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Student-Teacher Relationship
- 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
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relational dialectics
- constant push/pull
- desire to be close/desire for distance
- friendly/professional distance
- dependence/independence
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Teacher Immediacy
- primarily relational
- verbal/non-verbal signs of approachability
- promotes affective learning
- impacts feelings about instructor
- impacts feelings about course content
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connected to. ..
- 1. referential skill (explaning content)
- 2. ego support ( how teachers meet student need)
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teachers impacted by student immediacy
more likely to engage with them
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initiating
- teachers form impression of students
- students develop expectations
- first impressions are important
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experimenting
- looking for common ground
- identifying points of difference
- testing limits
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intensifying
- communicating authentic caring
- become more informal
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differentiating
- may not care for one another
- conflicts
- distance themselves
- learning compromised
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deterioration and dissolution
formal relationship severed/redefined
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affinity seeking
- 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
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schools should systematically attend to students' social and emotional skill.
will result in
- increase in achievement
- decrease in problem behaviors
- improved quality of relationships for each child
- students mroe productive, responsible, contributing
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social/emotional competence
- 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
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community defined
- 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
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pedagogical elements that increase sense of community
caring teacher..
- helpful
- empathizing
- enthusiastic
- optimistic
- clear boundaries, be consistent
- valuing individuality
- modeling
- validating
- providing opportunities to show competence
- high expectations
- respect and affection
- dependable
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peer mediated learning
- critical to harness peer support
- peers can be powerful in moderating behavior
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observational learning
- observe and learn from one another
- must pick respected student as a model
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group dicussion/ group work
have interdependent goals (team sports)
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peer tutoring
- beneficial to all
- must be dependable
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peer mediation
- teach students ways to handle conflict
- reduces violence
- increases cooperation
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classroom meetings
builds sense of community
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service learning and use of literature
- service learning: helping other
- - 10 elements connected to curriculum/reflection
- use of literature:
- 1. promote interpersonal understanding
- 2. promotes prosocial values
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student behavior more positive when
- students feel like they belong
- instruction is engaging and connects to students lives
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biophysical model
medical model
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psycho educational
help gain control over own behavior
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behavioral
- learned and unlearned
- punishment paradigm
- social learning theory- training, direct instruction, modeling, reherasal)
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cognitive behavioral modification
- how people think and feel impacts actions
- uses self-management strategies
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ecological
looks at behavior in relationship to context, environment
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needs based problems occur when child's needs are not met
- physiological needs
- safety needs
- love needs
- esteem needs
- self-actualization needs
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african americans
- lower expectations
- criticized more
- more punitive punishment
- more suspensions
- teacher strategies:
- 1. more active learning
- 2. more collaborative work
- 3. more physical movement
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asian americans
- viewed as cooperative
- viewd as gifted
- teacher strategies:
- cautioned not to shame
- allow for silence
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native americans
- lack of eye contact
- do not always appreciate competition
- late with assignments
- teacher strategies:
- cooperative learning
- use visual learning
- allow quiet time for reflection
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hispanic americans
- language issues
- general pessimism
- behavioral issues
- teacher strategies:
- cooperative learning
- include opportunities with family
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proactive behavioral supports
- classroom organization
- clear rules and procedures
- student engagement
- positive reinforcement
- responding to minor disruptions- process important
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lecture
- add up-to-date info
- expand
- provide insight
- be passionate
- be dramatic.entertaining
- use technology to enhance
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effective lectures
- 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
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small group discussion
- 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
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questioning (inquiry) AVID
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)
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questioning (inquiry) AVID
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
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