))
Kelly Wynn & Staci Dillon: Raising Morale
Manage episode 275861357 series 2798646
A tartalmat a Kimberly Ring biztosítja. Az összes podcast-tartalmat, beleértve az epizódokat, grafikákat és podcast-leírásokat, közvetlenül a Kimberly Ring vagy a podcast platform partnere tölti fel és biztosítja. Ha úgy gondolja, hogy valaki az Ön engedélye nélkül használja fel a szerzői joggal védett művét, kövesse az itt leírt folyamatot https://hu.player.fm/legal.
Raising morale and building a community should not be a hard thing, but it’s often neglected. The value is sometimes lost within a school or classroom. As I think about my favorite jobs and classes, they all felt like a family or a community. I was seen and heard. Research proves that high job satisfaction leads to higher academic achievement (Kengatharan, 2020). Today on the podcast, I talk to two educators: Mrs. Wynn, an Elementary Principal, and Mrs. Dillon, a fifth-grade teacher at the same school. This school has experienced so much growth in school moral/climate to academic gains in the past year. Both educators share amazing tips and strategies that build a community among teachers and students.
Episode Info
Guest: Kelly Wynn
- Linkedin: Kelly Wynn
Guest: Staci Dillon
- Instagram: @all.about.that.class
- Facebook: All About That Class
- Tik Tok: @allaboutthatclass
Join the conversation on our Instagram and Facebook!!
Follow The Virtual Classroom on
- Instagram @thevirtualclassroom
- Facebook @thevirtualclassroompod
- Youtube @thevirtualclassroom
- Facebook Group: TheVT Lounge
Support the Show
The music for the show is "Journey to the Dream" by Alex Stoner.
Licensed through Taketones
Disclaimer:
This podcast is for encouragement, inspiration, or entertainment. This is not an advice show, coaching recommendations, and should not be taken as instruction.
References
Kengatharan, N. (2020). The Effects of teacher autonomy, student behavior, and student engagement on teacher job satisfaction. Educational Sciences: Theory & Practice, 20(4), 1–15. https://doi.org/10.12738/jestp.2020.4.001
Liu, W.-S., Li, X.-W., & Zou, Y.-M. (2019). The Formation of teachers’ intrinsic motivation in professional development. Integrative Psychological & Behavioral Science, 53(3), 418–430. https://doi.org/10.1007/s12124-018-9465-3
Molero Jurado, M. del M., Pérez-Fuentes, M. del C., Atria, L., Oropesa Ruiz, N. F., & Gázquez Linares, J. J. (2019). Burnout, perceived efficacy, and job satisfaction: Perception of the educational context in high school teachers. BioMed Research International, 1–10. https://doi.org/10.1155/2019/1021408
Serin. (2018). The Use of Extrinsic and Intrinsic Motivations to Enhance Student Achievement in Educational Settings. International Journal of Social Sciences & Educational Studies, 5(1), 191–194. https://doi.org/10.23918/ijsses.v5i1p191
Sreckovic, M. A., Schultz, T. R., Kenney, C. K., & Able, H. (2018). Building community in the inclusive classroom: Setting the stage for success. YC Young Children, 73(3), 75-81.
Watson, M., Daly, L., Smith, G., & Rabin, C. (2019). Building a classroom community that supports students’ social/moral development. Teacher Education Quarterly, 4, 10-30.
Support the show (http://paypal.me/thevcpod) --- Send in a voice message: https://podcasters.spotify.com/pod/show/the-virtual-classroom/message Support this podcast: https://podcasters.spotify.com/pod/show/the-virtual-classroom/support
39 epizódok
Megosztás
