26. Every Mission Statement on the Planet
rigorous and relevant education to all students in a
learning environment that fosters high expectations
and data
27.
28. Feel-Bad Education
The Cult of Rigor and the Loss of Joy
by: Alfie Kohn
http://www.alfiekohn.org/teaching/edweek/feelbad.htm
http://www.flickr.com/photos/judybaxter/2333068171/
29. Feel-Bad Education
The Cult of Rigor and the Loss of Joy
by: Alfie Kohn
http://www.alfiekohn.org/teaching/edweek/feelbad.htm
"Why are our
schools not places
of joy?"
http://www.flickr.com/photos/judybaxter/2333068171/
30. Feel-Bad Education
The Cult of Rigor and the Loss of Joy
by: Alfie Kohn
http://www.alfiekohn.org/teaching/edweek/feelbad.htm
"Why are our
schools not places
of joy?"
http://www.flickr.com/photos/judybaxter/2333068171/
31. Feel-Bad Education
The Cult of Rigor and the Loss of Joy
by: Alfie Kohn
http://www.alfiekohn.org/teaching/edweek/feelbad.htm
"Why are our
schools not places
of joy?"
http://www.flickr.com/photos/judybaxter/2333068171/
32. Feel-Bad Education
The Cult of Rigor and the Loss of Joy
by: Alfie Kohn
http://www.alfiekohn.org/teaching/edweek/feelbad.htm
I’m appearing to accept an
odious premise—namely,
that joy must be justified as
a means to the end of
better academic
performance. Not so:
It’s an end in itself.
http://www.flickr.com/photos/judybaxter/2333068171/
37. With regards to creating a video like that do you:
A. Do it because it's not only fun but likely does address
some curricular outcomes but you might have to look
them up later. Fingers crossed.
38. With regards to creating a video like that do you:
A. Do it because it's not only fun but likely does address
some curricular outcomes but you might have to look
them up later. Fingers crossed.
B.
Do it and to heck with the outcomes, doing joyful
things with students is important.
39. With regards to creating a video like that do you:
A. Do it because it's not only fun but likely does address
some curricular outcomes but you might have to look
them up later. Fingers crossed.
B.
Do it and to heck with the outcomes, doing joyful
things with students is important.
C.
Do it but perhaps as an extra-curricular activity
because you're not sure where it fits with a robust
curriculum but still think it's important.
40. With regards to creating a video like that do you:
A. Do it because it's not only fun but likely does address
some curricular outcomes but you might have to look
them up later. Fingers crossed.
B.
Do it and to heck with the outcomes, doing joyful
things with students is important.
C.
Do it but perhaps as an extra-curricular activity
because you're not sure where it fits with a robust
curriculum but still think it's important.
D. Not do it at all because it’s a waste of time.
49. joy
/joi/
Noun
1.the emotion evoked by well-being, success,
or good fortune or by the prospect of
possessing what one desires
2.the expression or exhibition of such emotion
63. “Be aware of wonder. Remember the little seed in the Stryrofoam cup: The
roots go down and the plant goes up and nobody really knows how or why,
Everything I Needed to Know I Learned in Kindergarten
but we are all like that.”
70. “one of the best things you can
do for your students is to be an
interesting person”
Gary Stager
71.
72. “We needed to deliver something more,
give the viewers another reason to tune in.”
73. “We needed to deliver something more,
give the viewers another reason to tune in.”
74. “We needed to deliver something more,
give the viewers another reason to tune in.”
“...it was a show about people
who loved what they were
doing, who were informed,
but who were also trying to bring
a smile and a laugh to their
audience.”
95. What are you learning right now?
Do your students know about this?
(Bonus points if it has nothing to do with your job)
How are your interests/passions infused into
your classroom?
97. “TO GET THE FULL VALUE OF JOY
YOU MUST HAVE SOMEONE TO DIVIDE IT WITH.”
Mark Twain
98. "The pursuit of happiness is not a solitary goal," said James Fowler, a researcher at the University of California, San Diego.
"We are connected, and so is our joy."
living near a
friend who becomes happy increases the
probability of a person becoming cheerful by 25
per cent.
The study, published in December 2008 in the British Medical Journal, suggests that
Researchers also theorize that friends of friends — up to three degrees of separation — can also
affect a person's degree of happiness.
99. "The pursuit of happiness is not a solitary goal," said James Fowler, a researcher at the University of California, San Diego.
"We are connected, and so is our joy."
living near a
friend who becomes happy increases the
probability of a person becoming cheerful by 25
per cent.
The study, published in December 2008 in the British Medical Journal, suggests that
Researchers also theorize that friends of friends — up to three degrees of separation — can also
affect a person's degree of happiness.
106. "There is a direct correlation between the level of
happiness in one's life and the amount of silliness
they allow into it."
She said, "I know. I've done studies."
107.
108.
109.
110.
111.
112.
113.
114.
115.
116.
117.
118.
119.
120.
121.
122.
123.
124.
125.
126. When’s the last time you did something in which
its primary purpose was to bring joy to you or
your students?