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The Pivotal Role Movement Plays in Learning

A Principal's Reflections

To go even a bit deeper, studies have found that movement improves overall learning as well as test scores, skills, and content knowledge in core subjects such as mathematics and reading fluency as well as increases student interest and motivation (Adams-Blair & Oliver, 2011; Braniff, 2011; Vazou et al., Adams-Blair H.,

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Addressing SEL and Behavior Challenges with Relationships

A Principal's Reflections

2011), The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Without relationships, no real learning occurs. Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D. and Schellinger, K.B. Child Development, 82: 405-432.

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The Significance of Small Wins

A Principal's Reflections

Below is a summary by Stephen Meyer of a study by Amabile & Kramer (2011): Over the course of four months, researchers at Harvard conducted a study of over 200 employees at seven different companies. Research has shown that the small wins are just as important, if not more, than the big ones everyone aspires to achieve. Amabile, T.

Survey 411
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Using Pop Culture to Teach Writing Skills

The CoolCatTeacher

In 2007, she was named a member of the USA Today All-Teacher Team, and in 2011 she was awarded the Massachusetts Commonwealth Award in Creative Leadership. Nancy Barile has been a public high school English Language Arts teacher working with kids in Massachusetts for over twenty-seven years.

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Blending with the Station Rotation Model

A Principal's Reflections

For me, the journey began back in 2011 when we first introduced the flipped approach at New Milford High School, where I was principal, with resounding success. Blended learning is something that is near and dear to my heart.

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What We Know For Sure: Three Practices Every Innovative Leader Can Try

Education Elements

"We all get caught up in the business of doing, and sometimes lose our place in the flow” (O Magazine, August 2011). Recently, we were spinning in circles trying to figure out a new process for an internal role we stepped into when Jason shared a way we might reframe our conversation.

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The Problem With Zeros

A Principal's Reflections

This not only reflects grading as punishment but also creates a hole that students cannot dig out of (Guskey, 2000; Reeves, 2004; Reeves, 2008; O'Conner and Wormeli, 2011). Below is what the committee came to a consensus on in regard to zeros: No zeros : Students are not to be assigned a grade of zero (0). NASSP Bulletin, 84(620), 20–29.

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