By Jennifer Davis Bowman Ed.D. • Apr 1st, 2015
I know that we always hear about how “I can’t” stunts the growth mindset and all, but maybe we’re thinking about this all wrong. Does it really have to be the end of the world when we hear our students say “I can’t"? I wanted to find out. This is what I found. Below are 6 examples when it is okay for students to say "I can’t.”
By Jennifer Davis Bowman Ed.D. • Mar 1st, 2015
As educators, much of our time is spent assessing student needs. Before we can truly help our students, an understanding of As educators, much of our time is spent assessing student needs. Before we can truly help our students, an understanding of our own learning is key. Thus, near the end of each month, I will offer one short educator quiz to help shed light on where we are and where we wish to go...
By Jennifer Davis Bowman Ed.D. • Feb 1st, 2015
We give it 12 minutes. After 12 minutes of watching a movie with my husband, if we are not engaged, we turn it off. Our movie watching practice makes me think about engagement in the classroom. At what point do students "turn off" and become disengaged? What can we do as teachers to promote better engagement?
By Jennifer Davis Bowman Ed.D. • Jan 1st, 2015
Nowadays, following is an action associated with the use of social media. For example, thinking about Twitter, we may "follow" celebrities, friends, or colleagues in order to network or keep abreast with things that interest us. In that sense "following" is done online using technology as a communication platform. For the purpose of this article, the concept of "following" relies on the desire to emulate. Please note that there is an element of imitation, but most importantly there is an internal change (learning) when effective following occurs.
By Jennifer Davis Bowman Ed.D. • Dec 1st, 2014
It's that time of year again and thus I was thinking of ways to insert holiday concepts into my instruction. I was thinking what better way than to steal ideas from the beloved Grinch! We are all familiar with the story of "How the Grinch Stole Christmas" and thus, it is the perfect opportunity to uncover the "teachable moments" within the text. Inspired by quotes from the infamous story are 5 lessons that will inspire you, the educator.
By Jennifer Davis Bowman Ed.D. • Nov 1st, 2014
Often there is a disconnect between our desire to intervene and the students' willingness to accept our help. In psychology, the mismatch between feelings and actions is often labeled as cognitive dissonance. In the classroom, I tend to view the misalignment between the helper (teacher) and the receiver (student) as coaching dissonance. In an attempt to decrease coaching dissonance (and the challenges that accompany it), I created an Intervention Readiness Checklist that teachers can use as an indicator for student receptiveness.
By Jennifer Davis Bowman Ed.D. • Oct 1st, 2014
Do you remember the film “Starman" in which Jeff Bridges plays a being from another planet? There is a scene where he is in the car with the leading lady and observes her speeding through a yellow traffic light. Unsurprisingly, he learns to respond the same when he encounters a yellow light later in the film. There was no intricate lesson plan or core curriculum involved, but Jeff Bridges’ character learned something from his environment nonetheless. Let’s use this example to begin our exploration of the hidden curriculum-the learning that occurs as students are shaped by their environmental experiences.
By Jennifer Davis Bowman Ed.D. • Sep 1st, 2014
One evening while catching up on the show "Orange is the New Black", I watched as the characters discussed the caged animal scenario when considering prison release. After some thought, one character hesitantly acknowledged, "I'm the giraffe". The realization is powerful in terms of the show and also for educators. For the tv show, the statement reflects the fear in changing from the familiar (structured prison environment) to the unfamiliar (her new place in society). For educators, a similar translation may apply. If we as teachers are comfortable with our same old classroom routines, and refuse to update our lesson plans (head banging on bars) or expand our technology integration (head banging on bars), we are the giraffe. Because I don't want to be the giraffe (and I don't want a headache), I found a few strategies (supported by research) to help encourage changing old habits...
By Jennifer Davis Bowman Ed.D. • Mar 1st, 2014
I agree that discussing current events has its challenges, but I could not deny my discomfort with my student’s “uncomfortableness”. Maybe omitting real life events from classroom discussions is the best thing to do in terms of safeguarding student’s feelings? I disagree. It is within these “uncomfortable” topics that teachable moments are made.