Researching the Virtues Project. Derek Patton Child & Family Psychologist, reg. Australia PhD candidate, University of Melbourne Dedicated to the Piscataway and Conoy tribes of Maryland , the traditional Spiritual Companioners of this land, their and our ancestors
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Child & Family Psychologist, reg. Australia
PhD candidate, University of Melbourne
Dedicated to the
Piscataway and Conoy tribes of Maryland,
the traditional Spiritual Companioners of this land, their and our ancestors
and to all past stolen children from any race, any place
10 min = ethically allowed time limit.
Anne Adriance, strategic planning director, Saatchi & Saatchi Kid Connection (kid theft)
Nancy Shalek, president, Shalek Advertising Agency
Unfortunately, we all engage in negative thinking about ourselves or others based on beliefs and prior life experience – including teachers about their students.
(Hinnant, O’Brien, & Ghazarian, 2009, p. 669)
“in some situations teachers communicate positive expectations clearly and invest time and energy in children they perceive to be more able, whereas other teachers may be more likely to communicate negative expectations in a way that discourages children. More detailed observations of the processes by which teachers may convey differential expectations to children are needed to fully understand this process.” (p. 669)
(Kuklinski & Weinstein, 2000, p. 2)
There are different ways to do this.
“That intellectual life is fundamentally social, and language has a special place in it. Because the intellectual life is social, it is also relational and emotional. To me, the most humbling part of observing accomplished teachers is seeing the subtle ways in which they build emotionally and relationally healthy learning communities – intellectual environments that produce not mere technical competence, but caring, secure, actively literate human beings… language is a teacher’s most powerful teaching tool” (Peter Johnston, Choice Words: How our language affects children’s learning 2004) Recommended by Ron Ritchhart of Project Zero – Harvard
New Zealand 2004
Bank of New Zealand post graduate award funded
Our lady of Lourdes School Palmerston North.
“WE LIVE OUR CHRISTIAN VIRTUES”
Kuklinski, M. R., & Weinstein, R. S. (2000). Classroom and grade level differences in the stability of teacher expectations and perceived differential teacher treatment. [Peer Reviewed]. Learning Environments Research, 3(1), 1-34.