atlantic, 49, 53, 169 The First Days of School, 66 “the first step in a great lesson,” 103–4 The Happiness Track, 7–8 The New York Times, 36 theory of multiple intelligences, 45 The School and Society, 44–45 The Well-Balanced Teacher, 138–40 time spent in nature in well-being, 42–47 Tomlinson, C.A., 114 tough skin being obstinate vs., 175 described, 176 in fostering abundance-oriented worldview in teaching, 174–78 traditional testing, 157–58 tranquility in Finland’s Independence Day Celebration, 48 trust culture of, 124 of Finnish vs. American teachers, 121–23 professional, 121 tunnelma, 33 “turn-and-talk,” 48 “2014 United States Report Card on Physical Activity for Children and Youth,” 17 University of California, Riverside, 178 University of Minnesota, 10 University of Oregon, 48–49 University of Pennsylvania, 188 University of Texas at Austin McCombs School at, xxix University of Vaasa, 117 University of Virginia, 114 University of Washington Department of Computer Science and Engineering at, 41–42 University of Wisconsin, 49 university teaching programs, 122 U.S. National Academies of Science, Engineering, and Medicine on bullying, 83 vacate on vacation in fostering abundance-oriented worldview in teaching, 185–88 walk(s) active gallery, 22–24 Walker, J., xxi–xxiv Walker, M., 123 Walker, T., xviii, xix, 4 walking mindful, 54–55 wall space classroom, 32–38 welcome experts in fostering abundance-oriented worldview in teaching, 182–85 welcoming, low-stress learning environment fostering of, 69–70 welfare team in cultivating sense of connectedness in classrooms, 57–61 well-being, 3–55 academic achievement related to, 189 brain breaks in, 9–15 breathe fresh air in, 38–42 establishing permanent mechanisms in securing and enhancing, xv–xvi get into the wild in, 42–47 keep peace in, 47–55 learn on the move in, 15–26 pulsing in, 13–14 recharge after school in, 26–32 simplify space in, 32–38 strategies for promoting, 13–14 whole-group brain breaks, 13 window(s) open classroom, 38–42 Wong, H., 66 Wong, R., 66 woodworking classroom, 120 word identification home environment effects on, 49 workshop model with learning targets, 154–57 Worth, V., 76 Yolen, J., 76 Yrityskylä, 115–21. see also Me & MyCity program Download 1.64 Mb. 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