EPSE 311 – Unit 3

1. EPSE 311 – Unit 3 Establishing Supportive Environments

2. ATTACHMENT THEORY PLAY REVIEW DISCUSS PLAY

3. REVIEW Need to Belong Behavior

5. How do we facilitate belonging ? Discuss rather than lecture Give students input in decisions

6. “To enforce the notion that understanding and following rules is a lifelong necessity, I allowed my class to write rules for the teacher” Plan fun lessons. Treat students kindly. Listen to students. Discipline students fairly.

7. Authority Social Contract Power Difference Democratic Authority Coercive Authority

8. Martin’s Article Authority/Accepting one’s responsibility. Task Analysis. Teaching of Social Skills. Self Management.

9. Communication:(Ginott, 1972; Novak and Purkey, 2001; Purkey & Strahan, 1995) • Sane vs. Insane • Sane: addresses the situation • Insane: attacks/praises students character rather than the situation "I MESSAGES"

10. "I MESSAGES"

11. Activity, ROLE PLAY • Think of a time when someone did something unacceptable to you. • FIRST: Confront the accused using insane communication: • (e.g. “you are inconsiderate, you are such a slob”). • THEN: Confront the accused using sane communication: • (e.g. “when you leave your socks in the living room, it makes me do an extra work and I feel that you do not care about me”).

12. RULES OF THE GAME IF YOU SEE YOUR NAME, COME TO THE FRONT AND READ YOUR QUESTION GROUPS WILL GET 40 SECONDS TO ANSWER TEACHER CANDIDATE TELLS US THE RIGHT ANSWER AND SHARE WITH US WHY HE/SHE CHOSE TO ASK THIS QUESTION

13. Attachment Theory Attachment: http://www.youtube.com/watch?v=DH1m_ZMO7GU Why is attachment important? Do you think it is important in the classroom?

14. ATTACHMENT THEORY

15. Trust Activity Think about and then discuss threethings that… • help you trust someone • make you feel comfortable enough to be yourself Whole class discussion: • Why is trust important in the classroom?

17. Teacher-Student Relationships Supportive environments start with positive student-teacher relationships These are important because: Relationships… • Are a major sources of happiness • Help to buffer stress • Provide emotional support Important for… • Academic achievement • Social-emotional development

18. ACTIVITY – Brainstorming • It might help you to think about: • What worked for you when you were a student? • What effective relationship building activities have you seen? (e.g. in your practicum, here at UBC, etc.) • What have you seen that was tried (with good intentions) but didn’t work?

19. Building Positive Environments and Relationships • http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion.html

20. Teacher-Student Relationships What ideas can you glean from the video on building positive student-teacher relationships? • Make time for positive interactions with students • Have high expectations for students • Provide choice • Teach/model how to interact positively with others

21. Self Efficacy Teaching experience and level of education NOT correlated with ability to form relationship. Self efficacy for teaching correlated with ability to form relationships.