EMPOWER Your Students
Discover how to use the elements of EMPOWER—exploration, motivation, participation, openness, willingness, empathy, and resilience—to make school a positive, meaningful experience for students.
- Understand what values are and how they are different from preferences and goals.
- Discover how to help students determine what values they want to enact at school and in life.
- Examine how to incorporate values work into the classroom curriculum in all disciplines.
- Explore examples of classroom experiences that highlight the importance of student empowerment.
- Learn how to bring your own values to the classroom to become a better teacher and colleague.
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TABLE OF CONTENTS
Introduction: Empowering Students to Transform What School Means
Part I: Activities That Empower Students
Chapter 1: Exploration—Empower Students to Become Curious About Their Values
Chapter 2: Motivation—Empower Students to Make Their Values the Reason for Doing Schoolwork
Chapter 3: Participation—Empower Students to Create Opportunities to Enact Their Values
Chapter 4: Openness—Empower Students to Share Their Values
Chapter 5: Willingness—Empower Students to Serve Their Values Even When It’s Hard
Chapter 6: Empathy—Empower Students to Treat Each Other According to Their Values
Chapter 7: Resilience—Empower Students to Treat Themselves According to Their Values
Part II: Strategies That Empower Students
Chapter 8: Empowering Dialogue—How to Activate Student Values Through One-on-One Conversations
Chapter 9: Empowering Partnerships—How to Involve Parents in Helping Students Enact Their Values
Chapter 10: Empowering Collaborations—How to Center Student Values in Discussions With Colleagues
Chapter 11: Empowering Curriculum—How to Incorporate Student Values Into Your Course Content
Chapter 12: Empowering Inquiry—How to Assess the Impact of Helping Students Pursue Their Values
Chapter 13: Empowering Yourself—How to Bring Your Own Values to Your Work
Conclusion: Paths to Empowerment
Appendix: Examples of Values
- Figure 1.1: Flight Plan
- Figure 1.2: Where I Put My Time
- Figure 1.4: Typical Tuesdays Throughout My Life
- Figure 2.1: What Makes a Class Meaningful?
- Figure 2.2: Grading Your Classes: Food Metaphor
- Figure 2.3: What Makes a Class Meaningful?
- Figure 2.5: Being in a Group
- Figure 3.1: Values-Guided Behavior Brainstorm
- Figure 3.3: Exploring Spaces
- Figure 3.4: Curriculum Hacking Examples
- Figure 3.5: Hacking Your Assignment
- Figure 3.6: Knowledge Matrix
- Figure 8.1: Questions That Help Students Assess Behavior Workability
- Figure 8.2: Questions to Encourage Change Talk
- Figure 9.5: Asking Questions About Values
- Figure 9.6: For Teachers: Asking Parents Questions About Students
- Figure 9.7: Exploring Compassionate Responses
- Figure 10.1: Understanding Problem Behavior
- Figure 10.2: Understanding Problem Behavior (With Checklists and Action Steps)
- Figure 10.3: Understanding Values-Consistent Behavior
- Figure 12.1a: Double Rubric Example 1
- Figure 12.1b: Double Rubric Example 2
- Figure 12.2: Sample Student Responsibilities Rubric
- Figure 12.3: Do I Empower Myself to Make School Meaningful? (Student Version)
- Figure 12.4: Single-Case Design Chart
- Multiple-Baseline Design Chart