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Do not delete done Empowering Teachers & Building Motivation in Response to COVID-19 - Shared screen with speaker view
Krista Bogetich
16:22
Krista Bogetich from Union Temple Preschool
Sasha Kopp (She/her)
16:31
Sasha Kopp - The Jewish Education Project
Merril Feinstein
16:34
Merril Feinstein: Brotherhood Nursery School> NYC
Faye Tonkonogy
16:36
Faye Tonkonogy ,Director of Early Education, Temple Israel ,Natick, MA
Dawn Spector
16:36
Rodef Shalom Preschool in Denver, CO
Jory (she/hers) BaMidbar
16:36
Jory Hanselman Mayschak with BaMidbar Wilderness Therapy
Monica Neiman
16:40
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
16:44
Chaiya Zalles from Cambridge, MA
Liz Gebert
16:46
Liz Gebert, Stamford JCC, Stamford CT
Therese Fournier
16:48
Therese Fournier from Adat Reyim Preschool in Northern VIrginia
Alyse Eisenberg
16:50
Hi from Plano, TX!
Sharon Sherry
17:07
Sharon Sherry, The Jewish Federation of Greater Washington
Rochel Stoll
17:13
Rochel Stoll from Yeshiva Derech Hatorah, Cleveland, OH
Eileen Weingram
17:15
Hello everyone! Eileen Weingram Early Learning at Beth Sholom, Elkins, Park Pennsylvania
Stephanie Lerner
17:23
Stephanie Lerner, Temple Shir Tikva ELC, Wayland MA
Ellen Glassman
17:24
Hello from Ellen Glassman at FELS in Philadelphia, PA
Itzi Saar
17:26
Itzi Saar,Temple Israel, West Bloomfield,MI
Joy Schandler
17:48
hi- I'm Joy from Center for the Advancement of Jewish Education in Miami, FL
Sarah Shinsky
18:01
Hi All! Sarah Shinsky from Atlanta, GA
Anna Hartman
19:59
—Q: The reasons that you show up each day to your program?
Therese Fournier
20:19
It makes a difference for families and children.
Dawn Spector
20:28
in this ever changing world being here brings me so much joy and gratitude daily
Stephanie Lerner
20:29
To provide a place of joy for the children to connect with each other
Tiffany Hagemeyer (she/her)
20:29
to support the essential work that is early childhood
Caity Blum
20:29
I love my families, kiddos, team and teachers!
Joy Schandler
20:33
Children are our future. We are responsible for helping them reach their full potential.
Janet sear BJE Chicago
20:33
Relationships I have made with teachers, families and children. Making a difference
Sasha Kopp (She/her)
20:39
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
robin Meyerowitz
20:45
to inspire teachers and children to love learning torah and enjoy being a jew
Jean Losek
20:48
It never stops to amaze me how our staff keeps going no matter what.
Jessica Robins
20:52
Helping create stability and normalcy during such a strange and disruptive time
Faye Tonkonogy
20:53
To make a difference...to lead and inspire...to experience joy....to build and keep building
Monica Neiman
20:54
Giving our kids a haven and place of connection. Support teachers' learning.
Liz Gebert (she/her)
20:56
relationships/community
Mary Passell
21:07
To help others grow professionally and personally, the children and families, supporting families in their Jewish journey with their children
Jean Losek
21:09
the parents are so appreciative
Merril Feinstein
21:12
Children deserve a safe environment to be together
Ellen Glassman
21:21
To share excitement, education, values and heart with the kids and their families!
Anna Hartman
21:25
These are amazing
Anna Hartman
21:47
—Lynn says she shows up because she loves teaching, makes her feel challenged
Anna Hartman
22:36
—The stress I am seeing has changed our jobs for the foreseeable future.
Anna Hartman
23:58
—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.
Anna Hartman
24:07
*klei kodesh
Anna Hartman
24:35
—includes meditation, recognizing own stress and anxiety, build on the knowledge to support the children
Anna Hartman
24:45
—Some teachers have taken to this and others not.
Anna Hartman
25:03
—What makes some people succeed with this?
Anna Hartman
25:30
—Thinking back to the story of Nachshon at the Red Sea. Order given to go forward, but who would make the first move?
