Chapter 6- Comm 114

• impact how students feel about content
• impact motivation
• impact teacher enthusiasm

relationships evolve/change over time ( they get broader and deeper)

Positive: caring, friendly, dependable, taking time, helping with schoolwork, and valuing individuality

• constant push/pull
• desire to be close/desire for distance
• friendly/professional distance
• dependence/independence

• primarily relational
• verbal/non-verbal signs of approachability
• promotes affective learning
• impacts feelings about instructor
• impacts feelings about course content

more likely to seek

• 1. help
• 2. listen

• 1. referential skill (explaning content)
• 2. ego support ( how teachers meet student need)

more likely to engage with them

• teachers form impression of students
• students develop expectations
• first impressions are important

• looking for common ground
• identifying points of difference
• testing limits

• communicating authentic caring
• become more informal

• may not care for one another
• conflicts
• distance themselves
• learning compromised

formal relationship severed/redefined

• strategies teachers use to generate liking (impacts motivation/learning)
• equality
• dynamism
• facilitates enjoyment
• comfortable with self
• concede control
• conversation rule-keeping
• elicit other's disclosure
• non-verbal immediacy
• optimism

• increase in achievement
• decrease in problem behaviors
• improved quality of relationships for each child
• students mroe productive, responsible, contributing

• self awareness
• understand communication processes
• work cooperatively
• self-management
• problem-solve
• make decisions

need to develope classroom communities to meet academic, social and emotional needs of students

• feeling of belonging/personal relatedness
• influence, group matters to its members
• reinforcement; needs are met by membership
• emotional connection; share common history, experiences

students feel cared about/care about each other

• students' need for belonging
• - results in liking school more
• -more engaged in learning
• -like teachers more

victims of bullying: high anxiety/low self-esteem

• girls more likely to experience sense of belongingness
• boys experience more negative relationships
• girls usually have more friends

• helpful
• empathizing
• enthusiastic
• optimistic
• clear boundaries, be consistent
• valuing individuality
• modeling
• validating
• providing opportunities to show competence
• high expectations
• respect and affection
• dependable

• critical to harness peer support
• peers can be powerful in moderating behavior

• observe and learn from one another
• must pick respected student as a model

have interdependent goals (team sports)

• beneficial to all
• must be dependable

• teach students ways to handle conflict
• reduces violence
• increases cooperation

builds sense of community

• service learning: helping other
• - 10 elements connected to curriculum/reflection

• use of literature:
• 1. promote interpersonal understanding
• 2. promotes prosocial values

• students feel like they belong
• instruction is engaging and connects to students lives

medical model

help gain control over own behavior

• learned and unlearned
• punishment paradigm
• social learning theory- training, direct instruction, modeling, reherasal)

• how people think and feel impacts actions
• uses self-management strategies

looks at behavior in relationship to context, environment

• physiological needs
• safety needs
• love needs
• esteem needs
• self-actualization needs

• lower expectations
• criticized more
• more punitive punishment
• more suspensions

• teacher strategies:
• 1. more active learning
• 2. more collaborative work
• 3. more physical movement

• viewed as cooperative
• viewd as gifted

• teacher strategies:
• cautioned not to shame
• allow for silence

• lack of eye contact
• do not always appreciate competition
• late with assignments

• teacher strategies:
• cooperative learning
• use visual learning
• allow quiet time for reflection

• language issues
• general pessimism
• behavioral issues

• teacher strategies:
• cooperative learning
• include opportunities with family

• classroom organization
• clear rules and procedures
• student engagement
• positive reinforcement
• responding to minor disruptions- process important

• add up-to-date info
• expand
• provide insight
• be passionate
• be dramatic.entertaining
• use technology to enhance

• arouse interest
• don't cover too much
• est. a learning set
• 1. pose significant problem/tell story/ activity
• 2. present an organizing frame
• use strategies to reinforce important points
• actively engage listeners
• 1. spaced lecture./students think/write

advantage: easy to transport/ few materials

• cooperative learning
• positive interdependence
• individual/group accountability
• interpersonal skills
• social skills- meets needs for inclusion, affection, control
• group processing
• good modality for some students
• can draw on own experiences
• creativity
• Types
• 1. brainstorming
• 2.tutorial
• 3.task

affective domain (connect and resonate)

• Bloom's Taxonomy
• 1. knowledge (facts)
• 2. comprehension (understanding)
• 3. application ( connecting to concrete situations)
• 4. analysis (drawing inferences)
• 5. synthesis (construct a new or original idea)

affective domain (connect and resonate)

• Bloom's Taxonomy
• 1. knowledge (facts)
• 2. comprehension (understanding)
• 3. application ( connecting to concrete situations)
• 4. analysis (drawing inferences)
• 5. synthesis (construct a new or original idea)
• 6. evaluation ( reflect, compare, contrast, judge)

experiential : learning by doing