Reflections #2: Effectiveness

Betty Hustead 3/24/12 What are the components of effectiveness in general and how do those play out in a classroom? According to the readings and the class session, the following factors definitely make a difference on how effective the teacher will be (admin, coach, teacher). The effectiveness is determined by how all the factors intertwine. If they do not, the learning will not lead to as great of an understanding of the content as it could have. Classroom School
1. Structured planned study time (1 = E, F, G) 2. Practice makes perfect (2 = B, E, F, G) 3. Multiple Learning Styles/Techniques (3 = B, C, D, E, F) 4. Teach Others (4 = B, C, E, F, G) 5. Relationship of info (5 = A, B, C, D, E, F, G) 6. Hands on Activities (6 = B, C, D, E, F, G) 7. Get help/look up info dont learn frustration (7 = B, C, E, F, G) 8. Consider learning styles (8 = B, C, D, E, F) A. Mission clearly stated commitment shared B. High Expectations mastery C. Instructional Leadership Management motivation and technique D. Progress monitoring allows for improvement E. Opportunity to learn - time on task F. Safe/Orderly Environment conducive to learning G. Home to School Relationships parent support mission

From your perspective, what is the quantity and quality of effectiveness in the classrooms in your professional setting? First of all, quantity in not always good. Sometimes, practicing problems over and over, will allow a student or staff member to retain a new concept, but the majority of the time, that will only irritate people. (Amount of homework/assignments does not equal learning/understanding) When a teacher or administrator carefully crafts a goal or mission before beginning a new project, they will be more likely to complete that goal. (When written down, goals are 80% more likely to be completed.) If a task is given to a student or teacher without the why explained, there is a much higher degree of frustration or lack of desire to complete the project. The people being asked to do the work need to buy in to the whole concept/mission/goal to be reached. When you have an effective teacher or administrator, this is explained before the activity is even presented. The enthusiasm portrayed when the leader presents this, can motivate or zap the idea in minutes. Passion for a project can be seen and felt by the audience which will lead to a commitment from the group to complete the task. In my school, the principal nearly always shares the reasons behind the newest assignment for the teachers. Frequently this requires more time and effort on the teachers behalf, so if he did not explain why, many teachers would not feel the need to bother completing it. Our principal however, has a true open door policy to allow even the naysayers to ask questions for a better understanding of what is being asked of them. I believe the majority of the classrooms

This chart shows how the factors to learning in the classroom (micro) correlate to the big picture (macro). You cannot have success with one and not the other.

have an effective leader, but there are always a few that do not want to improve. They like to do everything the same every day and every year. Luckily, they are only the few! The majority of the staff are continually learning new methods, are open to suggestions, encourage observations and critiques, and want to figure out how to help the students learn even more. Additional comments or things I want to remember: When students and staff have a clear purpose (the why) explained, they are much more likely to become committed to that goal. I will try to always explain the why, especially if I am in a trainer type position, so people are motivated to learn and improve. I think it is much easier to reach the ultimate macro goal if the steps are broken up and completed by various people. Delegation of jobs allows more people to be involved, feel valuable, and complete the jigsaw puzzle with a sense of ownership and commitment.