Afleveringen
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There is a measurable uptick in mean and divisive behavior in schools right now, almost as if children are mirroring the current political climate. Let's talk about leading students in this charged political climate.
www.trevormuir.com
www.trevormuir.com/speaking
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In this episode, we dive into the growing concern among educators about the impact of AI tools like ChatGPT in the classroom. With only 6% of American teachers believing AI does more good than harm, we explore the fears surrounding academic dishonesty, shortcuts, and the loss of critical thinking. However, banning AI isnât the solution. We discuss strategies for adapting to AI by creating assignments that foster creativity, deep personal reflection, and real-world problem-solving. Learn how to teach students to use AI responsibly and enhance their learning in the process.
trevormuir.com
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Zijn er afleveringen die ontbreken?
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From exposure to vitamin D and its positive effects on our well-being, to the cognitive benefits that come with fresh air, to the innate joy and freedom of being outdoors, outdoor learning is beneficial for both studentsâand teachers. In this episode I share some ideas for how any teacher can get outside more with their students.
Read the article: https://www.trevormuir.com/blog/outdoor-learning
Check out my new book: https://www.amazon.com/New-Teacher-Mindset-Innovative-Strategies/dp/1394210086?crid=ETFBNFNCOW6W&keywords=new+teacher+mindset+muir&qid=1706209905&sprefix=new+teacher+mindset+muir,aps,108&sr=8-1&linkCode=sl1&tag=trevormuirsit-20&linkId=636126ddad3f89f665303211c450af22&language=en_US&ref_=as_li_ss_tl
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Some of our most impact childhood memories happen in school. Teachers and other educators have a massive influence on their students' identities, memories, and future. Let's dive into that and explore the brain science of why that happens and how we can leave our students with a positive impression of school.
https://www.newteachermindset.com/
https://www.newteachermindset.com/book
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We allâeducators and studentsâ worker harder and smarter when we can identify the bigger picture of our work. That's what we dive into in this episode.
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Let's talk about the importance of holding high expectations for students and some strategies to do it well.
Pre-order the New Teacher Mindset: https://www.amazon.com/New-Teacher-Mindset-Innovative-Strategies/dp/1394210086/ref=sr_1_1?crid=ETFBNFNCOW6W&keywords=new+teacher+mindset+muir&qid=1706209905&sprefix=new+teacher+mindset+muir%2Caps%2C108&sr=8-1
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Why caregivers can be an invaluable resource to your classroom.
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"Good Things" is a calculated way for students to get the most out of every class period. Like many teaching approaches, while not always obvious, there is a method to the madness. It is a routine to help establish classroom culture, a shared set of values that unify the group and create a sense of cohesion. These collective values form the foundation for all of the learning that happens in the classroom.
Link to New Teacher Mindset
Contact Trevor: [email protected]
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I live here in Michigan, And we've had a whole string of snow days lately. And for my kids it's been like an endless recess. sledding and snow forts and snowball fights, and getting together with the neighbor kids and playing for hours and hours outside. Itâs felt like the good old days, before video games and tablets. It's been cold, but for an eight and a 9-year-old, there's nothing quite like a snow day.
And it reminds me how much children need to play. they need to move. I see this seemingly endless energy they have out here in the snow, and I think about how so much of their days at school are spent sitting inside. Now my kids have amazing teachers who get them up and moving, but the typical structure of a school day just doesn't require this type of physical activity, this expenditure of energy, and it's energy they clearly have to expend. Sometimes I'm not so sure two 15 minute recesses is enough. Sometimes I wonder if behavioral problems in the classroom are largely a result of making children with this much energy, sit at a desk for hours on end.
This is why I'm a fan of Outdoor Learning, class gardens, outdoor classrooms. It's why I'm a huge fan of PE, and think it's a travesty when programs like that get cut. kids need to move at school. Itâs developmental; itâs human. And I'll tell you, after days of moving and playing for hours, they sleep a lot better at night.
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When I was a new teacher, I cared so much about earning the label of "Highly Effective" following my teacher evaluation. I've since learned the joy of labels wears off quickly, and the real joy comes from recognizing my own growth.
In this episode, we talk about this and how to spot growth in the new year.
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Is the school week before the Holiday Break a big waste of time? Holiday parties, watching Christmas movies, not doing a lot of academic workâwell, from the outside looking in, it might look like that, but I don't think it is. Celebrations, relaxing, having funâthese are some of the best parts of being human. I know I need fun in my work life, and so do kids. This is culture-building. When we take the time to play, laugh, and eat, we create cohesion within our classrooms. This cohesion leads to easier classroom management, better student behavior, more engagement, higher attendanceâstudents who want to be in school more. Itâs about having fun with intention. Plus, you get to eat candy.
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For many students, the holidays are a time of joy and anticipation. However, that often isn't the case for every student. The reality is, for some students, no school for 2 weeks means no regular meals for 2 weeks, no daily contact with teachers who love and care about them, and if you live where I live, often no warm air for 2 weeks. This is why you may notice certain kids act-out as a reaction to the anxiety they are experiencing right now, or seem to shrink when the class is asked what they're excited about during the Holiday Break. Let's talk about it.
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We've all been there. You pour your heart and soul into your work, only to have a student declare dislike- maybe even hate- for you as their teacher. That's what we talk about in this episode.
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I graduated from college with a 2.75 GPA. Not great. Then I received a 4.0 in my masters program. Did I all of a sudden become smarter in those two years? Did my brain grow exponentially after I earned my bachelor's degree? Or is GPA actually reflective of something else. Let's get into it.
PBL ChatGPT Prompt Guide
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You might see the word 'epic' and think BIG, EXCITING, or, FUN. But that's not what I mean when I use that word as it relates to the classroom. It means something much more powerful and significant than just creating enjoyable experiences for students. This is what dive into in episode 38. You're going to like this one.
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Let's talk about creating a classroom climate that helps make students feel safe, secure, and ready to engage in this year.
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You donât have to be perfect to get to know your students and build relationships with them. Perfection isn't required to make your class memorable and even fun. Heck, sometimes it wonât be memorable and fun, and thatâs okay.
Students still learn and grow and fail and succeed in my imperfect classes.
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In this episode, we explore the critical role of educators in building meaningful connections with parents and community members to support student learning. We discuss the many benefits that come from establishing strong partnerships between schools and families, including increased student engagement, improved academic performance, and greater support for student well-being.
I share some insights and stories on the topic, highlighting strategies and best practices for building and maintaining strong relationships with parents and community members.
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Kids like to have fun. Grown-ups like to have fun. We all like to have fun.
And it turns out, we often learn better when we're having fun. In the episode, we talk about the impact of adding elements of fun to learning units and the impact it can have on student engagement.
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I tried everything under the sun to connect with this student. I gave up my lunch hours to work with him on assignments. I let him come in before school and hang out with me, hoping the relationship would build some rapport. I tried calling home a number of times, but always the calls went to voicemail. Heck even for spirit week I wore one of his sweaters to match him in a desperate attempt to build a connection. And yet seemingly, none of it worked. A sample of my thoughts during that time: âWhatâs wrong with this kid?â âWhatâs wrong with his parents?â âWhatâs wrong with me?â In March of that year, Mason moved away, and I have not seen nor heard from him since. I have absolutely no idea whether any of my efforts paid off. I donât know if he learned any discipline, if he passed high school, or even remembers that English teacher. This is one of the hardest parts about teaching.
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