by Laura Maniglia | Oct 18, 2017 | classroom management, instruction, mindset, non-cognitive skills, student engagement, students, study skills, teachers
How can post-secondary educators assure that first year students learn how to persist at a given task? One of the first steps is understanding that having an open mind-set provides them with opportunity to learn. Another important factor in achievement is...
by Laura Maniglia | Aug 2, 2017 | classroom management, instruction, interpersonal relations, non-cognitive skills, SEL, student engagement, teachers
The best selling author Max Lucado stated, “Conflict is inevitable. Combat is optional.” This is true in all realms, whether personal or professional. And nowhere is it more obvious than when dealing with adolescents and teenagers. Their major...
by Laura Maniglia | Apr 24, 2017 | attention & focus, classroom management, instruction, interpersonal relations, non-cognitive skills, SEL, student engagement, students, teachers
Student engagement refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education. It is the essential...
by Laura Maniglia | Apr 7, 2017 | attention & focus, cognitive skills, instruction, interpersonal relations, metacognition, mindset, non-cognitive skills, soft skills, teachers, Tutorial
What constitutes a rewarding life? What spurs some people to pursue their interests actively, while others remain passive observers? Motivation is a crucial factor for achievement in personal and professional pursuits. Yet, working for some extrinsic reward,...
by Laura Maniglia | Feb 19, 2017 | language, metacognition, mindset, non-cognitive skills
In a past blog, I discussed how use of language affects morality. But the power of language expands far beyond moral issues. In a lecture series in Great Courses, Dr. Peter Vishton elaborates on the intricate connections between language and mind/body. He provides...
by Laura Maniglia | Feb 7, 2017 | attention & focus, classroom management, cognitive skills, instruction, interpersonal relations, metacognition, mindset, non-cognitive skills, SEL, soft skills, teachers
Alexander Pope wrote, “To err is human . . . ” Making mistakes is inherently human, so people can take the opportunity to grow and learn from their errors. In her book, Being Wrong, Kathryn Schulz explains. “Far from being a sign of...
by Laura Maniglia | Jan 30, 2017 | language, metacognition, non-cognitive skills, speech
I’m sensitive to language, both oral and written. When someone utters a grammatical faux pas or malapropism, I try hard not to make a face, even though I cringe inwardly. So, I am miffed by the content barrage of uptalk everywhere I turn. For the uninitiated,...
by Laura Maniglia | Jan 17, 2017 | attention & focus, metacognition, mindset, non-cognitive skills, soft skills
Stories abound of individuals born with innate abilities whose talent astounds most mortal beings. These include figures from a wide range of fields from the arts to natural sciences, mathematics, and sports: Michelangelo, DaVinci, Mozart, The Beatles, and Tiger...
by Laura Maniglia | Dec 27, 2016 | cognitive skills, instruction, mindset, non-cognitive skills, soft skills, students
In a previous blog post, I described the differences between intrinsic and extrinsic motivation. Research has demonstrated that external rewards are ineffective for long-term positive results whether in the academic realm or the workplace. But internal goals can boost...
by Laura Maniglia | Dec 8, 2016 | attention & focus, classroom management, cognitive skills, instruction, metacognition, non-cognitive skills, SEL, soft skills, study skills
According to Cal Newport, author of Deep Work: Rules for Focused Success in a Distracted World, the ability to focus is imperative to mastering cognitively demanding tasks. Certainly, absorbing challenging academic content requires deep work. Trying to do so in an...
Laura Maniglia