Chapter 3 - Expect to Get Your Students There
The thought in the opening of this chapter is universal-" I know how to teach my class, but how do I motivate my students to want to learn?"High expectations are the keybut reaching every child at their ability level is the challenge. Teacher belief and values are so critical. The Pygmalion Effect is a great example on page 82. The statement on page 84 "Remember That It Is Ultimately About You, Not the Students", Ithink says it all. The dialogue between the author and Katherine on page 86 and 87 is common.Try This on page 88 will be something we will be doing more of this year-utilizing our teacher talents withtin our building. Page 88- The book "Good to Great" is one of my favorites and have it in my office if anyone would like to read it. Interesting about the Stockdale Paradox. Heading on page 91 is so true - Adopt an Unwavering Faith in Yourself and in the Importance of Your Work. It talks about reflection on page 92, how often do we hear about this? Try This 0n page 95- " Why Did We Get into Teaching in the First Place?"Look at the four questions we need to ask ourselves on page 96 Try This - page 99-Deny yourself the option of failure. In closing the four statements on page 101are great

Chapter 2
Do we know where we are going when we start a school year? Do we know where our students are? I like the Cat in the hat scenario that introduces this chapter.
We are all schooled in objectives for our class but the challenge of creating these objectives to see if our students have achieved them is huge. The Principle about driving from NY to California is good. It requires planning just as our classrooms do. Planning is the key in our personal lives as well as our professional. Is this what makes the great ones great?
Unpacking our standards to detremine if they are content goals or procedural is helpful for the students. There is much cause for confusion here because of the overlap.Try This-page 61-Interesting in looking for the verbsused
Concrete learning goals are determined by how we measure it. How do students master it? Good point on page 63 about how we set learning targets. Maximum instaed of minimum. The scenario of jumping over a string two feet high for students is great because can easily master while others never will.
Yes, but.... PAGE 66- teaching to the final test- Is this where we are today?
Yes, but..... PAGE 67- Asessments are so important
Yes, but......PAGE 70- Matching activities to goals
Try This-page 73- I think all of this is relevant to great teaching
Finally, how well do we communicate learning goals to all involved, our students and our parents?

Chapter 1 pages 43-53
1. The four factors that influence student choice in spending their currency is great. Students must believe that in return for spending their currency, they are getting something of value.
2. Try this (pg 44) - Do we take the time to show students there are multiple ways to solve problems? Do we listen to sincerely listen to students about their lives away from school?
3. The student ownership of Dannette's classroom reminds me of Deborah Allen. I am sure you heard the chants of " Eat it, Eat it", coming out of Teresa Oakley's room as TA and DA cooked the worms and ate them in front of the class. It is so important dor students to bond collectively with their peers, but also with their teacher.
4. Try This (pg 47) - How do we engage students in our classes?
5. How can we reward students in the manner of Ms. Bledsoe with the peanut butter sandwich? It is not the sandwich itself that matters, but that she took the time to make it for Jesse.
6. Try this (pg 51)- Do the rewards and rules that we currently have in place in our classes consistent with our students' values?
7. Principle in Action- How did Chris truly engage her students by teaching them the numerous ways to solve a problem?
8. Getting Started-It is important to gauge the connection between students' currencies and their initiative to spend it in our class

Hope everyone is doing well. Summer is getting by and I am trying to finish up much business before taking a break the last week of July. We have had much activity tha last week and getting many calls about the beginning of school and new students. Let me kniow if you have any questions about anything coming up. We are starting the process of schedules and will be working on that the rest of the summer

Chapter 1-Know Where Your Studentsd Are (Pages 27-40)
How many of us know Keisha? The one who totally is turned off in my class, but is performing for someone else. Why is that? We have the same students, but we see her in a completely different light. I like the idea of capital and currency. Getting students to understand the currencies in our classes allows them the opportunity to gain capital. I like this statement " Most classroom problems have at their root a disconnection between the teacher's preferred form of currency and the students' ".
How do we view our teaching - as gardening, coaching, shaping or leading on a journey? I think Dr. Sedlacek's 8 characteristics are very good points on page 35-36. The exercise on page 37 is very interesting with students bringing in unlabeled shopping bags about themselves and their interests.
The "study group"on page 38 is interesting. Students helping others with all types of problems, in and out of the classroom. I know how many times you are asked what the homework assignment was from Johnny who has missed the last 3 days. What if Johnny went to his supprt group for that info?
Last thought for the day because this really hit home. As an English teacher, I harped on things like subject-verb agreement and proper uses of nouns and pronouns. I then went out on the football field and usually broke every rule I had emphasized that day. Only did I let students see me in a "real" light, did I have success with this. Their is a proper way to use the king's english, but by golly, you do not have to carry on in an unrealistic way to get the message across.
Through for the day. Will pick up later this week to finish up Chapter 1. Many thanks to all of you who have gotten involved. Keep up the good work

Introduction and Assessment

Some thoughts about the intro.
1. Anyone can become a master teacher with the right kind of practice
2. Master teachers spend more time thinking about why the problem is occurring than they do trying to find solutions
3. Meaningful reflection is critical to honing and refining your teaching craft
4. The 7 mastery principles on page 4 relate more to a common teaching sense

Mastery Self Assessment - I scored 163. I realize that the "old school' mindset crept back into my thinking. I am more reactive than proactive in identifying problems and addressing students' needs

Greetings, everyone. As someone who is new to the blogging world, and even to a great part of the technology world, I am having a blast as I learn how to spread the word. I have created this blog as we begin our journey into the book study of "Never Work Harder Than Your Students" by Robyn Jackson.
I would like for you to read the preface and introduction and respond back to me after taking the Mastery Self Assessment on pages 7-21 . See where you are on the scoring sheet and give yourself an overall score.
Also, what is "the gift"? Who do you know that has it? How did they get it? Were they born with it or was it learned?