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Download a training program on the importance of teachers' "beliefs" for a dynamic school

Download a training program on the importance of teachers’ “beliefs” for a dynamic school

In a previous article we explored the beliefs of a transformative coach, especially when we explore the beliefs of each of us about race, class and gender, and we act from the perspective of curiosity and compassion. For example, we recognize that our social, political, and economic systems are full of reactions that have allowed formal racism to take place, and that we have all, more or less, been absorbing these messages for years. .

What should the new teacher do? What new perspective should he propose? Can he really change the school?

Beliefs need to be explored, first

Here are some steps to help new teachers explore their beliefs. That is how to do it, you have to believe in the possibility of school change.

A reflection of the authors ’beliefs

Tune in to their ability to recognize the reflection of a belief. We will not always express our beliefs by using the word “believe” in the sentence; “I think low-income black students need more control and discipline than other children,” we are unlikely to hear. But these beliefs can be expressed in statements such as “Well, they need discipline.” Our beliefs are often beneath the surface of our speech.

Organize research beyond beliefs around the school

If very few teachers do not trust their coach, they will go into a deep and frightening cave of beliefs, especially shattered beliefs. So coaches need to work hard and be prepared to develop confidence before inviting teachers to explore their beliefs. Also know that before inviting someone to explore, you should be a part of exploring these beliefs.

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We reflect and act

You can only call them to reflect: you can not dig anyone their beliefs. Here are some examples of how inviting you to reflect on beliefs in a training conversation:

  • “I heard you make some assumptions about your students / teenagers / students with learning difficulties. Is this something you want to explore? “
  • “I am curious how you came to that conclusion. Are you ready to share your thoughts with me? “
  • “You seem to have faith in a moral attitude that works best with your students. Can we explore where this belief comes from?”

Learn how to collect and use data

To help a teacher see how a teacher’s beliefs work and what impact they have on children, you need to learn how to collect and use data (such as surveys, videos and practice observations). With this data you can create new beliefs.
A coach needs strong descriptive and verbal skills to be effectively educated about beliefs and, therefore, may need their continued professional development with trusted colleagues or a more experienced coach.

Our sense of existence and identity

The third domain in which a transformation coach works is the domain. Our way emerges from our sense of identity that is reflected from our emotional senses and expressed through unspoken communication. We can explore ways of being by asking questions that express symbolic thinking.

Here is a favorite question to ask the teacher to explore a way:

  • What kind of animal do you feel like you are in class?
  • Sometimes, it’s like: What kind of animal do you like or want to be?
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These questions allow us to explore how the teacher interacts with students in the classroom, and this is a powerful way to teach.

We can cultivate moods, behaviors and beliefs

As we learn ways to exist, we will be more flexible, compassionate, and willing to take risks, to change our mindset, behavior, and confidence. We can promote the qualities needed to foster standards of educational equality. For example, if a teacher says she wants to be a lion in the classroom, we lead her to a vision of power and confidence. The author has identified a goal; We guide her in planning backwards: How does a lion deal with a setback? How does the lion respond to the annoying request from the administrator? The teacher connects his vision with his daily actions.

Beliefs and ways to exist

The following questions explore ways to be implicit and touch on beliefs:

How do you think the exchange you made with that student came from her point of view? How do you think he lived for you?

Are there other ways to understand that student’s behavior? What do you think led to your explanation of his behavior?

What do you think the student might say about his mother on his way home from school?

How does the student see or remember you?

Focus on regression

The realities experienced by teachers in the classroom require a comprehensive and holistic approach to the support and development of new teachers and focus on regression. Similarly, the realities experienced by our students require an approach that develops cultural competence among teachers, which deliberately expresses and explores beliefs, and which develops the skills necessary to build reasonable schools.

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It is necessary to increase the backlog of teachers

Emotional regression is necessary – I doubt it can change our schools without greatly increasing our resilience, because it is hard and emotional work. But at the same time we need to change our schools. More children are not employed in our schools, especially children of more color, more children and many children with learning differences.

Integrating strategies that seek to achieve these results are new teacher support programs, and the transformative training model is a powerful approach to doing so. Yes, this approach will take more time, yes, coaches need serious training and support to build it, but what we are doing is not producing the results that many of us expect. Time to try something else. In this sense, the “Coaching Desk” program at James Joyce High School in Aricia was run by an outstanding head teacher professor. Roberto Cialis.

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