Importance of Social Learning

The social learning theory of Bandura (1971) offers an understanding of why a school with a positive culture could potentially care for a students’ needs better than those schools with less than adequate culture. Research has revealed that emotional, social, and academic development in adolescents is impacted by a positive school climate and culture (Bradshaw, Waasdorp, Debnam, & Johnson, 2014). Conversely, schools with negative cultures fail with the support necessary to offer a protective environment which impacts overall achievement (De Pedro et al., 2016). Therefore, a negative school culture would be an obstruction to high expectations.

In support of Bandura’s social learning theory, the study by Oyedeji (2017) found that the learning ability of students was greatly influenced by the climate and culture of the school. To further support the importance of the social environment a study was conducted of 50 public schools from the southeastern United States, in which they discovered valuable insights into quality teaching and relationships. Significant is the idea that quality teaching and relationships are predictors of student learning (Ohlson, Swanson, Adams-Manning, & Byrd, 2016). Bandura’s social learning theory supports learning as a cognitive process that takes place in a social setting. Though this study is focused on school-level data, the data itself is a collective of student behaviors. If students are not encouraged by their teachers or the school provides a setting with which is not conducive to achievement, then there will be a significant impact on student achievement (Ali & Siddiqui, 2016). Social learning theory is easily applied to a school setting because students often do learn by observing their teachers and peers (Bandura, 1971; Firmender, Gavin, & McCoach, 2014). This is important when a school is making a cultural shift to college readiness and high expectations.

The bottom line is we should always be concerned about the culture on our school campus.  A positive culture will lead to positive outcomes.

Until next time...

Marginal Gains

Have you ever wondered why professional athletes become compulsive about small details?  The answer is actually in the details. Many of us have long-term goals for all sorts of things. Our challenge is in how we break those goals down into smaller objectives so we can achieve the greater goal.  When talking about performance, the process remains the same.  Goals are generally large items that have to be divided into smaller achievable steps.  If done correctly, each step is toward the goal.

There are things that can impact our goals.  These are the items that can either distract or impair our abilities to achieve. Professional cyclists know this all too well. Most of them have an obsession with the weight of the bike, for obvious reasons. More weight means more energy needed to pedal and over time, it adds up. Therefore, by reducing the weight of the machine, a marginal gain can be made. Top cyclists are also worried about keeping their machines very clean.  This is for two reasons: primarily, a dirty drive train creates more fiction ultimately slowing the machine or creating an energy drain; secondly, the bike is very expensive and warrant proper care.  Both are important however, only one is going to give a ‘marginal gain’.

People who are operating at the top of their career understand the cumulative effect of the small details.  Most reference the marginal gains as the 1% rule.  If they can make a 1% improvement in several areas over a short amount of time, the gains will add up.  Soon significant progress toward a goal can be achieved.

When we utilize marginal gains in school, we focus on the small wins in the classroom. These are the little steps students can take that move toward the greater goal.  A 1% weekly improvement over a 6-week grading period can make the difference for the next higher grade. Additionally, when we can eliminate the things that negatively impact grades and study time, we can see improvement, marginal improvement. Things that we know can negatively impact grades are things like social media, television, not enough sleep, and diet. When those items are controlled, students can be at their optimum.

The bottom line is we need to look for ways to implement marginal gains in our lives.  The improvement could be significant.

Until next time... 

 

CDC and Safe Opening

Last week, the CDC updated the recommendations for social distancing in schools.  Originally the social distance measure was 6 feet however, the new guidelines have reduced that number to 3 feet.  I guess they have figured the COVID virus doesn’t travel more than 2.5 feet.

All kidding aside, the scientists at the CDC have had the most thankless job throughout this whole pandemic.  Their guidance is what State health departments build local guidance upon.  As the CDC learns more about the virus and the patterns of people, they issue updated guidance.  As a school, it becomes frustrating because things are constantly changing.  From the CDC to the California State Department of Health (CDPH) and then the local County guidance, there is quite a bit to not only follow but to figure out.  

Educators all across the country are really trying to do what is best for kids in the safest environment possible.  We don’t want to get in the middle of the political battles fought over the guidance.  We simply want to make our school the safest we possibly can and provide our students with opportunities that will not get them sick. 

As more people are vaccinated, the positivity rate is dropping.  Hopefully, the numbers will continue to drop so schools can begin to bring students back to school.  Ideally, we would like to see schools go back to ‘normal’ but that is still going to take awhile.  In the meantime, we can all settle for 3 to 4 days a week.  The more kids are in school, the less time parents have to spend out of work. This benefits everyone however, we need to make certain we are doing it safely. With a safe plan to open, that is measured, we can see more success with our students.  

Sooner than later is my hope. Until next time...  

