The adult is important, but focusing on the student is more important. I talk about learning and not about teaching– When we talk about teaching we are focusing on the adult in the room and very often forget about the students.It’s important for leaders to establish a school climate that fosters an increased sense of teacher efficacy, so that they can build collective teacher efficacy as a staff, and help teachers realize they may be one of the only change agents in a child’s life. This is important, because research shows that when teachers have a low level of efficacy they feel as though they don’t have any impact on student learning, which doesn’t put them in the role of change agent at all. Hattie believes we have to change our mindsets to understanding we are change agents. I am a change agent– In these days of more accountability and more on the plates of teachers and leaders, it’s easy to feel as though we are victims to our present educational situations.After all, in Hattie’s words we have to “ Know Thy Impact.”
As educators we all have to evaluate whether our practices are bringing out the best learning in our students.
Last week, as some of us presented with Hattie on his jam-packed presentation tour across the U.S., he announced a 10 th mindframe, which is easy to discuss but less easy to put into practice. Those Mindframes are equally as important for teachers and school leaders as well. John Hattie, someone I have worked with for the last year and a half as a Visible Learning trainer, has written extensively about the nine Mindframes our students need for learning ( click here for his guest blog when there were 7). They envelope our personal lives as well as into our professional conversations. We all teach, lead, and learn under different Mindframes. This post was originally published on Finding Common Ground.
0 kommentar(er)
