Teaching efficacy reflects the teacher’s belief that
he or she can impact student learning.
Video recommendation for the week.
Let me reverse format this week and start with a video clip. While this post addresses “classroom teachers,” this topic (and the video) go beyond traditional classrooms. “Teaching and learning” takes place in various settings (college, elementary school, corporate training, personal coaching, and more).
Below you will find the scenario* addressed in the above clip. As you read it, keep these two questions in mind:
- Did you find your teachers’ sense of efficacy important in your learning?
- What factors, traits, or habits affect teaching efficacy?
If you are not a “teacher” per se, remember that teaching (and efficacy) connect to many situations. A corporate trainer can be a “teacher.” So can a Little League coach, a community leader, and a parent. No matter the situation or setting, what role does the teacher play and what does the student need to bring to the table?
Faculty entered the room for their kick-off of the semester faculty meeting. The dean greeted each faculty member as they came in with a warm smile and greeting. He was authentic and greeted each faculty member as if he or she were the only person in the room.
The first thing the faculty noticed (after the warm reception) was the setup of the room. They had been using this same classroom for faculty meetings for the last three years. It comfortably fit everyone and allowed for a degree of intimacy and ease of communication. Today the tables had been removed and chairs were set up in two large circles; one circle on either side of the room. On the wall closest to each circle was a piece of flip chart paper.
One side of the room said: “The bottom line for teaching and learning is what the student brings into the classroom. The professor cannot do much if the student is not motivated.”
On the other side the paper read: “With few exceptions and with my diligent effort I can reach even the most challenging student.”
The dean instructed his faculty to take a seat. “I realize few people will agree totally with each statement. For our purposes today, I would like for you to sit nearest the sign that you believe captures what you have experienced, for the most part, in your teaching career.”
Matt, a math professor with a sense of humor, moved his seat to the middle space between the two circles. He sat there and smiled.
With that, the faculty chose their seats, and the meeting began.
Where would you sit in this meeting—and for what reasons?
[*The full scenario with questions and further discussion can be found in Steve Piscitelli’s Stories About Teaching, Learning, and Resilience: No Need To Be An Island. Atlantic Beach, Florida: The Growth and Resilience Network, 2017. Pp. 106-109]
Make it an inspiring week and H.T.R.B. as needed.
For information about and to order my new book, Stories About Teaching, Learning, and Resilience: No Need to be an Island, click here.
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Pearson Education publishes my student textbooks for life success—Choices for College Success (3rd edition) and Study Skills: Do I Really Need This Stuff? (3rd edition).
(c) 2017. Steve Piscitelli. All rights reserved.
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