Anna Hartman
26:04
—This bravery was clear. Symbol of courage and will to do the right thing even though it is not easy. Requires faith.
Anna Hartman
26:14
—We all have a little Nachshon in us.
Anna Hartman
26:42
—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.
Anna Hartman
26:59
—Hopefully with optimism and positive outlook.
Anna Hartman
27:37
—Welcoming Jory and Nick from Bamidbar Wilderness Therapy!
Sasha Kopp (She/her)
29:09
Kol HaKavod Lynn, That was beautiful!
Nancy Siegel
29:36
I echo Sasha’s words. Thank you, Lynn.
Anna Hartman
31:31
—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.
Anna Hartman
32:44
—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.
Anna Hartman
32:53
—Tool as a way of framing our collective struggle.
Jory (she/hers) BaMidbar
33:09
PollEv.com/bamidbarwild522
Sasha Kopp (She/her)
34:10
I just scanned the QR code with my phone photo app and that worked great!!
Sasha Kopp (She/her)
34:14
S o cool!!
Anna Hartman
36:21
—Lot of things getting in the way of teachers’ feeling confident in their work
Jean Losek
36:53
physically not being able to wee them
Anna Hartman
37:53
—Many challenges interfering with your ability to connect with teachers
Anna Hartman
38:57
—Self-Determination Theory (SDT), from Deci & Ryan (1985). Motivation is not universally inherent.
Anna Hartman
39:28
—Wide range of extrinsic motivation in the middle; doing it for some sort of external reason.
Anna Hartman
40:35
—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.
Anna Hartman
40:50
—eg Nick’s experience as a runner
Anna Hartman
42:31
—There are steps on this continuum, especially within extrinsic motivation, encompassing compliance, then “should/guilt, then value/importance, then identity.
Anna Hartman
43:42
—And then… enjoyment! Feels good at the end of the day.
Anna Hartman
43:53
Can see where some of our teachers may come into this scale.
Anna Hartman
44:22
"I teach because…”
Anna Hartman
44:44
Compliance: I need a paycheck, don’t want to get fired
Anna Hartman
44:54
—Fluctuates on the daily! Hourly!
Jory (she/hers) BaMidbar
45:17
PollEv.com/bamidbarwild522
Faye Tonkonogy
45:42
Can you put the scan up again?
Jory (she/hers) BaMidbar
45:46
PollEv.com/bamidbarwild522
Faye Tonkonogy
46:04
The QR code
Sasha Kopp (She/her)
46:30
Mine was still in my “chrome” app
Sasha Kopp (She/her)
46:38
so you can go back and see if it’s still open
Jean Losek
46:55
I think our teachers identify with being a teacher
Anna Hartman
47:58
Wow—
Anna Hartman
48:34
—Big change from intrinsic motivation of teachers before the pandemic, and now a lot of “should”/guilt motivating pieces.
Geula Zamist
48:50
oy - did we/directors make them feel like they should - guilt them into it??
Anna Hartman
49:05
—Motivation as behavior specific—how to shift people along the continuum.
Anna Hartman
50:04
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
Denise Crevin
50:16
Might it also be related to our shift in motivation and how that impacts those we supervise?
Lynn Fisher
51:05
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
Anna Hartman
51:29
—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).
Anna Hartman
52:10
We are talking about each person’s SENSE of competence—not how they are seen from the outside.
Anna Hartman
53:49
—As each of these sub-threads gets boosted, I move toward the intrinsic side of the continuum
Jory (she/hers) BaMidbar
53:50
PollEv.com/bamidbarwild522
Anna Hartman
54:51
How do we satisfy the need for competence in our teachers?
Anna Hartman
56:01
—Also need to consider what gets in the way of building competence.
Anna Hartman
56:26
How are we able to satisfy the needs of relatedness? What is working in this domain?
Anna Hartman
57:33
How are teachers able to satisfy the need for autonomy?
Anna Hartman
58:33
A comment: Autonomy question feels hard--directors don't have control over whether or not someone NEEDS the job. What do you think, Jory?
Anna Hartman
01:00:20
—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).
Jory (she/hers) BaMidbar
01:00:34
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?
Anna Hartman
01:02:10
—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.
