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Academics With Intermixing Affective Education: Quality Programming Indicators,[object Object],Course:  SPED 578; Educational Interventions,[object Object],Professor Ann Goldade, Summer 2009,[object Object],.ppt created by Mary-Ann Rolf,[object Object]
Resources,[object Object],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.,[object Object],Mendler, A.N. (2000). Motivating students who don’t care: Successful techniques for educators. Bloomington: IN: Solution Tree,[object Object],Singham, M. (2005). Moving away from the authoritarian classroom. Change, 50-57.,[object Object],Wagner, T. (2008) Rigor redefined. Educational Leadership, 20-24. http://www.schoolchange.org/articles/rigor_redefined.html,[object Object]
Quality ProgrammingSurvival Skills-Wagner,[object Object],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.  ,[object Object],Research from surveys done with education and business leaders indicate students (including Brandon!) need to be taught  the following seven survival skills:,[object Object]
7 Survival Skills Students Need, cont. -Wagner,[object Object],Critical thinking and problem skills to compete in the new global economy,[object Object],Collaboration and leadership skills to work effectively with teams,[object Object],Agility and adaptability skills in order to think, be flexible, change, and use a variety of tools to solve new problems,[object Object],Initiative and entrepreneurialism to try to reach stretch goals,[object Object]
7 Survival Skills Students Need, cont.,[object Object],5. Effective oral and written communication    skills in order to be clear and concise,[object Object],6. Accessing and analyzing large amounts of information effectively on a daily basis,[object Object],7. Curiosity  and imagination in order to ask great questions to solve the biggest problems in ways that have the most impact on innovation,[object Object],These can be taught to children early on!,[object Object]
How Can We Teach These Skills Effectively? (cont.)-Wagner,[object Object],Students need to explain their proofs using effective communication skills,[object Object],Teachers use questions to push students’ thinking and build their tolerance for ambiguity,[object Object],Each student in every group is help accountable.  ,[object Object],Success requires teamwork!,[object Object]
How Can We Teach These Skills Effectively? -Wagner ,[object Object],Example for Math:,[object Object],[object Object]
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,[object Object]
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) ,[object Object]
What Educators Can DoI agree with these wholeheartedly!,[object Object],Teacher  behavior is motivated by basic beliefs: ,[object Object],All students are capable of learning when they have academic & personal tools ,[object Object],Students are inherently motivated to learn but learn to be unmotivated when they fail,[object Object],Learning requires risk taking, so classrooms need to be safe places,[object Object],All students have basic needs to belong, be competent, and to influence what happens to them  -Mendler,[object Object]
What Educators Can Do, cont.,[object Object],5. High self-esteem should not be a goal, but rather a result that comes with the mastery of challenging tasks,[object Object],6. High motivation for learning in school most often occurs when adults treat students with respect and dignity			-Mendler,[object Object]
Five Key Processes That Educators Can Use for Guidance -Mendler,[object Object],[object Object]
Create hope
Respect power
Build relationships
Express enthusiasmThese are explained further in following slides:,[object Object]
Emphasizing EffortRemedial Strategies -Mendler,[object Object],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.”,[object Object],Allow the 3 Rs-Redo, Retake, and Revise, for both math and reading to teach students that improvement is a sure sign of effort.,[object Object]
Creating Hope -Mendlerhelping students believe they can master the curriculum,[object Object],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.,[object Object],Ensure adequacy of basic skills with students, even if it means dignified confrontation,[object Object],Create challenges that can be mastered,[object Object],Help students develop attainable goals,[object Object],Help students get and stay organized (materials, daily assignment book, supplies),[object Object]
Respecting Power -Mendlerhelp students make better choices,[object Object],Challenge student refusals respectfully,[object Object],Involve students in developing procedures, rules and consequences,[object Object],Get students involved in teaching a lesson,[object Object],Correct a student with privacy, eye contact, and proximity (helps students save face),[object Object],Offer real choices (e.g. ask students to “Answer three of these six questions” on assignments or tests).,[object Object]
Building Relationships-Mendler  (e.g., mentoring a student),[object Object],Emphasize & affirm the student,[object Object],Be open to student feedback,[object Object],Send notes to students, e.g., “Jordan, I am really pleased that you did your math assignment today.”,[object Object],Offer genuine compliments, “I like it when…”,[object Object],Invest 2 min. per day to build relationships,[object Object],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.,[object Object]
Expressing Enthusiasm“our expectations of success for others often influence the degree to which they actually achieve” -Mendler,[object Object],Let your students know that you love being their teacher,[object Object],Share your love of the subject,[object Object],Be a lifelong learner, e.g. teach an aspect of a concept differently, such as math ratios.,[object Object],Be lighthearted – use riddles, jokes, humor,[object Object],Encourage drama, e.g., a story can be a skit,[object Object],Use music, e.g. background music during a group project, possibly from a period of history that relates to a book or historical event.,[object Object]
Moving Away from the Authoritarian Classroom-Singham,[object Object],When students come to class, discuss serious topics in a relaxed way,[object Object],Allow students to write papers on topics of their choice and interest,[object Object],Give students confidence that teachers will make fair judgments about their performance,[object Object],Assessments should be meaningful measures of important learning,[object Object],Encourage continuing conversation among interested people,[object Object]
The Therapeutic Classroomstructural elements of an effective, comprehensive classroom for students with emotional-behavioral disorders,[object Object],1. Program Foundation & Philosophy - statement of mission, purpose, values and benefits,[object Object],2. Structure - balanced behavior management,[object Object],3. Climate-Group Process - rules, rituals, management,[object Object],4. Individual Programming - builds academic and social competence,[object Object],[object Object]

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