Directory of Human Resource Management e.Publications
June (2011) Vol. 1, No. 1
Topic: Teaching as Leadership:
The Highly Effective Teacher’s
Guide to Closing the Achievement Gap
Author of Book : STEVEN FARR
Prepared by: Fatima Salam
Research Student, Department of Management Sciences
The Islamia University of Bahawalpur
Email: fatimasalaam@gmail.com
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“Teaching should be such that what is offered, is
perceived as a valuable gift and not as a hard duty.”
- Albert Einstein
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Chapter no.2
Invest Students and Their Families
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Highly effective teachers
Invest
Extraordinary academic achievement
With the help of students’ families and other
influencers
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• “Investing the students” means developing their
desire for academic success and their belief in
their ability to achieve it.
• Teachers as leaders must recognize their own
success depends on:
•
not just the leader’s vision
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the leader’s motivation
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Ambitious goals
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Key elements of Investment:
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Shaping student‘s Mindsets
Belief
desire
Student investment = “i can“ x “i want“
Conciously or not students ask themselves
“Can I do this?“
“Do I want to do this?”
yes to both questions
With uninvested students, your efforts will lead to very little
learning.
Receptive, eager.
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Why some students resist
investment?
Intelligence as a malleable quality. That is, they see
intelligence as something you earn, not something you are.
Students who believe intelligence is . . .
Fixed
Malleable
Do not believe hard work relates
to success.
“Smart” is earned with hard work
Choose easier assignments
Tackle challenges
Give up when they fail
Learn from mistakes.
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Collaborating with students
Families and Influencers
 Value of hard work and value of achieving big
goals.
 Mrs. Morgan Dixon story illustrates:
First, offer additional hands and energy that
boost her students eagerness to learn.
Information on student’s interests and
background that
improves her instructional choices.
Beat the negative messages.
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Tanya Morgan Dixon
High School History,
Georgia
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Assuming Responsibility for
family Involvement
Teachers must engage student families in student learning.
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Communicating with Students’
Families
 Thorough and frequent communication
 Joseph Almeida heard families wished they could do more to
help their children learn
 The students gain exposure to the material before it is taught.
 [PowerPoint] slides in English and translated into Spanish
he hosted once a month to preview the mathematics content
he will be covering in the following month
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Joseph Almeida,
fifth grade
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Strategies for Investing Students
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varied and creative investment tactics
A welcoming
environment
A Culture of
Achievement
Instruction and
Learning
Building relationship with Promoting values that
students
drive
student investment
Establishing the
relevance of
content
Creating a sense of
community
in the classroom
Empowering students
with
choice and
responsibility
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Making progress
transparent
and celebrating
success
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Creating a welcoming
environment
A culture of Achievement
Instruction and Learning
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A teacher should:
• spend time in getting to know his students and care
about them
• resolve disagreements
• Host morning meetings
• Work on creating self-confidence & esteem
• realize his/her emotional & social worries
• Build relationship with students:
Trust
Investing families
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Some additional ways to build
relationship with students:
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Information gathering, surveys, and sharing
Spending time together in and around school
Sponsoring student activities.
Engaging students outside of school
Making yourself available to students
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Creating a sense of community in
the class:
• Building relationship between student and student to
enhance learning.
• taking care of each other
• Encouraging each other.
• Acknowledge student birthdays.
• Insensitive issues handling
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Creating a welcoming
environment
A culture of Achievement
Instruction and Learning
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Academic Achievement Is Highly Valuable i.e. Focussing on “I
want”
Hard Work Leads to Academic Achievement i.e. Shifting the mindset
Achievement Requires Team Effort
“All-for-one and one-for-all.”
“Together Everyone Achieves More (T.E.A.M.).”
assignments in which students have collaborated to produce a highquality product.
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Making Progress Transparent
• Students may be dramatically improving their
reading comprehension, or writing skills, or
chemistry knowledge, and yet still feel they are
not making progress. They therefore derive no
benefit from the “I Can” component of
investment, so teachers must find creative ways
to illustrate progress and learning.
• They inspire and inform the teachers’ hard work
and improvement as well.
• manage their own progress tracking sheets
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Creating a welcoming
environment
A culture of Achievement
Instruction and Learning
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Establishing the relevance of
content
• “Why are we learning this?”
• Different modes of learning should be used for this
purpose
Empowering students with choice and responsibility
• need to have some control over their learning.
• more willing
• But teachers set up a context for student in which any
choice that the student makes is right for him/her.
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