teaching character and creating positive classrooms
TRANSCRIPT
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KEY POINTS
TEACHING CHARACTER
CREATING POSITIVE CLASSROOMS
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Kiwi from NZ living & leading in Jakarta with a great team of teachers
Head Teacher Singapore School Kebon Jeruk, Indonesia
- GEG West Jakarta Co-Leader
- PhD Candidate University of Auckland
- Graduate Studies Director, Global University
@globaledtalk
Linkedin craighansennz
Skype craighansennz
Craig Hansen
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Coursera.org – what a great place for professional development
During these holidays I have been taking a few courses – Google Certified Educator & exams and the Teaching Character & Creating Positive Classrooms. While sleeping in is a nice way to start the day, I wanted something new, fresh, interesting to take back to my team at Singapore School Kebon Jeruk.
What follows is a summary of the key ideas (so far) in the course.
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Key Thoughts
1 PERMA
2 Micro-moments
3 Macrostructures
4 Dual Purpose Lessons
Positive Emotions
Engagement
Relationships Meaning
Accomplishment
Micro-Moments
Constructive Responding
Growth Mindset
Character Behaviour Language
Recurring (daily, weekly etc.)
Proactively planned (can be extra-curricula)
Actively experienced (students are engaged, with discussion & reflection &
action)
Aligned (clearly, naturally, linked
to character strength
development within the activities)
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PERMA is an acronym for a set of character traits that enable
people to flourish, thereby developing happiness
PERMA
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The PERMA Model - developed by Marin Seligman.
It identifies five essential elements to well-being. These are:
• Positive Emotions (P).
• Engagement (E).
• Positive Relationships (R).
• Meaning (M).
• Achievement/Accomplishment (A).
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Positive Emotions
Engagement
Relationships Meaning
Accomplishment
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Intentional interactions between a teacher and
students to grow PERMA
MICRO-MOMENTS
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MICROMOMENTS
Micro-Moments
Constructive Responding
Growth Mindset
Character Behaviour Language
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MICROMOMENTS
Micro-Moments
Constructive Responding
Growth Mindset
Character Behaviour Language
• Growth Mindset – increases the effort used, promotes using good strategies & proactive help-seeking
• Character Behaviour Language – specifically identifying the good character traits being used and will impact success
• Constructive Responding – active, constructive, positive responses towards student behaviours that increase future & present success
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Purposefully created events or situations that are recurring, proactively planned, actively experienced and aligned to
character development
MACROSTRUCTURES
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Recurring (daily, weekly etc.)
Proactively planned (can be extra-curricula)
Actively experienced (students are engaged, with discussion & reflection &
action)
Aligned (clearly, naturally, linked
to character strength
development within the activities)
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Academic and Character Development within a
learning structure
DUAL-PURPOSE
LESSONS
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Dual-Purpose Lessons
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Explicitly tying the character development strategies into the lesson process. The students do the ‘heavy lifting’ (as Dave Levin says) and if they don’t connect the character strategies to
the content, the teacher leads the students to a directly discovery and application.
DUAL-PURPOSE
LESSONS
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Connect with me:
@globaledtalk
Linkedin craighansennz
Skype craighansennz
Craig Hansen
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THANK YOU!
Join coursera.org, take this course. It has been excellent