The Three ‘R’s | The Teacher's Path
A Virginia Beach teacher suggests replacing the old 3 R's of education with four improved R's of learning: Rigor, Relevance, Resilience and Relationships. The principles of rigor, relevance, and relationships, commonly known as the " new three Rs," have gained widespread acceptance as cornerstones for engaging. Chester Bartels. Rigor, Relevance & Relationships in. Career Technology Education. The new “3 R's” for the. 21st Century Learning Environment.
Making content relevant to students only makes sense, right? I believe the key to succeeding in this is to know your students and make each topic appeal to their interests.
Engage your students, providing opportunities for them to describe their interests, personal experiences and prior knowledge—this will help them create connections on their path to learning new knowledge. Instead of giving students a dividing plate with meat, potatoes and vegetables, and not allowing the pieces to touch each other, combine the meat, potatoes and vegetables together, combining and integrating each ingredient.
The flavor of each is apparent throughout the stew. What does relevance look like? Knowing this, we make toys the theme of our work. This principle, important in both learning and life and to young people and adults, is one of the most difficult to create. How do we create an atmosphere of learning that promotes resilience? One of the first steps is to be able to differentiate instruction.
Students need to become a part of their learning, and it is not a one-way street. We want our students to improve, and we need to provide opportunities for them to understand that each of us shows progress in different ways, different increments, and at different times.
What does resilience look like? In a classroom where resilience is practiced, students are encouraged to make decisions about their learning. Removing erasers from pencils and replacing them with artificial flowers for example helps make mistakes an acceptable part of the learning process.
This not only helps them overcome the stress of making mistakes, but it also provides you with valuable information about the thought process of your students. Maybe we ought to purposefully make more!
There are three important relationships in the classroom: This relationship is foundational. We need a partnership with the families of our students to promote the importance of the home-school learning process.
We need to create reciprocal relationships from the start of school. The parents and families of our students are vital participants in the academic success of our students; our students need the partnership we create with those most important to them.
Virginia Journal of Education
Frequent e-mails, phone calls, positive notes, updates to classroom websites and the encouragement of active involvement can provide a forum for effective communication and partnership.
To promote the success of every student, we need to know them, to create a positive relationship and establish trust. Initiative-overload, all too common in many districts and schools, leads to the loss of relevance and lack of common commitment amongst the professional staff. When teachers and principals in particular see the relevance of an initiative or strategy to the desired end-results, they are more likely to be successful.
As with students, educational leaders should not confuse staff excitement and activity with relevance. To be relevant, the work must be meaningful Daggett and connected to the vision, mission and improvement goals of the school. There must be congruence between the desired end-state and the work being done.
Relationships are critical to completing rigorous work successfully Daggett. Members of the staff are simply more likely to personally commit to more rigorous expectations when they know the Board of Education, superintendent, and other educational leaders care about them and how well they do. We are willing to go out of our way and make physical, emotional and intellectual investments in our profession when we are encouraged, supported and assisted.
The Three ‘R’s
Just as students will engage more fully in challenging learning when they have increased levels of support from the people around them, educational professionals are willing to step out of their comfort zones, take greater risks, and go the extra mile to help the organization achieve success when they know someone has our backs. Daggett goes further to identify the four types of relationships that are critical to success, modified here to focus on staff: Relationships essential for supporting the teaching and learning process in the classroom.
Relationships among teachers, administrators and support staff that influence good teaching, support functions, staff development, problem-solving and decision-making. Relationships that support and maintain learning and development in the profession, including those that extend beyond the school or district boundary. Relationships with parents and the community.
VEA - Using 'R' Power
While relationships change over time, the best way to cultivate positive, professional rigor, relevance and relationships is through collaborative behaviors, initiatives and structures within a school system. The old days of isolated "teacher-as-independent-contractor" did not value collaboration as a fundamental tool for school improvement. Staff maintained polite, social relations but each individual teacher and administrator were expected to function independently and solve their own problems.