Quality Programming   Academics
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  • 1. Academics With Intermixing Affective Education: Quality Programming Indicators
    Course: SPED 578; Educational Interventions
    Professor Ann Goldade, Summer 2009
    .ppt created by Mary-Ann Rolf
  • 2. Resources
    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.
    Mendler, A.N. (2000). Motivating students who don’t care: Successful techniques for educators. Bloomington: IN: Solution Tree
    Singham, M. (2005). Moving away from the authoritarian classroom. Change, 50-57.
    Wagner, T. (2008) Rigor redefined. Educational Leadership, 20-24. http://www.schoolchange.org/articles/rigor_redefined.html
  • 3. Quality ProgrammingSurvival Skills-Wagner
    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.
    Research from surveys done with education and business leaders indicate students (including Brandon!) need to be taught the following seven survival skills:
  • 4. 7 Survival Skills Students Need, cont. -Wagner
    Critical thinking and problem skills to compete in the new global economy
    Collaboration and leadership skills to work effectively with teams
    Agility and adaptability skills in order to think, be flexible, change, and use a variety of tools to solve new problems
    Initiative and entrepreneurialism to try to reach stretch goals
  • 5. 7 Survival Skills Students Need, cont.
    5. Effective oral and written communication skills in order to be clear and concise
    6. Accessing and analyzing large amounts of information effectively on a daily basis
    7. Curiosity and imagination in order to ask great questions to solve the biggest problems in ways that have the most impact on innovation
    These can be taught to children early on!
  • 6. How Can We Teach These Skills Effectively? (cont.)-Wagner
    Students need to explain their proofs using effective communication skills
    Teachers use questions to push students’ thinking and build their tolerance for ambiguity
    Each student in every group is help accountable.
    Success requires teamwork!
  • 7. How Can We Teach These Skills Effectively? -Wagner
    Example for Math:
    • Students are given a complex, multi-step problem different from any they’ve seen
    • 8. To solve it, students need to apply critical-thinking & problem-solving skills and call on previously acquired knowledge
    • 9. Students in groups need to find two ways to solve the problem, which requires initiative and imagination
  • Goals: Teaching & Testing Skills that Matter Most -Wagner
    • Work to ensure that all students master the skills they need to succeed as lifelong learners, workers, and citizens
    • 10. Stress the importance of critical thinking, communication skills, and collaboration
    • 11. Assessments should measure students’ analytic reasoning, critical-thinking, problem-solving, and writing skills (ex. College and Work Readiness Assessment www.cae.org)
  • Motivating Students Who Don’t Care
    “Wise educators need to understand and use social dynamics to create, inspire, and cultivate motivation within their students”
    -Allen N. Mendler
  • 12. What Educators Can DoI agree with these wholeheartedly!
    Teacher behavior is motivated by basic beliefs:
    All students are capable of learning when they have academic & personal tools
    Students are inherently motivated to learn but learn to be unmotivated when they fail
    Learning requires risk taking, so classrooms need to be safe places
    All students have basic needs to belong, be competent, and to influence what happens to them -Mendler
  • 13. What Educators Can Do, cont.
    5. High self-esteem should not be a goal, but rather a result that comes with the mastery of challenging tasks
    6. High motivation for learning in school most often occurs when adults treat students with respect and dignity -Mendler
  • 14. Five Key Processes That Educators Can Use for Guidance -Mendler
    These are explained further in following slides:
  • 19. Emphasizing EffortRemedial Strategies -Mendler
    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.”
    Allow the 3 Rs-Redo, Retake, and Revise, for both math and reading to teach students that improvement is a sure sign of effort.
  • 20. Creating Hope -Mendlerhelping students believe they can master the curriculum
    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.
    Ensure adequacy of basic skills with students, even if it means dignified confrontation
    Create challenges that can be mastered
    Help students develop attainable goals
    Help students get and stay organized (materials, daily assignment book, supplies)
  • 21. Respecting Power -Mendlerhelp students make better choices
    Challenge student refusals respectfully
    Involve students in developing procedures, rules and consequences
    Get students involved in teaching a lesson
    Correct a student with privacy, eye contact, and proximity (helps students save face)
    Offer real choices (e.g. ask students to “Answer three of these six questions” on assignments or tests).
