Are Students Actually Interested In Learning Itself - Motivational Orientations

Some students are very interested in learning itself – they love to know, to understand, to try new things, to master concepts and skills. In other cases, students are not that interested in learning itself but only as a way to compete against other students or avoid being perceived as incompetent. What are the different motivational orientations of students and the implications for learning and academic success?

Advances in Student Assessment:
It Just Got Interesting!

Educators, psychologists and neuroscientists are increasing our knowledge of student development. It is changing the way we should view students, their progress, and their achievement. What are the current and emerging approaches to student assessment beyond traditional methods. Are they valid and how can they be used.

Working Memory:  What You Need to Know

How critical is working memory for students?  When working memory is not working or not available, learning is strained, even stifled.  Find out about the different forms of working memory and age-related differences that teachers need to know.  Gain insights on ways to teach-to-memory capacity and not overshoot working memory limitations or brain maturation stages. 

Impulse Control and Distractability

Students who can control their distractability learn faster than those that do not. By understanding the capacity of students to manage distractions, educators are in a better position to help students learn.  But this understanding needs to include insights from neuroscience that younger students are less able to control distractions than older students.  Learn to identify the nature of student distraction and provide constructive ways to reduce distraction and increase impulse control

Teacher-Student Trust vs
Teacher-Student Alienation

The trust between a teacher and student is believed to be the key to a learning partnership.  Trust is known to provide significant benefits.  For example, enhanced positive connection, increased student self-esteem, greater student engagement, and higher levels of student resilience.  But trust can be eroded by teachers, often unintentionally, and take time to rebuild.  Certain behavioural tendencies are known to erode trust, engagement and enthusiasm in others. In this webinar, we'll discuss the nature of teacher-student trust, trust erosion, and 11 behavioural and interpersonal patterns that can negatively affect trust.

The demands on teachers are ongoing, varied and continuing to increase.  Teachers are feeling under pressure and, at times, experiencing anxiety and even stress.  But how close are you or your colleagues to teacher burnout?  Teacher burnout involves mental, emotional and interpersonal stressors that teachers experience at work and in response to teaching itself.  Gain an understanding of the signs of teacher burnout and the personal and social consequences.  Learn to identity the personality factors that may predispose individuals to be more likely to burnout.