ACADEMICS WITH INTERMIXING AFFECTIVE EDUCATION: QUALITY

PROGRAMMING INDICATORSCourse: SPED 578; Educational

InterventionsProfessor Ann Goldade, Summer 2009

.ppt created by Mary-Ann Rolf

Resources

Long, N.J., Morse, W.C., Frank, A.F., & Newman, R.G. (2007). Conflict in the classroom: Positive staff support for troubled students (6th ed.). Austin, TX: PRO-ED.

Mendler, A.N. (2000). Motivating students who don’t care: Successful techniques for educators. Bloomington: IN: Solution Tree

Singham, M. (2005). Moving away from the authoritarian classroom. Change, 50-57.

Wagner, T. (2008) Rigor redefined. Educational Leadership, 20-24. http://www.schoolchange.org/articles/rigor_redefined.html

Quality ProgrammingSurvival Skills

-Wagner Our rationale as teachers is that we need to ask, “What

skills will students need to build successful careers and to be good citizens?” I have chosen the following strategies to benefit the student I am mentoring.

Research from surveys done with education and business leaders indicate students (including Brandon!) need to be taught the following seven survival skills:

7 Survival Skills Students Need, cont. -Wagner1. Critical thinking and problem skills

to compete in the new global economy

2. Collaboration and leadership skills to work effectively with teams

3. Agility and adaptability skills in order to think, be flexible, change, and use a variety of tools to solve new problems

4. Initiative and entrepreneurialism to try to reach stretch goals

7 Survival Skills Students Need, cont. 5. Effective oral and written communication

skills in order to be clear and concise6. Accessing and analyzing large amounts of

information effectively on a daily basis7. Curiosity and imagination in order to ask

great questions to solve the biggest problems in ways that have the most impact on innovationThese can be taught to children early on!

How Can We Teach These Skills Effectively?

(cont.)-Wagner Students need to explain their proofs using

effective communication skills Teachers use questions to push students’

thinking and build their tolerance for ambiguity

Each student in every group is help accountable.

Success requires teamwork!

How Can We Teach These Skills Effectively? -Wagner Example for Math:Students are given a complex, multi-

step problem different from any they’ve seen

To solve it, students need to apply critical-thinking & problem-solving skills and call on previously acquired knowledge

Students in groups need to find two ways to solve the problem, which requires initiative and imagination

Goals: Teaching & Testing Skills that Matter Most -

WagnerWork to ensure that all students master the skills they need to succeed as lifelong learners, workers, and citizens

Stress the importance of critical thinking, communication skills, and collaboration

Assessments should measure students’ analytic reasoning, critical-thinking, problem-solving, and writing skills (ex. College and Work Readiness Assessment www.cae.org)

Motivating Students Who Don’t Care

Rationale: “Wise educators need to understand

and use social dynamics to create, inspire, and cultivate motivation

within their students”-Allen N.

Mendler

What Educators Can DoI agree with these wholeheartedly!

Teacher behavior is motivated by basic beliefs:

1. All students are capable of learning when they have academic & personal tools

2. Students are inherently motivated to learn but learn to be unmotivated when they fail

3. Learning requires risk taking, so classrooms need to be safe places

4. All students have basic needs to belong, be competent, and to influence what happens to them -Mendler

What Educators Can Do, cont.5. High self-esteem should not be a

goal, but rather a result that comes with the mastery of challenging tasks

6. High motivation for learning in school most often occurs when adults treat students with respect and dignity -Mendler

Five Key Processes That Educators Can Use for

Guidance -Mendler

Emphasize effortCreate hopeRespect powerBuild relationshipsExpress enthusiasmThese are explained further in

following slides:

Emphasizing EffortRemedial Strategies -

Mendler Build on mistakes or partially correct answers, e.g., reading class teacher response: “Susan, you did a great job on three of your answers. They show that you understand the first part of the story. Look over my suggestions on the next two; and see how that can make your essay even stronger.”

Allow the 3 Rs-Redo, Retake, and Revise, for both math and reading to teach students that improvement is a sure sign of effort.

Creating Hope -Mendlerhelping students believe they can master the

curriculum Show students how achievements benefits

their lives - give relevancy to assignments, e.g., solving a math equation may relate to sports, buying a car or a house.

