HPI in the K-12 Setting

Many of the interacting elements that were described in the process of Human Performance Improvement, I believe, are the foundational components to sound teaching and learning practices. For example, clear expectations, must be expressed to the learner. I try to have an agenda on my board every morning for my students to get the big picture of what their day of learning will look like. Clear expectations are then needed in each individual lesson. Modeling gives students that clear picture of what it is the teacher wants them to be able to do. Rubrics are another way that teachers can express the expectations students are to achieve.

Timely and specific feedback is another element that learners need to guide them toward the achievement of the expectations that have been given to them. I have brief conferences with my students to provide them with the feedback they need, but I have to admit, when it comes to grading papers that have been written, I tend to be overwhelmed by the volume of material to grade prevent me from writing notes and pointing out all of the strengths and weaknesses in students’ work.

The availability of adequate resources can at times be difficult in the school setting. Are there enough textbooks to go around? Are there enough working computers in the lab to accommodate the entire class, or do some have to sit out or simply watch another student at the keyboard? Are teachers forced to use a curriculum that doesn’t provide the learner with adequate background information? These questions can seriously hinder the performance improvement process for some.

Policies and procedures are part and parcel to a smoothly running classroom. These provide the learner with a safe and predictable environment within which to learn and hopefully translate that learning to the standardized tests that measure their performance.

Academic performance isn’t the only type of performance elementary teachers like myself are interested in. We are also hoping to see children develop a positive social acumen. Incentives and consequences, as pointed out by Stolovich as another element in HPI, are an integral part of the daily life at school. Teachers need to be aware that consequences are developmentally appropriate and actually guide the student toward the desired performance and does not inadvertently provide the student with reinforcement of the undesired behavior.

There certainly is an art to applying all of these elements, and others, in the K-12 setting. What may work for one student may not for another. Each child brings with him or her a different set of abilities and backgrounds and teachers are constantly challenged to provide students with everything needed to grow as much as possible and to prove that growth on standardized tests and district assessments. 

Educational Podcasts 

Our district has a large ELL population, especially Korean students. My principal asked me last year to start a before-school tutoring program for these students to help them develop their English skills. I took one course in my undergrad work dealing with teaching ELLs, but feel that was not nearly enough to prepare me for this task. I have had a lot of trial and error. I discovered ESL Teacher Talk. This site has podcasts that give teachers information about various games and methods to use to teach ELLs of a variety of ages.

I think podcasts are another great way for educators to receive professional development and no or very low costs. Podcasts in the classroom are also another way in which the element of providing adequate resources to our students can be accomplished.