Before meeting with the student leadership team at Lisbon, several veteran teachers had already framed a solution to what they saw as their bullying problem. These teachers proposed to the principal that he should approve a series of weekly all-school assemblies on bullying. They had decided that all elementary students should come down to the cafeteria, every Friday afternoon, for an anti-bullying assembly that would consist of readings, presentations, videos, and activities to raise awareness among all students about the dangers and damages caused by students who bully. This was not necessarily a bad idea, but the point we wish to make here is how easily some teachers can jump to a solution before seeking to understand the nature of the problem itself. Adding Nursery Management Software to the mix can have a real benefit.
Some teachers still felt this assembly idea was exactly what was needed to stop bullying, even after the students showed them that the primary concern was just with a handful of poorly supervised students, during one small part of the school day. What is it about teachers who are so determined to “solve” a problem, using traditional approaches like assemblies to try to “fix the kids,” without really seeking to better understand the root of the problem? This is the point where teacher culture within a school enters the picture. Teachers’ collective beliefs, sense of personal and professional efficacy, and mental models of deeply ingrained assumptions about schooling, teaching, and learning greatly affect how they approach all aspects of their work. How about purchasing Childcare Management System to manage your pre-school setting?
A handful of these teachers were unable to shift their perspective from teaching all students not to be bullies, as the way to address this problem, to teaching adults to better supervise the playground. In the first instance, it is students and their bullying behavior that is held as the problem. In the second case, it is the teachers’ responsibility for the problem that is at the heart of the issue at hand. This is classic internalized or externalized locus of control. Is it someone else’s fault that this problem exists (external), or is it something I can change (internal)? We know that teachers with high levels of efficacy tend toward internalized locus of control. Do your research before purchasing Nursery App - it can make all the difference!
They see themselves as the answer to a student’s individual needs and challenges. They believe in their own training, skills, time, and effort as the keys to their students’ success, and their own accomplishments as educators. If they can understand the issues, they have the capacity to solve them. Accurately understanding the issues in one’s school becomes key to improving climate and learning. We know that effective teacher collaboration to solve school problems and improve school climate can have a positive impact on the collective efficacy of a teaching staff. I wonder how Nursery Software works in the real world?
Invariably, some of the data from climate surveys surprise certain adults. At the least, there will be some discrepancies between student and teacher responses. This can lead some teachers to question these results. Reminding everyone of the integrity of the data collection process before they see the data can help. More important, assuring a no-fault culture and emphasizing the task is not to “solve” the worst numbers, but to use the data to identify school goals helps deflect attention from denying any particular piece of data. Leadership teams need to choose the data they find most worth addressing and achievable at this point. This can mean not aiming for the most challenging issues first but prioritizing ones that the students and teachers find most pressing. How do you think they keep the Preschool Software ticking all the boxes?