  • 22. Building Relationships-Mendler (e.g., mentoring a student)
    Emphasize & affirm the student
    Be open to student feedback
    Send notes to students, e.g., “Jordan, I am really pleased that you did your math assignment today.”
    Offer genuine compliments, “I like it when…”
    Invest 2 min. per day to build relationships
    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.
  • 23. Expressing Enthusiasm“our expectations of success for others often influence the degree to which they actually achieve” -Mendler
    Let your students know that you love being their teacher
    Share your love of the subject
    Be a lifelong learner, e.g. teach an aspect of a concept differently, such as math ratios.
    Be lighthearted – use riddles, jokes, humor
    Encourage drama, e.g., a story can be a skit
    Use music, e.g. background music during a group project, possibly from a period of history that relates to a book or historical event.
  • 24. Moving Away from the Authoritarian Classroom-Singham
    When students come to class, discuss serious topics in a relaxed way
    Allow students to write papers on topics of their choice and interest
    Give students confidence that teachers will make fair judgments about their performance
    Assessments should be meaningful measures of important learning
    Encourage continuing conversation among interested people
  • 25. The Therapeutic Classroomstructural elements of an effective, comprehensive classroom for students with emotional-behavioral disorders
    1. Program Foundation & Philosophy - statement of mission, purpose, values and benefits
    2. Structure - balanced behavior management
    3. Climate-Group Process - rules, rituals, management
    4. Individual Programming - builds academic and social competence
    • Educational and behavioral assessment
    • 26. Ecological assessment and programming
    • 27. Functional behavioral assessment and planning
    • 28. Social/emotional development
    • 29. Cultural responsiveness -Long
  • The Dynamics of Group Forces in the Classroom -Long
    Every classroom group:
    • Has a distinct personality
    • 30. Has moods
    • 31. Has values & standards for acceptable and inacceptable behaviors
    • 32. Has select tastes and aversions
    • 33. Has a self-control system
    • 34. Uses a variety of defense mechanisms
  • Creating Cohesive Groups -Long
    Name the group
    Refer to the group by name
    Generate group traditions
    Develop group rules and values
    Set group goals
    Establish group norms
    Promote teamwork
    Engage members in various group activities
    Use group contingencies
    Make group meetings part of the daily schedule
    Model to facilitate cohesive interaction & participation
    Reinforce cohesive behavior
  • 35. Promoting Positive Student Behavior Essential Concepts and Skills for Effective Classroom Discipline -Long
    Classroom discipline:
    • Begins with the teacher and not the students (self-awareness & student relationships)
    • 36. Involves long-term goals (democratic values)
    • 37. Involves a multitude of short-term skills
    • 38. Is not a bag of tricks or gimmicks a teacher uses during a crisis (vs. thoughtful & purposeful way of interacting with students on a daily basis)
  • 8 Teacher Skills for Reducing Undesirable Behavior -Long
    The skill of:
    Planned ignoring of negative behavior
    Stating expectations of behavior
    Signaling (nonverbal, e.g., facial expression)
    Restructuring the situation (e.g. seating change)
    Conferencing (private conference with problem student)
    Warning (make consequences clear to students)
    Enforcement of consequences (follow-through)
    Life space crisis intervention (rapid intervention to protect student and the group & prevent escalation)
  • 39. Strategies for Increasing Desirable Behavior -Long
    Develop the skills of:
    Stating positive expectations
    Modeling desired behavior
    Structuring the situation (seating, grouping, teacher assistance, physical movement, extent of decision making)
    Positive reinforcement (activities, privileges, materials, food, parent recognition, leadership, awards, verbal and nonverbal approval)
    Regulated permission (flatten clay, punch boxing bag)
    Contracting (establish a written or verbal agreement with one or more students in which the teacher agrees to provide a particular service, reward, or outcome in return for a particular behavior or performance)
  • 40. Conclusion
    As we look at academics as part of a quality program, we need to maintain convictionthat this part is ESSENTIAL in preparing our children and teenagers for a successful adult life, and diligently implement these strategies