Jory (she/hers) BaMidbar
01:02:12
PollEv.com/bamidbarwild522
Anna Hartman
01:02:35
—What frustrations do you see out there?
Anna Hartman
01:03:33
(Re: Autonomy, we have different ways to give autonomy, since we cant control everything. Using idea of “perception of choice.”)
Anna Hartman
01:04:22
—How do we satisfy needs, and what is frustrating our needs, and how to remove frustrations?
Anna Hartman
01:06:27
—How our needs are frustrated during COVID-19. In the graph, blue line measuring perception of relatedness; red perception of autonomy.
Anna Hartman
01:06:53
On the left you see early in the pandemic.
Anna Hartman
01:07:51
You can see how these different psychological needs ebb and flow based on external factors
Anna Hartman
01:08:22
—Much research on what we can do to support these psychological needs (competence, relatedness, autonomy).
Anna Hartman
01:08:43
—Teaching and modeling skills we want people to engage in.
Anna Hartman
01:09:15
—Input and feedback, should be informationally based “I saw that way that ___; and I noticed that ___.”
Anna Hartman
01:09:43
—Supporting through struggles, when happening, how can we give hints and strategies to overcome that struggle or frustration
Anna Hartman
01:10:07
—Trying to find the optimal level of challenge, so that feeling competent but no overwhelmed
Anna Hartman
01:10:21
—How can give opportunity to feel successful.
Anna Hartman
01:11:22
—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.
Anna Hartman
01:12:16
—How to support perceptions of relatedness? Respect by body language, eye contact, not interrupting. So critical right now: Focusing on caring and connection.
Anna Hartman
01:12:23
How the details of your life are important
Anna Hartman
01:12:32
—Sharing and relating to this shared moment
Anna Hartman
01:12:50
—Trust: Giving them the opportunity to be autonomous, and showing them trust as they are doing that
Anna Hartman
01:13:27
—How to support perceptions of autonomy? Giving the app/illusion of choice, asking for their perspective, sharing some of our thinking (enabling perspective taking)
Anna Hartman
01:13:58
—Bc we are talking about sharing our perspectives, this means a lot of app. for discussion and being open to questions.
Jory (she/hers) BaMidbar
01:14:04
PollEv.com/bamidbarwild522
Anna Hartman
01:14:05
—Offering encouragement.
Anna Hartman
01:14:28
—What actions has your school taken to minimize need frustration?
Anna Hartman
01:14:55
(In SDT, need frustration research is newer)
Anna Hartman
01:16:15
—Asking thoughts and opinions, even when you have to acknowledge that and why you are not acting on the feedback.
Anna Hartman
01:18:16
Is this in order of priority, nick?
Anna Hartman
01:19:07
—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.
Anna Hartman
01:19:29
Relatedness seems to be the most important when putting the two studies together.
Anna Hartman
01:19:52
These are strategies to simplify our thinking as we plan ahead.
Monica Neiman (she/her)
01:20:37
Thank you for a great presentation. I have to sign off for another meeting.
Jory (she/hers) BaMidbar
01:29:09
Share in the chat something you are taking away from today.
Denise Crevin
01:29:24
Small group Hebrew instruction has worked well - teachers and learners feel successful!
Anna Hartman
01:29:47
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
Tiffany Hagemeyer (she/her)
01:29:53
relatedness, competency, autonomy -- perhaps our next investigation/study question as a school
Sasha Kopp (She/her)
01:29:58
Gloves for teachers who are outside all day!
Ora Rosenfeld
01:30:01
Taking more time outside, exploring
Anna Hartman
01:30:10
So cool!
Liz Gebert (she/her)
01:30:31
finding more time to listen even if I cannot do anything
Jean Losek
01:30:35
Teaching staff did a great job of taking on virtual learning
Denise Crevin
01:30:45
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
Ray Sherman
01:30:49
just as we do with the kids give specific feedback
Anna Hartman
01:30:50
Wow—Jory and Nick!
Nancy Siegel
01:30:54
Thank you for another wonderful JEP and Paradigm program.
Anna Hartman
01:30:58
Kol hakavod and THANK YOU!
Denise Crevin
01:31:00
Huge thank you! This was great!