Practice #17
Educators and Learners celebrate the successes of others.

Contents include
Printable materials, Ready-to-use Strategies, and Web links in the following sections:

Implementation Basics

Ideas for Implementation

Implementation Evaluation and Goal Setting

Life Principle

Expectations

Quotes

Hand Signs

Practice Connections

Practice Characteristics

Evidence of Practice

Research

Literature

Vocabulary

Music & Video Links

Learning Strategies

Mind Map

Goal Setting Process with Individual and Class Forms and Examples

 

Introduction to Practice #17

Educators and Learners celebrate the successes of others.

The WHY? of Practice #17!

Implementation supports:

  • A climate of mutual respect
  • Opportunities for learners to receive recognition and positive feedback that do not reflect negative competition, win-lose thinking or use of sarcasm.
  • The life skill of recognizing and encouraging others’ accomplishments
  • Development of confidence, friendliness, and courtesy
  • A non-threatening risk-free environment where new or different opinions and ideas are welcomed and celebrated.

Research:

  • Connectiveness, a component of self-esteem, is also part of what is needed for instilling motivation. Learners should know when they have contributed to the overall progress of the team/project. Celebrating and affirming the learners who have made contributions and telling how their contributions benefited and affected the whole helps learners see the relationship between themselves and others. These kinds of experiences help build “connectiveness” and help all members to feel a sense of oneness. Moorman, C. (2007). Motivating the Unmotivated: Practical Strategies for Teaching the Hard-to-Reach Student, Bellevue, WA: Bureau of Education and Research, 96.
  • In the celebration phase of learning, it is critical to engage emotions. Celebrations should be fun, light, and joyful. This step instills the important love of learning. Educators are urged, “Never miss it!” Jensen, E. (2000). Brain-Based Learning, San Diego: The Brain Store, 314.
  • Recognitions are reminders, quite literally; the word “recognize” comes from the Latin to “know again.” Recognitions are opportunities to say to everyone.“I’d like to remind you one more time what’s important around here. Here’s what we value.” Marzano, R., Waters, T., and McNulty, B.A. (2006). School Leadership That Works: From Research to Results, Alexandria, VA: ASCD, 46.
  • True leaders understand that leadership is not about them but about those they serve. It is not about exalting themselves but about lifting others up.” -- Sheri L. Dew

     

For Research: see Rationale for 17 Practices - Practice 17 – pages 36-37

on the Great Expectations website.

 

The WHO? EVERY LEARNER!

The WHERE? EVERYWHERE

The WHEN? - Daily use of the elements of Practice #17 will:

  • Improve educator-learner relationships.
  • Promote a sense of confidence in learners.
  • Give frequent positive feedback, encouragement, and support.
  • Motivate learners to higher achievement.
  • Builds a sense of community.

Main objection: "This takes too much time!" Response: What are the goals for all learners?

Goals:

  • To encourage and motivate positive social interactions.
  • To create a threat-free environment that encourages individuals to take risks in learning and to become confident, positive learners.
  • To personalize learning by affirming each learner’s ideas, opinions, and values.
  • To increase learner perception of his/her abilities through support, goal setting, and social/academic success.

The BENEFITS!

  • Creating a culture of respect and belief that all learners are capable, responsible, and productive.
  • Building communication skills that transfer to successful personal and work relationships.
  • Providing an environment conducive to risk-taking and academic success.

     

Application to Employment Skills: