Krista Bogetich from Union Temple Preschool

Sasha Kopp - The Jewish Education Project

Merril Feinstein: Brotherhood Nursery School> NYC

Faye Tonkonogy ,Director of Early Education, Temple Israel ,Natick, MA

Rodef Shalom Preschool in Denver, CO

Jory Hanselman Mayschak with BaMidbar Wilderness Therapy

Hi! My name is Monica Neiman. I'm in Renton, Washington. I work for Temple De Hirsch Sinai in Seattle as the Assistant Director of Religion School.

Chaiya Zalles from Cambridge, MA

Liz Gebert, Stamford JCC, Stamford CT

Therese Fournier from Adat Reyim Preschool in Northern VIrginia

Hi from Plano, TX!

Sharon Sherry, The Jewish Federation of Greater Washington

Rochel Stoll from Yeshiva Derech Hatorah, Cleveland, OH

Hello everyone! Eileen Weingram Early Learning at Beth Sholom, Elkins, Park Pennsylvania

Stephanie Lerner, Temple Shir Tikva ELC, Wayland MA

Hello from Ellen Glassman at FELS in Philadelphia, PA

Itzi Saar,Temple Israel, West Bloomfield,MI

hi- I'm Joy from Center for the Advancement of Jewish Education in Miami, FL

Hi All! Sarah Shinsky from Atlanta, GA

—Q: The reasons that you show up each day to your program?

It makes a difference for families and children.

in this ever changing world being here brings me so much joy and gratitude daily

To provide a place of joy for the children to connect with each other

to support the essential work that is early childhood

I love my families, kiddos, team and teachers!

Children are our future. We are responsible for helping them reach their full potential.

Relationships I have made with teachers, families and children. Making a difference

Im not at a school - but I show up to create a better world that values children so that they can help build our future

to inspire teachers and children to love learning torah and enjoy being a jew

It never stops to amaze me how our staff keeps going no matter what.

Helping create stability and normalcy during such a strange and disruptive time

To make a difference...to lead and inspire...to experience joy....to build and keep building

Giving our kids a haven and place of connection. Support teachers' learning.

relationships/community

To help others grow professionally and personally, the children and families, supporting families in their Jewish journey with their children

the parents are so appreciative

Children deserve a safe environment to be together

To share excitement, education, values and heart with the kids and their families!

These are amazing

—Lynn says she shows up because she loves teaching, makes her feel challenged

—The stress I am seeing has changed our jobs for the foreseeable future.

—As leaders we try to empower and motivate our teachers. Social emotional learning has always been important for our work with children, but we are more focused on this this year. Our “lei Kodesh” or “holy tools” PD program is helping our teachers learn about stress and anxiety. We are working together with faculty of the religious school as well.

*klei kodesh

—includes meditation, recognizing own stress and anxiety, build on the knowledge to support the children

—Some teachers have taken to this and others not.

—What makes some people succeed with this?

—Thinking back to the story of Nachshon at the Red Sea. Order given to go forward, but who would make the first move?

—This bravery was clear. Symbol of courage and will to do the right thing even though it is not easy. Requires faith.

—We all have a little Nachshon in us.

—So must we as educators move forward. We will do what we need to do. There was a sea in the path and we must still plow ahead.

—Hopefully with optimism and positive outlook.

—Welcoming Jory and Nick from Bamidbar Wilderness Therapy!

Kol HaKavod Lynn, That was beautiful!

I echo Sasha’s words. Thank you, Lynn.

—Of course there is no model for pandemic survival that can guide us all; Bamidbar is applying a theory from its work to helping us feel motivated today.

—Today: Will share framework; hoping participants will feel empowered to understand why this situation is having such a profound impact on motivation of school professionals and all of us.

—Tool as a way of framing our collective struggle.

PollEv.com/bamidbarwild522

I just scanned the QR code with my phone photo app and that worked great!!

S o cool!!

—Lot of things getting in the way of teachers’ feeling confident in their work

physically not being able to wee them

—Many challenges interfering with your ability to connect with teachers

—Self-Determination Theory (SDT), from Deci & Ryan (1985). Motivation is not universally inherent.

—Wide range of extrinsic motivation in the middle; doing it for some sort of external reason.

—A note about this continuum: ppl who are intrinsically motivated to do something have higher likelihood of doing that thing more in the future. Also get wellbeing from the work.

—eg Nick’s experience as a runner

—There are steps on this continuum, especially within extrinsic motivation, encompassing compliance, then “should/guilt, then value/importance, then identity.

—And then… enjoyment! Feels good at the end of the day.

Can see where some of our teachers may come into this scale.

"I teach because…”

Compliance: I need a paycheck, don’t want to get fired

—Fluctuates on the daily! Hourly!

PollEv.com/bamidbarwild522

Can you put the scan up again?

PollEv.com/bamidbarwild522

The QR code

Mine was still in my “chrome” app

so you can go back and see if it’s still open

I think our teachers identify with being a teacher

Wow—

—Big change from intrinsic motivation of teachers before the pandemic, and now a lot of “should”/guilt motivating pieces.

oy - did we/directors make them feel like they should - guilt them into it??

—Motivation as behavior specific—how to shift people along the continuum.

We shouldn’t feel guilty that we directors are causing this—this is about the external world and situation in which we are collectively living

Might it also be related to our shift in motivation and how that impacts those we supervise?

Geula - I think that many teachers still identify as teachers and that is their main source of motivation - even if they are stressed about working during COVID

—Within SDT, a sub-theory is idea that we have 3 psychological needs that drive behavior: competence, relatedness (ie through this activity, do I gain connection and love and relationship), autonomy (perceive that I have choice about whether or not I engage in this activity).

We are talking about each person’s SENSE of competence—not how they are seen from the outside.

—As each of these sub-threads gets boosted, I move toward the intrinsic side of the continuum

PollEv.com/bamidbarwild522

How do we satisfy the need for competence in our teachers?

—Also need to consider what gets in the way of building competence.

How are we able to satisfy the needs of relatedness? What is working in this domain?

How are teachers able to satisfy the need for autonomy?

A comment: Autonomy question feels hard--directors don't have control over whether or not someone NEEDS the job. What do you think, Jory?

—Used to think: If we had these three needs met, people would become more motivated. But now we are seeing the role of frustration of needs (a way in which our ability to satisfy a need is inhibited by our environment).

We’ll get into strategies to support perceptions of autonomy. How do we give choice? How do we share our reasoning behind things, how does that help folks feel more autonomous?

—When I have frustration for my need for competence (such as an injury, a la the running example) or relatedness (my running partner is not showing up) or autonomy (partner frowns on so much time taken for running), we see people moving backward on the continuum.

PollEv.com/bamidbarwild522

—What frustrations do you see out there?

(Re: Autonomy, we have different ways to give autonomy, since we cant control everything. Using idea of “perception of choice.”)

—How do we satisfy needs, and what is frustrating our needs, and how to remove frustrations?

—How our needs are frustrated during COVID-19. In the graph, blue line measuring perception of relatedness; red perception of autonomy.

On the left you see early in the pandemic.

You can see how these different psychological needs ebb and flow based on external factors

—Much research on what we can do to support these psychological needs (competence, relatedness, autonomy).

—Teaching and modeling skills we want people to engage in.

—Input and feedback, should be informationally based “I saw that way that ___; and I noticed that ___.”

—Supporting through struggles, when happening, how can we give hints and strategies to overcome that struggle or frustration

—Trying to find the optimal level of challenge, so that feeling competent but no overwhelmed

—How can give opportunity to feel successful.

—Given high number of stressors today, what is possible. Need to recognize the complexity. Can be hard to find the right level of challenge for each person.

—How to support perceptions of relatedness? Respect by body language, eye contact, not interrupting. So critical right now: Focusing on caring and connection.

How the details of your life are important

—Sharing and relating to this shared moment

—Trust: Giving them the opportunity to be autonomous, and showing them trust as they are doing that

—How to support perceptions of autonomy? Giving the app/illusion of choice, asking for their perspective, sharing some of our thinking (enabling perspective taking)

—Bc we are talking about sharing our perspectives, this means a lot of app. for discussion and being open to questions.

PollEv.com/bamidbarwild522

—Offering encouragement.

—What actions has your school taken to minimize need frustration?

(In SDT, need frustration research is newer)

—Asking thoughts and opinions, even when you have to acknowledge that and why you are not acting on the feedback.

Is this in order of priority, nick?

—Two studies done on SDT during the pandemic: One talking about which psychological needs most important to satisfy (finding: relatedness is one of the most import for folks right now); the other looked at satisfaction of needs and reduction of the frustration of those needs. Overall, studies found that most impacting motivation and wellbeing are these priorities: the need for relatedness, satisfy the need for autonomy, and reduce the frustration of competence.

Relatedness seems to be the most important when putting the two studies together.

These are strategies to simplify our thinking as we plan ahead.

Thank you for a great presentation. I have to sign off for another meeting.

Share in the chat something you are taking away from today.

Small group Hebrew instruction has worked well - teachers and learners feel successful!

Even G shared that she posts a question of the day for staff as they check in. Each person records an answer and Ellen emails out the list at the end of the day

relatedness, competency, autonomy -- perhaps our next investigation/study question as a school

Gloves for teachers who are outside all day!

Taking more time outside, exploring

So cool!

finding more time to listen even if I cannot do anything

Teaching staff did a great job of taking on virtual learning

Thinking about how to reach staff members who aren't taking advantage of opportunities for building relatedness/competence... feeling they are farther and farther away in terms of level of motivation

just as we do with the kids give specific feedback

Wow—Jory and Nick!

Thank you for another wonderful JEP and Paradigm program.

Kol hakavod and THANK YOU!

Huge thank you! This was great!