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Kickstart Learning with CPR |
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Children need to feel valued, respected, empowered, cared for, and included. They also need to respect themselves, others, and their environment. Children become positive about themselves and their learning when they feel valued for who they are, and when we promote warm and supportive relationships with them.
Expressing themselves creatively and having an opportunity to learn, grow, experiment, make mistakes and experience success, enhances children’s sense of well-being. Life and learning both provide many challenges. Being flexible and having a positive outlook on learning and on life is, therefore, crucial. All these experiences help children to become resilient and resourceful as they cope with change and all of life's challenges and opportunities. |
For more on CPR at WHS - https://goo.gl/juxKMt
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Learning is grounded in relationships.
You have to start with respect for the children, inclusion of the family, connections to other adults and the community. Strong working relationships between teachers, and open communication with school leadership. The quality of the relationships in the school has a tremendous impact on the learning that happens there.
Learning has to be relevant.
The projects and work children undertake at school must be relevant to their lives, their needs, and their passions. They must be interesting and accessible. The learning must hold meaning for the student. Without first establishing strong relationships with our students, we can’t know what will be relevant to each child.
Learning must be rigorous.
Mihaly Csikszentmihalyi says, “We can do no better than to call for . . . the opportunity for young people to experience intense concentration in any activity that requires skill and discipline, regardless of its content.”
Learning must be reflective.
Larrivee says, “Unless teachers develop the practice of critical reflection, they stay trapped in unexamined judgments, interpretations, assumptions, and expectations. Approaching teaching as a reflective practitioner involves fusing personal beliefs and values into a professional identity” .
You have to start with respect for the children, inclusion of the family, connections to other adults and the community. Strong working relationships between teachers, and open communication with school leadership. The quality of the relationships in the school has a tremendous impact on the learning that happens there.
Learning has to be relevant.
The projects and work children undertake at school must be relevant to their lives, their needs, and their passions. They must be interesting and accessible. The learning must hold meaning for the student. Without first establishing strong relationships with our students, we can’t know what will be relevant to each child.
Learning must be rigorous.
Mihaly Csikszentmihalyi says, “We can do no better than to call for . . . the opportunity for young people to experience intense concentration in any activity that requires skill and discipline, regardless of its content.”
Learning must be reflective.
Larrivee says, “Unless teachers develop the practice of critical reflection, they stay trapped in unexamined judgments, interpretations, assumptions, and expectations. Approaching teaching as a reflective practitioner involves fusing personal beliefs and values into a professional identity” .
