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TEACH LIKE YOURSELF

TEACH LIKE YOURSELF. b y Gravity Goldberg. Group Discussion Guide. How To U se This Guide. Table of Contents. Authentic Teaching Name Core Beliefs View Teaching as a Practice Build Balanced Relationships Drive Professional Growth Take Care of Yourself Teach Bravely.

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TEACH LIKE YOURSELF

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  1. TEACH LIKE YOURSELF by Gravity Goldberg Group Discussion Guide

  2. How To Use This Guide

  3. Table of Contents Authentic Teaching Name Core Beliefs View Teaching as a Practice Build Balanced Relationships Drive Professional Growth Take Care of Yourself Teach Bravely

  4. Teach Like Yourself Manifesto Manifesto & resources available at: https://resources.corwin.com/teachlikeyourself

  5. Chapter 1: pgs. 1-19 Share with a partner: What do you think it means to teach like yourself?

  6. Chapter 1: pgs. 1-19

  7. Chapter 1: pgs. 1-19 Group discussion: How can it make a difference in our own lives and our students’ lives when we teach like ourselves?

  8. Chapter 1: pgs. 1-19 • What helps us be authentic teachers? • Remember that there is nothing to fix • Stop comparing ourselves to someone else’s highlight reel • Focus on what we can control • Share our gifts and talents.

  9. Chapter 1: pgs. 1-19 Share with a partner: What strengths do you think you bring to teaching? How will those strengths help your students?

  10. Chapter 1: pgs. 1-19 • Shifts that help us teach more like ourselves: • From being interesting to be interested • From predicting failure to building on success • From their challenge to my challenge

  11. Chapter 1: pgs. 1-19 Group discussion: What do you think is the toughest obstacle to making these shifts? How can you take action in your classroom to shift your perspective?

  12. Chapter 1: pgs. 1-19

  13. Chapter 1: pgs. 1-19 • Coming up next… • Name your core beliefs • View your teaching as a practice • Build balanced relationships • Drive professional growth • Take care of yourself • Teach bravely

  14. Chapter 2: pgs. 21-43 Share with a partner: Why did you become a teacher?

  15. Chapter 2: pgs. 21-43

  16. Chapter 2: pgs. 21-43 Group discussion: How do our beliefs about teaching and learning influence the way we teach and how our students experience school?

  17. Chapter 2: pgs. 21-43 Simon Sinek’s Golden Circle: WHAT HOW • Get clear on your why • Align your why with your what • Decide on how WHY

  18. Chapter 2: pgs. 21-43 • Three ways to know and name your core beliefs: • Describe what success looks like • Keep a question journal • Have mirroring conversations

  19. Chapter 2: pgs. 21-43 • Mirroring conversation • (10 minutes – 5 minutes for each speaker) • Assign roles: speaker and mirror • Speaker: Choose a core belief (other than the one previously shared) to share with the mirror • Mirror: After the speaker shares, summarize what you heard • Speaker: Acknowledge or clarify • Switch roles

  20. Chapter 2: pgs. 21-43 Group discussion: How can we uncover and guide our students’ beliefs about teaching and learning?

  21. Chapter 2: pgs. 21-43

  22. Chapter 2: pgs. 21-43 Coming up next: Chapter 3: Viewing teaching as a practice

  23. Chapter 3: pgs. 45-62 Share with a partner: What is one specific teaching method you would like to practice regularly?

  24. Chapter 3: pgs. 45-62

  25. Chapter 3: pgs. 45-62 • Four types of practice: • Create routines: Repetitive practice • Create solutions: Original practice • Create awareness: Mindful practice • Create instincts: Playful practice

  26. Chapter 3: pgs. 45-62 • Group discussion: • What types of practice might be required for honing the following teaching skills? • Grading • Building student-teacher relationships • Building family-teacher relationships • Direct instruction • Group work • Formative assessment • Opening/ending class • Guiding online work

  27. Chapter 3: pgs. 45-62 Collective Efficacy “When teachers believe that together, they and their colleagues can impact student achievement, they share a sense of collective efficacy. …Collective efficacy is high when teachers believe that the staff is capable of helping students master complex content, fostering students’ creativity, and getting students to believe they can do well in school.” – Jenni Donohoo, “Collective Efficacy: Together We Can Make a Difference,” Corwin Connect, 2016.

  28. Chapter 3: pgs. 45-62 Share with a partner: Do you and your partner share any teaching beliefs? What are some ways that a group of teachers can realize collective efficacy?

  29. Chapter 3: pgs. 45-62 Group discussion: Fill in the chart on pg. 60. Share some of your connections/disconnections between your beliefs and teaching practices.

  30. Chapter 3: pgs. 45-43

  31. Chapter 3: pgs. 45-62 Coming up next: Chapter 4: Build Balanced Relationships

  32. Chapter 4: pgs. 63-82 Share with a partner: What are currently your most influential relationships in your teaching life?

  33. Chapter 4: pgs. 63-82

  34. Chapter 4: pgs. 63-82 • Group discussion: • How can we build connection with each of the following in our schools: • Our selves • Our students • Our colleagues • Our students’ families

  35. Chapter 4: pgs. 63-82 • Relationship-building practices: • Shared celebrations • Choose your responses • Check your ratio • Perform acts of kindness • Choose to dialogue • Set intentions • Get clear on your own beliefs • Listen with empathy

  36. Chapter 4: pgs. 63-82 Share with a partner: What is one relationship-building practice you want to adopt in your teaching life?

  37. Chapter 4: pgs. 63-82

  38. Chapter 4: pgs. 63-82 Coming up next: Chapter 5: Drive Professional Growth

  39. Chapter 5: pgs. 83-103 Share with a partner: What is your favorite method of professional learning?

  40. Chapter 5: pgs. 83-103

  41. Chapter 5: pgs. 83-103 Group discussion: How do we set professional learning goals for ourselves?

  42. Chapter 5: pgs. 83-103 • How to discover your own areas for growth: • Know your strengths • Acknowledge your challenges • Find your unexplored territories • Create your professional learning goals

  43. Chapter 5: pgs. 83-103 Share with a partner: What is one teaching challenge you are afraid of? What is one teaching area you haven’t experienced/explored yet?

  44. Chapter 5: pgs. 83-103 • How to create your own professional learning plans: • Learn with insiders • Learning partners • Classroom coaching and mentoring • Student feedback • Learn with outsiders • Find your tribe • Read, listen, and view professional texts • Attend workshops, conferences, and unconferences

  45. Chapter 5: pgs. 83-103 Share with a partner: Choose one of the methods for learning with insiders and learning with outsiders that you can commit to this year.

  46. Chapter 5: pgs. 83-103

  47. Chapter 5: pgs. 83-103 Coming up next: Chapter 6: Take Care of Yourself

  48. Chapter 6: pgs. 105-120 Share with a partner: Do you have any current boundaries to help maintain a healthy work/life balance?

  49. Chapter 6: pgs. 105-120

  50. Chapter 6: pgs. 105-120 • Group discussion: • Consider these recent headlines: • “Maintaining Education for All Gets Tougher as Teachers Leave in Record Numbers” (Forbes, December 2018) • “Why Are Teachers Leaving Their Jobs?” (Education Next, January 2019) • “Teachers Quit Jobs at Highest Rate on Record” (Wall Street Journal, December 2018) • What role does taking care of ourselves play in sustaining our job satisfaction? What boundaries might we need to create in order to protect our wellbeing?

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