The Darwood Handbook - 26 Best Practices in Education and Their Connecttion to How The Brain works

By DF Darwood

In this book you will find a collection of best practices for education that will require more than average effort on your part. I gathered these best practices based on years of personal experience, schooling, and research. In this book, you will definitely see practices in which you are already participating. I looked at my pedagogical methods and searched for related neuroscience. I totally understand that my connections are not total cause and effect situations. But I explored some great studies mentioning chemical reactions in the brain as it relates to things I do as an educator and I made connections.

• Language: English
• Publisher: Lulu.com
• Release date: May 8, 2023
• ISBN: 9781312621565

Book preview

Introduction

If you are an educator interested in professional growth, this book is for you. If you are an educator who believes you can expand your knowledge, you are holding the right book in your hands. Put this book down if you are just waiting for retirement to start. Because in this book you will find a collection of best practices for education that will require more than average effort on your part. I gathered these best practices based on years of personal experience, schooling, and research. In this book, you will definitely see practices in which you are already participating.  I looked at my pedagogical methods and searched for related neuroscience. I totally understand that my connections are not total cause and effect situations. But I explored some great studies mentioning chemical reactions in the brain as it relates to things I do as an educato and I made connections. Some of the scientific ideas overlap amongst the practices. Ideas overlap and connect all the time. As you explore each practice and neuroscientific idea, adopt the ones that resonate with you, and determine the ideas for which you would like to do more research. May this book be of service to you.

If you are heading toward becoming a master in the art of education, this book is for you.

There is an opportunity after each principle in which you will determine possible ways to ensure you and or your classroom operate on your upgraded knowledge. At this point, you can do more research, create a personal policy, a motto, or even a beneficial class rule—you decide. Your goal is to grow as an educator. Even if you skip ahead, decide to come back to each principle and create and upgrade for your experience as an educator.

Preface

Why this book? It is my motherhood, my time as a classroom teacher and educational leader, and my time as an author that truly inspire me to put this together.

I begin to work for a preschool, and I later take over ownership. My daughter is right by my side, attending my school in another classroom. I am able to plant the seeds of love and protection into the minds of the already creative team of educators that I had. We think about the whole child. We love, connect, and do our best to understand the children and the needs of their parents. We connect with each other and share ideas that support the environment we were creating—a space where teachers educate from love.

In my mind, I am always creating the school I desire for the children I actually gave birth to. I want that environment, or better, for all children. People would visit my school and marvel at our loving and creative environment. Parents appreciated our genuine love and their child’s excitement about school. I felt like I was truly making a special space for children. And as I move forward to open new schools, I wish to have a really solid impact on school environments.

So, I create this guideline for the new teachers I will bring on board at any school I open and for the school environments beyond my personal reach. Now you understand my ‘why.

I must admit, these guiding principles are highly suitable for elementary school teachers. Elementary school educators enjoy big chunks of time with their students. They have a chance to get to know the children. As the children go further, the model changes. Junior high and high school educators can gain deeper connections when they do more than classroom duties, like coaching or clubs. But if their role is limited to a few minutes daily, and they have to educate one hundred or more children, it is highly unlikely there will be a strong connection with more than a few kids. (It is still possible to adapt some of the Darwood Principles in the older grades. I do consider teachers of older students as I create this work.)

I have experienced bonds (and seen others bond) with an entire room of children because they were my children for at least five to six hours for five days a week. The day included breaks for lunch, recess, and an outside class. But the bulk of their time was spent with me. One year, my colleagues and I decided as a grade to have ninety-minute blocks of a subject. I decided as an educator to fill those blocks with differentiated lessons, project-based learning, teacher-student meetings, and informal assessments, movement, and music. That type of model takes thoughtful preparation. Are you ready for thoughtful preparation in your educational career?

Prerequisites

Before you begin examining the principles I set up, look at your current practices. If you have a grasp of the following ideas and practices, then continue with this book.

Understanding of Childhood Development Stages

As educational professionals, we are charged with facilitating a productive learning environment for children. How do we determine the productiveness of the environment we are creating? Among many practices, we learn what to expect (in general, or course) from the age group we are educating. Clearly, we do not expect the same behavior from a seven-year-old, that we would get from a fourteen-year-old. These two age groups have distinctive needs and behaviors that are clearly different. Also, ideas that build from one childhood developmental stage to the next, need to be understood by the professional. As educators, we should grasp the student’s developmental level, in order to know how to reach them. Would more research on this topic be helpful to you?

Understanding Professional Communication

Over the years, I have found that communication holds a crucial role in making or breaking any relationship—professional or personal. Whether we communicate through body language, apparel, written words, or spoken words, it is all meaningful. Professionals who understand the value of their communication to peers, leaders, students, and parents are putting themselves in a particularly good position for getting what they want, which should be the overall success of the student. Do you need to read more about communicating in the workplace?

Understanding How Sharing Resources Works

Joining a school can be equated to joining a family or a team.