7/31/2019 Reflection #2 - Effectiveness

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Reflections #2: EffectivenessBetty Hustead 3/24/12

What are the components ofeffectiveness in general and howdo those play out in a classroom?

From your perspective, what is thequantity and quality of effectiveness inthe classrooms in your professionalsetting?

According to the readings and the classsession, the following factors definitelymake a difference on how effective theteacher will be (admin, coach,teacher). The effectiveness isdetermined by how all the factorsintertwine. If they do not, the learningwill not lead to as great of anunderstanding of the content as itcould have.Classroom School1. Structured

planned study time(1 = E, F, G)

A. Mission clearly

stated commitment shared

2. Practice makesperfect(2 = B, E, F, G)

B. HighExpectations mastery

3. Multiple LearningStyles/Techniques(3 = B, C, D, E, F)

C. InstructionalLeadershipManagement motivation andtechnique

4. Teach Others(4 = B, C, E, F, G)

D. Progressmonitoring allowsfor improvement

5. Relationship of

info(5 = A, B, C, D, E, F,G)

E. Opportunity to

learn - time on task

6. Hands onActivities(6 = B, C, D, E, F, G)

F. Safe/OrderlyEnvironment conducive tolearning

7. Get help/look upinfo dont learnfrustration(7 = B, C, E, F, G)

G. Home to SchoolRelationships parent supportmission

8. Consider learningstyles(8 = B, C, D, E, F)

This chart shows how the factors tolearning in the classroom (micro)correlate to the big picture (macro).

You cannot have success with one andnot the other.

First of all, quantity in not always good.Sometimes, practicing problems over andover, will allow a student or staff member toretain a new concept, but the majority of thetime, that will only irritate people. (Amountof homework/assignments does not equallearning/understanding)

When a teacher or administrator carefullycrafts a goal or mission before beginning anew project, they will be more likely tocomplete that goal. (When written down,

goals are 80% more likely to be completed.)If a task is given to a student or teacherwithout the why explained, there is amuch higher degree of frustration or lack ofdesire to complete the project. The peoplebeing asked to do the work need to buy in tothe whole concept/mission/goal to bereached.

When you have an effective teacher oradministrator, this is explained before theactivity 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 bythe audience which will lead to acommitment from the group to complete thetask.

In my school, the principal nearly alwaysshares the reasons behind the newestassignment for the teachers. Frequentlythis requires more time and effort on theteachers behalf, so if he did not explain

why, many teachers would not feel the needto bother completing it. Our principalhowever, has a true open door policy toallow even the naysayers to ask questionsfor a better understanding of what is beingasked of them.

I believe the majority of the classrooms

7/31/2019 Reflection #2 - Effectiveness

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have an effective leader, but there arealways a few that do not want to improve.

They like to do everything the same everyday and every year. Luckily, they are onlythe few! The majority of the staff arecontinually learning new methods, are opento suggestions, encourage observations and

critiques, and want to figure out how to helpthe 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 muchmore 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 andimprove. I think it is much easier to reach the ultimate macro goal if the steps arebroken up and completed by various people. Delegation of jobs allows more people tobe involved, feel valuable, and complete the jigsaw puzzle with a sense of ownershipand commitment.