Ensure adequacy of basic skills with students, even if it means dignified confrontation

Create challenges that can be mastered Help students develop attainable goals Help students get and stay organized

(materials, daily assignment book, supplies)

Respecting Power -Mendlerhelp students make better

choices Challenge student refusals respectfully

Involve students in developing procedures, rules and consequences

Get students involved in teaching a lesson

Correct a student with privacy, eye contact, and proximity (helps students save face)

Offer real choices (e.g. ask students to “Answer three of these six questions” on assignments or tests).

Building Relationships-Mendler (e.g., mentoring a student)

Emphasize & affirm the student Be open to student feedback Send notes to students, e.g., “Jordan, I am

really pleased that you did your math assignment today.”

Offer genuine compliments, “I like it when…” Invest 2 min. per day to build relationships Host a 5-minute focus group by meeting with

student to find out what is or is not working for them, and look for ideas on how to improve.

Expressing Enthusiasm“our expectations of success for others often

influence the degree to which they actually achieve” -Mendler Let your students know that you love being

their teacher Share your love of the subject Be a lifelong learner, e.g. teach an aspect of

a concept differently, such as math ratios. Be lighthearted – use riddles, jokes, humor Encourage drama, e.g., a story can be a skit Use music, e.g. background music during a

group project, possibly from a period of history that relates to a book or historical event.

Moving Away from the Authoritarian Classroom

-Singham When students come to class, discuss serious

topics in a relaxed way Allow students to write papers on topics of

their choice and interest Give students confidence that teachers will

make fair judgments about their performance Assessments should be meaningful measures

of important learning Encourage continuing conversation among

interested people

The Therapeutic Classroomstructural elements of an effective, comprehensive classroom for students with emotional-behavioral

disorders1. Program Foundation & Philosophy - statement of mission, purpose, values and benefits

2. Structure - balanced behavior management

3. Climate-Group Process - rules, rituals, management

4. Individual Programming - builds academic and social competence

• Educational and behavioral assessment• Ecological assessment and programming• Functional behavioral assessment and planning• Social/emotional development

• Cultural responsiveness -Long

The Dynamics of Group Forces in the Classroom

-LongEvery classroom group:Has a distinct personalityHas moodsHas values & standards for

acceptable and inacceptable behaviors

Has select tastes and aversionsHas a self-control systemUses a variety of defense mechanisms

Creating Cohesive Groups -Long1. Name the group

2. Refer to the group by name3. Generate group traditions4. Develop group rules and values5. Set group goals6. Establish group norms7. Promote teamwork8. Engage members in various group activities9. Use group contingencies10.Make group meetings part of the daily schedule11.Model to facilitate cohesive interaction &

participation12.Reinforce cohesive behavior

Promoting Positive Student Behavior

Essential Concepts and Skills for Effective Classroom Discipline -Long

Classroom discipline: Begins with the teacher and not the students

(self-awareness & student relationships) Involves long-term goals (democratic values) Involves a multitude of short-term skills Is not a bag of tricks or gimmicks a teacher uses

during a crisis (vs. thoughtful & purposeful way of interacting with students on a daily basis)

8 Teacher Skills for Reducing Undesirable

Behavior -LongThe skill of:

1. Planned ignoring of negative behavior

2. Stating expectations of behavior

3. Signaling (nonverbal, e.g., facial expression)

4. Restructuring the situation (e.g. seating change)

5. Conferencing (private conference with problem student)

6. Warning (make consequences clear to students)

7. Enforcement of consequences (follow-through)

8. Life space crisis intervention (rapid intervention to protect student and the group & prevent escalation)

Strategies for Increasing Desirable Behavior -Long

Develop the skills of:

1. Stating positive expectations

2. Modeling desired behavior

3. Structuring the situation (seating, grouping, teacher assistance, physical movement, extent of decision making)

4. Positive reinforcement (activities, privileges, materials, food, parent recognition, leadership, awards, verbal and nonverbal approval)

5. Regulated permission (flatten clay, punch boxing bag)

6. Contracting (establish a written or verbal agreement with one or more students in which the teacher agrees to provide a particular service, reward, or outcome in return for a particular behavior or performance)

Conclusion

As we look at academics as part of a quality program, we need to

maintain conviction that this part is ESSENTIAL in preparing our children and teenagers for a successful adult life, and diligently implement these

strategies