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Attitude formation and change

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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Attitude formation and change

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  1. Classroom Management Attitude formation and change

  2. 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

  3. What is “attitude?”

  4. What are some of the reasons for a “positive attitude” toward education?

  5. What are some of the reasons for a “negative attitude” towards education? Why do students have these attitudes?

  6. To what degree do you considerthe following behaviors to be uncivil?(Bjorklund, 2010)

  7. To what degree do you considerthe following behaviors to be uncivil?(Bjorklund, 2010)

  8. How often do you see these behaviors? (Bjorklund, 2010)

  9. So what can we do?

  10. So what can we do? • When and what – student’s views • Policies and procedures • Deportment • Mental Set

  11. 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)

  12. How students think faculty members should react to disrespect (Webster, 2007)

  13. So what can we do? – Expert Teachers’ Views • Policies and procedures • Deportment • Mental Set

  14. Policies and Procedures (Lippmann, 2010) • What are the behaviors? • What policies are negotiable? • Syllabus language • Prepare for disrespectful and disruptive behaviors

  15. 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?

  16. 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

  17. Mental Set (Keeley,1995) • Be aware of classroom activities • Monitor • Model • Low-profile intervention >> escalating intervention • Control your reactions

  18. 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?

  19. Putting it all together..

  20. 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?

  21. Example

  22. 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?

  23. Example you would like to discuss?

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