Self-Efficacy

Questions

  • Sometimes I see other staff members in the building who need recognize that they are good at what they do, but I don't feel it's my place to address them about that subject.
  • Sometimes I see other staff members in the building who need to recognize that they are not as good at what they do, and that doesn't mean they're a terrible teacher, but things can be improved. I am 100% not in a place to address this with them.
  • How can we celebrate success more in our staff meetings, because those are devolving into negative time traps.
  • I get told that my classroom, my curriculum, and my style of teaching are amazing, yet when we look at STAR data (which is the only data that counts, next to MCA tests) my students are not improving. What. 
  • I have high efficacy. Real high efficacy. 
  • We should invite the principal in to observe our room (which I enjoy) but many others only see that type of a visit as a negative thing.
  • I definitely don't take compliments well (page 71)
  • I offer Goal Setting as an extra credit experience that maybe 1 person has taken the entire trimester. I can make it a bigger part of my class, but what part of my curriculum do I give up to make time for this?
  • Data can help a really negative situation seem not so bad. The inappropriate behaviors, attitudes, etc. make a larger impact on our memories than the positives. 5-to-1.
Things I Do Well
  1. I'm Organized
    • I give my students an agenda every day. I summarize my directions periodically as if I were giving a speech to emphasize the main point. I use shapes, shading, and boxes to separate ideas in my assignments so things don't get lost.
  2. I'm Reflective
    • After each day I consider what I did well and what I can improve. I flag those lessons and the next year I spend extra time revamping them.
  3. I'm Fun
    • I make the learning and content fun for me which in turn, makes it fun for students. I gave my persuasive speech notes as if I were a cult leader last week. 
Goal
I will email teachers with the positive information I hear about them from students or about what I see them doing in the building. Create that community that my school lacks.


Comments

  1. AnonymousApril 14, 2018 at 3:54 PM

    I appreciate your (continued) goal, but want to acknowledge you've been doing that for a long time. When I taught German, I got a forwarded email from Deb Bendix about your Honors 10 students that were passionately talking about censorship in relation to a unit I had taught them on Fahrenheit 451 (1954) by Ray Bradbury as a student teacher. You emailed her appreciating the prior knowledge your students walked into your room with and felt the need to share the students feedback on a positive and meaningful learning experience. I appreciate that email then, just as I do now!

    I am amazed you don't see progress on STAR reports even though (and I agree) others acknowledge who good of a teacher you are in regards to curriculum, community, organization, style, etc. I have been closely tracking students data with the STAR reports and honestly can't tell you without a doubt how I've gotten a percentage of students to improve.

    I don't offer, but require goat setting to a degree through the conferencing process, but haven't set a grade or score to it. I wonder if adding a grade would motivate more students to authentically try the process.

    ReplyDelete
    Replies
    1. AnonymousApril 14, 2018 at 3:55 PM

      What happened to the staff shout outs idea or that traveling gratitude journal our school had?

      Delete

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