Motivated Teacher

A motivated teacher ensures the upkeep of students and a motivated student ensures upkeep of the entire society. Such is the power of a learned, knowledgeable and inspired teacher, he/she trains the entire future of the nation and thus every effort should be made to keep them motivated all the time. Teacher-student relationship is not new to the world, it has been there since many centuries however, what has changed is the equation of learning. There was a time when only the students were required to be cognizant with the facts and things related to their subject and world in totality, they were expected to be positively charged all the time, however now the same kind of motivation and outlook is expected from the teachers. Students no longer wish to study from autocrats instead they expect to interact with learned and friendly faces and www.motivatedteacher.com brings the best possible methods to ensure the same.

The biggest challenge that many school administrators’ face today is the increasing levels of dissatisfaction among students regarding their teachers and age-old teaching methods. Traditional ways of teaching no longer work on the students anymore because today when students look at their teachers, they seek empowering coaches and not some dictators. After extensive research and working with  students and teachers of various schools in United States for around 15 years, Bryan Fiese owner of Motivated Proformance Inc. -an organization that conducts teacher in-service programs and offers various interactive fast paced workshops for teachers who face challenges coping up with generation next every day.

The participants of our teacher in-service programs are imparted motivational and communicational skills that help them interact freely and confidently with their students. There are separate sessions for improving leadership skills as well. At Motivated Performance Inc, we are very well aware of the fact that engaging students in a lecture is complicated and in order to simplify this task for you, we offer key-notes for conducting motivational lectures for all our participants.  Bryan Fiese’s “10 Rules of Student Engagement” keynote serves dual purpose- firstly to motivate  teachers to perform their duties in better and interesting manner and secondly, engaged in their lectures, teachers start understanding the techniques and ways of engaging their own students in classrooms.

The wide array of interactive and innovative training workshops and sessions provided by our organization not just prove extremely helpful for the school administrators by motivating teachers but also serve another wonderful function of making an educational conference successful and worth attending. Due to the rapid development of educational institutions, a number of companies and event planners organize vivid events that are based on the topics of student-teacher interaction and student motivation etc. These conferences can achieve instant success by hiring professional and experienced keynote speaker that is in touch with student success and teacher improvement.

A number of schools spread across United States have adopted Bryan Fiese methods and have experienced instant improvement in their results and student teacher motivational quotient after organizing one of our teacher-in-service sessions.

Contact Motivated Teacher now and let you teachers experience the true meaning of motivation and your students feel liberated and confident once again.

Interesting Study – IASB Lighthouse Project

IASB Research Shows School Boards Make a Difference in Student Achievement

Group-portrait of a international businessteam. A broad and diverse group.School boards in high-achieving districts are significantly different in their knowledge and beliefs than school boards in low-achieving districts. And, this difference appears to carry through among administrators and teachers throughout the districts, according to results of a research study released in September 2000 by the Iowa Association of School Boards (IASB).

In the arena of educational research, the effect of school boards on student achievement is largely uncharted territory. The IASB study is one of only a few ever to study school boards based on quantifiable, reliable measures of student achievement.

IASB researchers conducted nearly 160 interviews with board members and educators in three high- and three low-achieving districts over the course of nearly two years. Because Iowa does not have a reliable statewide student achievement database, the interviews were conducted in Georgia, where a comprehensive database exists. IASB used reliable data to ensure that the schools were not only comparable to each other but to districts in Iowa in terms of enrollment, percent of children living in poverty, spending per student, household income and other factors.

The results show that school boards in districts with high student achievement:
• Consistently expressed the belief that all students can learn and that the school could teach all students. This “no excuses” belief system resulted in high standards for students and an on-going dedication to improvement. In low-achieving districts, board members had limited expectations and often focused on factors that they believed kept students from learning, such as poverty, lack of parental support or societal factors.

• Were far more knowledgeable about teaching and learning issues, including school improvement goals, curriculum, instruction, assessment and staff development. They were able to clearly describe the purposes and processes of school improvement efforts and identify the board’s role in supporting those efforts. They could give specific examples of how district goals were being carried out by administrators and teachers.

• Used data and other information on student needs and results to make decisions. The high-achieving boards regularly monitored progress on improvement efforts and modified direction as a result.

• Created a supportive workplace for staff. Boards in high-achieving districts supported regular staff development to help teachers be more effective, supported shared leadership and decision making among staff, and regularly expressed appreciation for staff members.

• Involved their communities. Board members identified how they connect with and listen to their communities and focused on involving parents in education.
School boards in high-achieving districts are significantly different in their knowledge and beliefs than school boards in low-achieving districts. And, this difference appears to carry through among administrators and teachers throughout the districts, according to results of a research study released in September 2000 by the Iowa Association of School Boards (IASB).

In the arena of educational research, the effect of school boards on student achievement is largely uncharted territory. The IASB study is one of only a few ever to study school boards based on quantifiable, reliable measures of student achievement.

IASB researchers conducted nearly 160 interviews with board members and educators in three high- and three low-achieving districts over the course of nearly two years. Because Iowa does not have a reliable statewide student achievement database, the interviews were conducted in Georgia, where a comprehensive database exists. IASB used reliable data to ensure that the schools were not only comparable to each other but to districts in Iowa in terms of enrollment, percent of children living in poverty, spending per student, household income and other factors.

The results show that school boards in districts with high student achievement:
• Consistently expressed the belief that all students can learn and that the school could teach all students. This “no excuses” belief system resulted in high standards for students and an on-going dedication to improvement. In low-achieving districts, board members had limited expectations and often focused on factors that they believed kept students from learning, such as poverty, lack of parental support or societal factors.

• Were far more knowledgeable about teaching and learning issues, including school improvement goals, curriculum, instruction, assessment and staff development. They were able to clearly describe the purposes and processes of school improvement efforts and identify the board’s role in supporting those efforts. They could give specific examples of how district goals were being carried out by administrators and teachers.

• Used data and other information on student needs and results to make decisions. The high-achieving boards regularly monitored progress on improvement efforts and modified direction as a result.

• Created a supportive workplace for staff. Boards in high-achieving districts supported regular staff development to help teachers be more effective, supported shared leadership and decision making among staff, and regularly expressed appreciation for staff members.

• Involved their communities. Board members identified how they connect with and listen to their communities and focused on involving parents in education.

Related Information:

• IASB Lighthouse Research Report, published in the IASB Compass, September 2000.

•The Lighthouse Inquiry: The technical research report of IASB’s Lighthouse Study.

Texas Charter School Conference – May 12, 2010

Pre-Conference Session-Bryan Fiese Brain Based Research – No Teacher Left Bbehind

Washington Association of School Administrators Conference -June 25, 2011

June 25, 2011-Author Bryan Fiese -Presents No Administrator Left Behind- Pre-Conference and Closing Keynote