Sometimes passionate teachers become absorbed in their impact – whereas Professor Hattie wants more – he wants them to share the passion, work collaboratively with other educators to illustrate the passion, and to imbue in students their love of learning, their love of impacting others, and respecting self and others. He made a little joke in Visible Learning that one of the most powerful variables is hard to measure – but it is not if you open your eyes. You see engaged, commitment, learners, you see high trust to make mistakes and see errors as opportunities for learning, you see students (and teacher) working together to deepen understanding, and most of all you see learners who want to come back to learn more.
Articles in this section
- In examining your research on teacher-student relationships, in 2009 and 2011, the effect size of teacher-student relationships was 0.72. In 2015, the effect size dropped to 0.52. Just curious, as to what you attribute the drop in effect size?
- What is microteaching?
- I am very interested in using micro-teaching with my staff to improve their impact on student achievement next year. Do you know of any articles to read or schools or people that I can contact that have been practicing micro-teaching effectively?
- Do you think there should be opportunities for staff to learn about data analysis?
- Is being passionate something that we can learn?
- In your book you are talking about passion as a key element in teaching. What are the characteristics of this passion? How is one able to recognize a passionate teacher?
- Can teaching be effective even without passion? Why (not)?
- Have you been influenced by teacher? If yes, how did he/she actually influence you?
- What should I as an educator focus on?
- Where do you start to ensure that you are not repeating what has already been taught?