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Foster Student Perseverance – Teach the Habit of Effort
We are approaching the end of the semester. Any chance you might have this experience? Students are receiving their grades for the semester. As your students are leaving your classroom you hear a couple of your students say, “I can’t believe Mr./Mrs. (insert your name) gave me a C.” In your mind you are thinking, “GAVE YOU! GAVE YOU! You earned that C or didn’t earn a B. You think of all the times you attempted to assist this student so they could “earn” a higher grade – but John wasn’t willing to try harder – wasn’t willing to persevere.
This leads to the age-old question: Can perseverance be taught? Van Overwalle & De Metsenaere, 1990, found that students who were taught about the relationship between effort and achievement increased their achievement more than students who were taught techniques for time management and comprehension of new material.
Students generally contribute their success or failure to one of four causes:
Teaching students how to link effort with achievement will lead to the skill and habit of perseverance.
I am at Starbucks (as usual) planning for the upcoming weeks. This week is filled with on-site visits with principals working on everything from inter-rater reliability with formative observations, debriefing conversations, PLCs, planning for next year, etc…
Today I will be doing a training on Tough Kids for first year teachers. Think about the “tough kids” in your world… Do we, as teachers, ever (unintentionally) make them tougher?
Stop and ponder the emotions you are feeling when you are reprimanding the same kid for the upteenth time… Anger, frustration, helplessness…. The interesting thing is that students when being reprimanded by their teacher for the upteenth time feel these same emotions. This is a situation called parallel processing. Only, we, the adults, can break this cycle. Stop for a moment. When you interact with these students, try to keep in mind your positive expectations. HOW would this look??? HOW would this sound?
Try using phrases that lead to internalization of behaviors rather than external directives:
|What are some things…||You did this and this…|
|How might you…||You had better…!|
|What could you…||This is what needs…|
|What are some strengths..||You’re good at…|
|What problems might you..||You’re going to run into…|
At this very moment, Ellen and I are having the totally delightful experience of working with 35 coaches from throughout the state of Utah.
What an amazing group of people! Our topic today is deepening your coaching skills. We are focusing on the three P’s: Pause, Paraphrase and Probe. Are you an instructional coach – read on!
First ponder, what is the difference between a coaching conversation and an interrogation – other than the dangling lightbulb : ) ?
The difference revolves around paraphrasing – restating (NOT parroting) what someone said so that they know you are truly listening – truly attempting to understand. Here are some sample paraphrase stems for you to try:
-Just to be clear in my own mind…
-It sounds like…
-You’re wondering if…
-So, your experience…
-Your perception of the problem is…
Tomorrow, we will be with these same fabulous coaches headed into local schools to practice data collection from a non-evaluative stance.