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Mean Math Blues

Mean Math Blues. Dr. M. Davis-Brantley. Math Student Success Part I--A Little Theory. Begin with a cognitive model --borrowed from psychotherapy --how human beings operate within themselves on the background of environmental factors. THOUGHTS. EMOTIONS. BEHAVIORS. BODY SENSATIONS.

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Mean Math Blues

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  1. Mean Math Blues Dr. M. Davis-Brantley

  2. Math Student SuccessPart I--A Little Theory Begin with a cognitive model --borrowed from psychotherapy --how human beings operate within themselves on the background of environmental factors

  3. THOUGHTS EMOTIONS BEHAVIORS BODY SENSATIONS

  4. How we think about a situation matters! “A central idea in cognitive therapy is that our perception of an event or experience powerfully affects our emotional, behavioral, and physiological responses to it.” --Greenberger & Padesky

  5. EMOTIONS I am frightened by math THOUGHTS I can’t do math BEHAVIORS I avoid numbers I don’t practice math BODY SENSATIONS My stomach tenses when I see numbers

  6. EMOTIONS Relief Curiosity about what else I can learn Joy with skills I have THOUGHTS I can do some math I can learn more I don’t need to get it all right now BEHAVIORS Take a deep breath Write problem & a possible solution Get help if I need it BODY SENSATIONS Relax Become calm Heart rate slows

  7. I am helpless I am bored My brain is frozen Fear Anger Sadness Symptoms of MeanMathBlues Stomachaches Tension Fatigue Lack of discipline I give up I resist

  8. Make changes by taking charge of thoughts or behaviors. THOUGHTS EMOTIONS BEHAVIORS (Students are in charge here—not teachers!) BODY SENSATIONS

  9. Valuable Tools for changing thoughts: 1) Re-Framing 2) Challenge Automatic Thought Distortions

  10. Tool #1 Re-Framing-- Puts a different “frame” around an event Change how you see something (IT’S NOT JUST MAGICAL THINKING!!!)

  11. The Effective Re-frame-- •Alters the perspective •Interprets in a new way •Neutralizes negativity •Is logical & equally true •Opens up the possibilities

  12. Re-frames “I can’t” becomes “I can do some”. “It is hard” becomes “some is, some isn’t” “Only smart people can do it” becomes “persistence is IT”. “I’ll never understand” becomes “I don’t get it YET”. Challenging Your Beliefs

  13. EMOTIONS I am frightened by math THOUGHTS I can’t do math BEHAVIORS I avoid numbers I don’t practice math BODY SENSATIONS My stomach tenses when I see numbers

  14. EMOTIONS Relief Curiosity about what else I can learn Joy with skills I have THOUGHTS I can do some math I can learn more I don’t need to get it all right now BEHAVIORS Take a deep breath Write problem & a possible solution Get help if I need it BODY SENSATIONS Relax Become calm Heart rate slows

  15. Analyze This! You have just taken your midterm exam and have received a VERY LOW grade. How will you react? Then what will you do?

  16. Fake it till you make it • Feelings will follow behavior. • Thoughts will dictate behavior. • Self awareness is key. • Be proactive!!!

  17. Tool #2 Analyzing Thought Distortions— Automatic negative thoughts frequently contain thought distortions

  18. Feeling-Being Mind Reading NEGATIVEPositive Shoulding Overgeneralizing Absolute Thinking Crystal Ball Thinking

  19. A math exam is coming up. • What could a student’s • Automatic • Negative • Thoughts be?

  20. Automatic Negative Thoughts? •Everyone understands except me. •Because I don’t get this, I never will. •I feel like an idiot. •I know I won’t do well. •I must get an “A.” •I’ll never get through college. •I should understand it all now. •My mind will freeze during the test.

  21. Re-frames before exam: •This has happened before & I’ve done ok. •Asking questions brings understanding. •Confidence comes with practice. •I chose this class and I will prepare. •By next week, my thoughts can be clear. •Better feelings result from preparation. •I will sleep, exercise, and care for myself. •I will take charge of learning the material. •Panic now doesn’t mean panic then.

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