Profound Loss

This year has been a difficult year.  Not only have the students suffered an extreme loss of programs and privileges due to the pandemic, but the learning loss has been extreme. I would not be truthful if I said the education our students receive in the ‘distance’ model remotely is equivalent to the learning that happens in the classroom.  Due to this, educators will be playing catch-up for years to come in order to get students back on track. The challenge ahead is going to be much greater than any challenges we have already faced. 

Added to the significant learning loss, loss of co-curricular and extracurricular programs, the fact that hundreds of thousands of people have lost their lives to this horrible virus. Some of our students have lost a loved one during the past year. Yes, the loss has been profound.

This is the reason it is incumbent upon educators to acknowledge the losses. We need to not sweep it under the rug and act as if everything is fine. Everything has not been fine however, we have a path to better days. Things are getting better and life will soon return to ‘normal’.  Though this is the case, we must look to pick up the pieces that are broken, find the best fix, and move forward.  The students need it.  The staff needs it.  The community needs it.

The best we can do is continue to support each other throughout this time of profound loss, prepare ourselves for the future, and hope a pandemic never comes again.

Until next time...

Family-School Relation and Student Performance

The importance of family-school relations is well documented over the years. Additionally, it was often speculated as to how important that relationship is to student performance. In one research study, a sample of American households were used to examine the relationship between parent involvement in the school and the student performance. This research study sampled 179 households to investigate 3 hypothesis: “(1) the higher the educational status of the mother the greater the degree of parental involvement in school activities; (2) the younger the age of the child the greater the degree of parental involvement; and (3) children of parents who are more involved in school activities do better in school than children with parents who are less involved.”

The data supported all 3 hypotheses. The first regarded the educational status of the mother. Since this is related to overall parent education level, the data showed the parents with a higher level of education are generally more actively involved in the school. Secondly, the younger the student, the more the parents were involved. Lastly, parent involvement in school activities are an indicator of success.

This study is significant, because it confirms what educators know to be true about parent involvement. When students first start school, parents are actively involved. They walk them to class and pick them up daily. As children grow, schools begin to see less and less of parents. Once a student reaches High School, parents are rarely seen, unless called for a meeting on campus. This type of meeting is certainly not the best for building community support.

This study simply shows that the data supports parent involvement and the positive impact on student performance at all grade levels. Bottom line is that a great school is one that welcomes parents on campus and finds ways to incorporate them into the fabric. Until next time...

Citation:
Stevenson, D. L., & Baker, D. P. (1987). The family-school relation and the child's school performance. Child development, 1348-1357.

Collaborative Processes

When we talk about collaboration in schools, we must include the strategies for parental involvement and parent engagement. It is a fact that is well known in the public schools that as students rise in grade, the parent involvement decreases. That is actually opposite to what should be happening. Students and the schools need more parental involvement as students get older and schools should develop an engagement strategy to involve families. When schools do, they are seen as more culturally responsive, collaborative, and equitable.

Collaborative processes can benefit the student in many ways, but are much more efficient when all stakeholders are involved. Open communication is vital to student success and the school leader that has authentic quality communication with all stakeholders, including parents will ultimately be more successful. By including everyone in the communication, a school will be able to close the achievement gap much quicker than without. Once open lines of communication have been established, proper planning is needed. The quality of the overall program and equity with all learners should be evaluated. If change is warranted, systemic change should be implemented along with a system of evaluation. This will anchor any change to the learner and what is best for them.

Until next time...

Blended Learning

In public schools today, there is not a single formula that will transform schools. Effective schools sustain improvement strategies by focusing their efforts on improving teacher instruction and focusing on student learning. By hiring high quality teachers or giving professional development for those on staff, instruction can improve. Teachers that have identified improvement needs, should be scheduled for focused professional development. Additionally, in order for the classroom teacher to be successful, the school and district have to support by creating a safe environment. The support continues by implementing a curriculum of a higher rigor, providing a bell schedule that is conducive for learning, and preparing students for school with sound policy.

According to research, there are 7 best practices to support the blended learning model such as: 1) Integrating computer peripherals, 2) Incorporating interactive games, 3) Check for understand with short quizzes, 4) Continue to use face to face lectures to cover challenge concepts, 5) Implement a technological or otherwise classroom response system, 6) Divide students into groups to collaborate, 7) Utilize the internet to archive notes and lectures. Seeking a ‘best practice’ is a way to assist students in maximizing their achievement. The challenge lies in choosing the correct practice. Since students all learn differently, a blended model incorporating several strategies would be the most successful, however it is not the model that will provide the most benefit. 

Teachers that develop a regular practice of reflection about their teaching strategies are found to be more successful. Therefore, the reflective teacher that utilizes a blended strategy will be more successful over the long term and be able to reach more students. Additionally, teachers need to respect all learners and their cultural identities. They must be socially responsive and utilize responsible teaching tools to encourage learning. As teachers expose students to educational experiences, they must encourage participation in language, literacy, and life while crossing traditional boundaries.

Until next time...