Best Practices in Teaching and Learning for Boys
Ideals Ideas
Relational
Great teaching starts with intentional learning relationships between teachers and students that balance scholarship and creativity with high expectations and clear standards . Through these relationships , we show boys how to become “ good men ” who recognize their capacity for spiritual experience , embrace difference in all its manifestations , and adopt a broad perspective and strong moral values . The establishment of an effective and ongoing connection , enabling us to know our boys , give them agency , and respond to them accordingly , is a precondition for good learning . Relational teaching is best achieved by refining our practice in whole child development , relationship management , and cultivating a positive learning culture .
Child Development
Relationship Management
Learning Culture
1 . Align learning to developmental stages and characteristics 2 . Support each boy in recognizing his own capacity for spiritual development 3 . Promote student agency and voice 4 . Prioritize character
5 . Assume responsibility for managing relationships 6 . Connect with boys by personally relating to their interests and circumstances 7 . Maintain standards while accommodating a measure of opposition 8 . Reach out to support boys ’ individual talents and needs
9 . Build an inclusive learning community of boys 10 . Create and maintain a rigorous , joyful learning environment 11 . Promote positive mindsets 12 . Set and model high expectations for learning and motivate boys to take gradual responsibility for their learning
Instructional
Instructional design is how we create intentional learning experiences that result in the acquisition and application of competencies – the knowledge , skills , dispositions , and learning habits that will help our boys become young men of ideas and ideals , action and reflection who are ready to excel in school and beyond . Learning is , therefore , best designed with a clear articulation of learning goals and criteria for success and should promote the emerging voice and agency of students as they take increasing responsibility for their learning , themselves , each other , and their world . We are committed to growth in our disciplines by refining our practice in student engagement , curriculum design , and situational judgment .
Student Engagement
Curriculum Design
Situational Judgment
1 . Convey mastery and passion for subject matter 2 . Apply transitive factors to captivate boys and promote understanding 3 . Segment lessons to facilitate well-paced , active learning 4 . Personalize and differentiate learning and feedback
5 . Articulate clear learning goals , objectives , and success criteria 6 . Curate and use quality visuals , manipulatives , and models to clarify ideas and develop skills 7 . Design opportunities for boys to demonstrate and develop their understanding 8 . Plan and implement understanding checks using ongoing and varied assessments
9 . Notice , act , and reflect on outcomes and practice in real-time 10 . Build and draw upon an adaptive repertoire of pedagogical strategies 11 . Direct the energy of boys toward fundamental learning goals 12 . Employ creativity and a sense of humor to engage , connect , and advance learning
Professional
In pursuit of professional excellence , we model intellectual curiosity , moral introspection , scholarship , creativity , and an appreciation for the aesthetic and the athletic . Through our habits of reflecting on pedagogy , we follow a system of assessing needs , designing processes , developing materials , evaluating effectiveness , and adapting methodology that adds to our professional culture ' s intent and positive impact . We promote the school ’ s Mission through our shared commitment to its ideals and values ; our respectful , compassionate , kind , and joyful interactions within our community of inquiry and practice ; and our willingness to grow in our professional expertise .
Commitment
Communication
Collaboration
1 . Exemplify the mission , values , and ethos of the school 2 . Experiment with a range of research-informed , evidence-based strategies 3 . Reflect on professional standards to self-evaluate and warrant practice 4 . Maintain relevant expertise in subject matter and pedagogical approaches
5 . Create effective partnerships with students , parents , and families 6 . Initiate and manage successful professional relationships 7 . Demonstrate character in leadership 8 . Maintain clarity , appropriate tone , and care in all communications
9 . Contribute wholeheartedly to our varied communities of inquiry and practice 10 . Collaborate in research-informed and evidence-based reflection and professional learning 11 . Engage in coaching and mentoring relationships 12 . Promote school culture and make substantial contributions to the community
The Saint David ’ s School Framework for Education
12 • Saint David ’ s Magazine