Chris Lyons

Discussion Comment

I found an app for the iPhone (and probably Android) that turns your to do list into a game. It is called EpicWin. Your to do list becomes Quests, which give you experience. If you do enough, you level up. They also increase your attributes, such as Strength, Intelligence, etc, depending on what you labeled the task as. Recurring tasks remind you, such as paying bills. If you are a video gamer such as myself, and you always have a smart phone on you, an app such as this could be very beneficial to you. I have increased my productivity… >>>

Chris Lyons

Discussion Comment

Guided Notes - The Good and the Bad

I am curious how good and bad an idea guided notes are. I can see how they would keep many students on track. But I can also see how I am conforming their material processing strategies, and severely limiting it.

Chris Lyons

Discussion Comment

'I' and 'We'

In addition of focusing on "I" statements regarding student misbehavior, I also like to focus on "we" statements. Here are a few examples: For us to succeed, WE all need to pay attention. To facilitate learning, WE must take this assignment seriously. I find this very effective, and "We" statements appear to culture immediacy and rapport, both which directly affect retention. Plus, instead of it appearing as if what I am asking is for my own personal needs, its worded in a way that reflects we are all in this together and all must work together to facilitate learning.

Chris Lyons

Discussion Comment

Ethics are hard to define

Ethics in a school, much like ethics anywhere, are hard to define. There is no consensus amongst ethics: even if everyone agrees on a rule, not everyone will agree on its application in certain circumstances. Such is the problem with vaguely defined ethics. However, ethics must be defined vaguely, else they are limited in what they can emcompass. It seems paradoxical, but it often seems ethics are more "enforceable" when the exact specifications of their enforcement are not exactly defined.