SCHOOLS

I work with schools to help build Teacher Collective Efficacy (Hattie) - teacher’s the belief that, as a group, thye have the ability to enable student success. This in turn informs the ability to work with individual students and cohorts on Academic Self Efficacy, Cognitive Control, Optimal Learning states, Motivation and Engagement

ACADEMIC SELF EFFICACY

Academic self efficacy is a function of students’ beliefs about their capacity to learn and achieve success. This includes their ability to access support. Students with high internal locus of control know that they in the ‘driver’s seat’ of their learning.

Equally, they understand that underperformance is usually a function of misdirected effort rather than innate ability: They are able to separate their sense of ‘self’ from a set of exam results and are less likely to judge themselves harshly in relation to their peers…‘I may have performed poorly in a set of exams but I know this just means I need to rethink my preparation and use more effective study strategies’. The result is increased academic ‘endurance’ and perseverance.

I work with students to help them understand and reframe unhelpful thinking and develop high levels of self efficacy.

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I provide onsite seminars for students and parents who want to learn how to optimise academic achievement. Seminars can be tailored for specific cohorts and cover motivation, effective study, focus and concentration and self belief. Students and parents are provided practical tools and understandings in clear, jargon - free language.

OPTIMAL LEARNING State

An Optimal Learning State is one in which students are emotionally and cognitively ‘primed’ to take in, comprehend, and connect new information with prior knowledge. This is enhanced by an understanding of how to optimise their ‘equipment’ - brain modes, working memory, focus and concentration.

Viewed through a Cognitive Learning lens, this involves comprehension, memory and application. Most importantly, it is not a passive process.

I work with students, (and their parents, a

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schools

I work with schools to support students’ Academic Self Efficacy, Focus and Concentration, Motivation, Effective Study and Engagement.

This includes parent, student workshops for year groups at key transition points including entry to high school (Year 7 in Australia) and the final year of school (Year 12 in Australia).

These transition points provide a unique window of opportunity to help student groups recalibrate, define and work towards their academic goals in a clear, intentional manner.

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