FOUR FOUNDATIONAL PRINCIPLES OF SELF-EFFICACY

  DWA teachers design learning environments where social and emotional security are the building blocks of the confidence necessary to take the risks involved to learn, grow and excel. Layered on that are mastery experiences that amplify the curriculum and engage the students. This could be anything from Grade 4 students publishing their own illustrated fairy tales to Grade 11’s conducting interviews with Shakespeare characters for English class to sharing tea with Holocaust survivors in Los Angeles.

In every activity, field trip, task, presentation or project, the ultimate goal is always to provide enough constructive feedback for the student to be able to continue exploring and learning, balanced by the attitude that mistakes are a way to “fail better” until they succeed. At DWA, the balance of supportive feedback and rising to challenges is different for each child yet a process that develops critical thinking, problem-solving and personally successful learning strategies.

 In our small classes, teachers can spend time with every student, answer more questions, lead in-depth discussions and activities, and offer a lot of personal encouragement. Students can also do this for each other. In our small classes, movement is an important and intrinsic part of the learning process. It is part of every teacher’s planning made easier by our active learning furniture choices. So, academically, there are immediate learning benefits.

Therefore, when students are engaged and happy, more positive interaction occurs. In small classes, teachers can more easily prevent incidents from happening as they have fewer children to watch. They take the time to facilitate immediate conflict resolution which dramatically reduces social stress, increases self-reflection and re-enforces positive behaviours, especially at the elementary and junior high grades. Every day, students experience healthier social interaction, increase their social intelligence and have a greater appreciation of each other. Students then start to gain greater control of their own interactions. When students feel safe and valued, they build resilience, empathy and a positive outlook.