Our students need more...not less. And when we say more...we mean mindfulness and recess.


Ashton and Webb (1986) found that, "Teachers with low teaching efficacy don't feel that teachers, in general, can make much of a difference in the lives of students, while teachers with low personal teaching efficacy don't feel that they, personally, affect the lives of the students." Yeah, I'd say self-efficacy matters.


Status can prevent us from getting to the heart of the issue with a student or another adult, and sometimes it's based in having a low level of self-efficacy. If we want to have the best conversations with others, and focus on learning, we need to lower our status and help raise theirs.


When it comes to sex education most teachers charged to teach it focus on keeping students safe. Are we doing the same thing when it comes to internet research?


If you want a hard hitting blog post about how schools need to change, this is not the one for you. However, if you want to read some ways I learned from my staff when I was a principal, give this one a click.


Christopher Emdin says,"Our unwillingness to engage young people in trouble is an indictment on us, not them." And it starts with what we do when we read their names on our class list, says DeWitt.


The most important things we should be looking at in school are beyond measure.


If coaching is beneficial to teachers, it should be beneficial to principals as well, and there are at least five reasons why.


How can one sentence change the trajectory of student learning? It shows the power of feedback.


If instructional coaching is beneficial to teachers, shouldn't leadership coaching benefical to principals? Why aren't more principals doing it?


The opinions expressed in Peter DeWitt's Finding Common Ground are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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