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Introduction xv

are exhibiting that demonstrate they are learning, or at least making efforts to learn?” If those student behaviors were not there, it would be time to review the teacher’s practices and think about what else he or she might do to gain the desired student behaviors that would cause learning to occur.

The Genesis of Student Achievement

Student achievement has always been the ultimate goal, so the “aha” I just described is not necessarily new. But as a teacher of teachers, this shift from a focus on teaching to a focus on student learning opened a wide swath of opportunity for coaching, facilitating, collaborating, and differentiating instruc-tion in its broadest applications.

After rewriting Quality Teaching in a Culture of Coaching and before developing this book, I wrote

Tapping Student Ef fort ~ Increasing Student Achievement. That book’s content served as the genesis of my shift in perspective. I realized that in order for a student to apply effort to a task, teachers must focus on the student’s individual effort and then apply the knowledge and motivation to create that effort anew, moving the student on to increased effort, an up tick in the student’s abilities, and ultimately, success.

Teachers struggling to attain student achievement are often told to “work harder.” As I developed the

Effort book, it occurred to me that it was actually students who would demonstrate certain behaviors as a result of tapping into their own efforts and abilities. Those behaviors would then result in students achieving. Once the teacher identifed and then taught to desirable behaviors, it would cause

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