Coaches Corner

3/28/2016

States of Mind and How they Contribute to Effective Practice

“One of the most sincere forms of respect is actually

listening to what another has to say.”

Bryant H. McGill


There are 5 States of Mind when we reflect as educators in our practice. Each State of Mind serves a distinct purpose, however, as stated in the article that I linked below, "they are never achieved; rather, they are a journey of continual growth."


Efficacious Teachers


  • Have an internal locus of control
  • Operationalize concepts and translates them into deliberate actions
  • pose problems
  • make casual links
  • produce new knowledge
  • are continuous learners seeking to modify themselves through feedback
  • Are optimistic and resourceful-self actualizing and self-modifying



Flexible Teachers


  • are willing to consider change
  • adjust to others' styles and preferences
  • tolerate ambiguity
  • seek/generate alternatives
  • see through multiple perspectives



Conscious Teachers:


  • are aware that certain events are occurring and are able to direct their course
  • monitor their own values, intentions, thoughts, and behaviors and their effects on others and the environment
  • have well defined value systems that they can articulate an generate
  • hold and apply internal criteria for decisions they make
  • seek improved strategies through practicing mental rehearsal and editing of mental pictures.


Craftsman-like teachers



  • strive to continually perfect their craft
  • set and work to attain personal high standards
  • pursue ongoing learning
  • seek precision, mastery refinement and pride in their artistry
  • generate and hold clear visions and goals
  • strive for exactness of critical thought processes and communication
  • test and revise, constantly honing strategies to reach goals
  • attend to what they know and what they still need to learn



Interdependent teachers:


  • know that they will benefit from working collaboratively
  • are altruistic and willing to modify themselves to benefit the larger good
  • value consensus, while being able to hold their own values and actions in abeyance
  • lend their energies and resources to the achievements of group goals
  • contribute to common good
  • seek collegiality
  • drawn on the resources of others
  • regard conflict as valuable and manage group differences in productive ways
  • seek collaborative engagement, knowing that we are more effective together than individually



https://drive.google.com/a/adams12.org/file/d/0B2Cggrg5uS5pQXBmeUhmeUZtSTdOZkc2YkliM0IyR2JDUUVN/view?usp=sharing

The Secret Is in the Nudge Taken from the text, The Writing Thief, by Ruth Culham, she speaks about the "secret in the nudge" when teaching writing.

"Students who don't feel any degree of success in writing, regardless of the mode, won't write or may become behavior problems during writing time. Learning to show every student what he or she is doing right before being overly concerned with what is wrong, then nudging to make one specific change, is well received by even the most reluctant writer. This is the best teaching tip I know: nudge."

Coronado Hills Coaches

Becca, Christina and Addie