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Classroom Management. Attitude formation and change. Objectives (Outcomes): At the conclusion of this session, you should be able to:. Define attitude Discuss mental models and their impact on classroom atmosphere Discuss techniques that can help foster a positive attitude toward learning.
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Classroom Management Attitude formation and change
Objectives (Outcomes): At the conclusion of this session, you should be able to: • Define attitude • Discuss mental models and their impact on classroom atmosphere • Discuss techniques that can help foster a positive attitude toward learning
What are some of the reasons for a “positive attitude” toward education?
What are some of the reasons for a “negative attitude” towards education? Why do students have these attitudes?
To what degree do you considerthe following behaviors to be uncivil?(Bjorklund, 2010)
To what degree do you considerthe following behaviors to be uncivil?(Bjorklund, 2010)
So what can we do? • When and what – student’s views • Policies and procedures • Deportment • Mental Set
Timing (Webster, 2007) Teacher supplies positive motivators Lower levels of Incivilities Low levels of Incivilities Increased Incivilities High Levels Of Teacher Incivilities Students Reciprocate High levels of Incivilities Before class begins Teacher’s first move First big stressor (exam)
How students think faculty members should react to disrespect (Webster, 2007)
So what can we do? – Expert Teachers’ Views • Policies and procedures • Deportment • Mental Set
Policies and Procedures (Lippmann, 2010) • What are the behaviors? • What policies are negotiable? • Syllabus language • Prepare for disrespectful and disruptive behaviors
Prepare for resistance by asking: • What can I do to dissuade it? • When I see it - Is this really disrespectful and distracting behavior? • Why is it happening? • What is the least but most effective and respectful thing I can do now?
Deportment (Meyers, 2009; Petty, 2006) • Create a feeling of “immediacy” • Strong sense of purpose and goals • Guide rather than strong-arm • Show concern for students’ needs • But, If you need to enforce do so unapologetically and respectfully
Mental Set (Keeley,1995) • Be aware of classroom activities • Monitor • Model • Low-profile intervention >> escalating intervention • Control your reactions
Putting it all together.. • What mental models are you encountering? • Is this really disrespectful and distracting behavior? • What proactive measures should you have taken? • What reactive measures can you take?
Example:Student texting while class is meeting • What mental models are you encountering? • Is this really disrespectful and distracting behavior? • What proactive measures should you have taken? • What reactive measures can you take?
Example: Talking during class • What mental models are you encountering? • Is this really disrespectful and distracting behavior? • What proactive measures should you have taken? • What reactive measures can you take?