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SET-TRACK-SUPPORT: Building the self-efficacy of students and teachers

SET-TRACK-SUPPORT: Building the self-efficacy of students and teachers

Apr 30, 2015 | Leadership

Building self-efficacy within a school requires strategy. That strategy needs to start with a goal, feedback on progress toward the goal needs to given, and support to those who are working toward the goal needs to be provided along the way. Here are a few strategies...

Managing Student Misbehavior….From the Ditch to Disney: Part III (B)

Apr 27, 2015 | Leadership, Teachers

And now it’s time…to say goodbye…(See what I did there with the Disney Theme??)  Image credit: Disney To wrap up my 3 previous posts on the topic, here is the simple procedure for returning instructional control back to the teacher following removal for misbehavior...

From the Ditch to Disney Part IIIA: How to successfully transition misbehaving students back to class

Apr 21, 2015 | Leadership, Teachers

 Image Credit: Rebecca of Sunnybrook Farm Part IIIA In my previous posts I discussed some of the pitfalls with removing students from the classroom and provided simple solutions for preventing the inadvertent reinforcement of maladaptive behaviors. As I noted, the...

Seeing is Believing: How Social Learning Theory builds self-efficacy in a school turnaround

Apr 14, 2015 | Leadership, School Turnaround

Albert Bandura’s Social Learning Theory[1] is predicated on the notion that people tend to develop and learn behaviors by observing others around them. Social Learning Theory is alive and well in any school. Schools are social intensive. People rely on one another to...

From the Ditch to Disney (Part II of III): Tips for Leaders When Removing Students from Class for Misbehavior

Apr 7, 2015 | Leadership, Teachers

Part II In part one of this post, I discussed some of the unintended consequences of removing students from the classroom and provided some simple strategies to consider. In this post I will talk about some more function based strategies when removing students from...

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