1. THE INTEGRATED CLASSROOM
 Objectives:

2. THE INTEGRATED CLASSROOM
 Objectives:
 Outline defining characteristics of the NHHSA Integrated Classroom.

3. THE INTEGRATED CLASSROOM
 Objectives:
 Outline defining characteristics of the NHHSA Integrated Classroom
 Cover principles of congruence, empathy, leadership, and process orientation

4. THE INTEGRATED CLASSROOM
 Objectives:
 Outline defining characteristics of the NHHSA Integrated Classroom
 Cover principles of congruence, empathy, leadership, and process orientation
 Person-centered vs. Traditional approaches to education

5. THE INTEGRATED CLASSROOM
 Can be thought of as a unique classroom environment in which
learning takes place as a result of positive student-student and
student-teacher interactions.

6. THE INTEGRATED CLASSROOM
 Can be thought of as a unique classroom environment in which
learning takes place as a result of positive student-student and
student-teacher interactions.
 More than simply a room occupied by students of various ages
and grade levels.

7. THE INTEGRATED CLASSROOM
 Can be thought of as a unique classroom environment in which
learning takes place as a result of positive student-student and
student-teacher interactions.
 More than simply a room occupied by students of various ages
and grade levels.
 Social integration  cooperation and association between
individuals.

8. THE INTEGRATED CLASSROOM
 Can be thought of as a unique classroom environment in which
learning takes place as a result of positive student-student and
student-teacher interactions.
 More than simply a room occupied by students of various ages
and grade levels.
 Social integration  cooperation and association between
individuals.
 An environment conducive to learning should be inspiring and
motivational.

9. THE INTEGRATED CLASSROOM
 Can be thought of as a unique classroom environment in which
learning takes place as a result of positive student-student and
student-teacher interactions.
 More than simply a room occupied by students of various ages
and grade levels.
 Social integration  cooperation and association between
individuals.
 An environment conducive to learning should be inspiring and
motivational.
 Students are motivated and inspired most by: (1) fear of
punishment (2) personal goals (3) emotional state.

10. DEFINING CHARACTERISTICS
 Primacy of the student-teacher relationship
 Positive and constructive peer-to-peer interactions
 Self-paced, mastery-based study
 Relaxed environment
 Positive & constructive student-teacher relationship; teacher assumes
socially dominant role
 Emphasis on self-development, commitment to goals, process (rather
than results) orientation
 Guided, rather than regulated study processes

11. LEARNER-CENTERED FACETS
CONTRASTED WITH TRADITIONAL
APPROACHES
Learner-centered approaches Traditional approaches
 Person centered
 Self-directed
 Democratic
 Child-centered
 Process (how)
 Constructing understanding
 Inquiry-based
 Thinking
 Relationship
 Experiential methods
 Cooperation
 Active
 Learning
 Criterion referencing
 Showing
 Facilitating
 Liberatory pedagogy
 Curriculum-centered
 Teacher-directed
 Hierarchical
 Teacher-centered
 Content (what)
 Covering subject matter
 Knowledge-based
 Memorizing
 Instruction
 Lecture
 Competition or individualism
 Passive
 Teaching
 Norm referencing
 Telling
 Professing
 Banking model

12. LEARNER-CENTERED FACETS
CONTRASTED WITH TRADITIONAL
APPROACHES
Learner-centered approaches Traditional approaches
 Person centered
 Self-directed
 Democratic
 Child-centered
 Process (how)
 Constructing understanding
 Inquiry-based
 Thinking
 Relationship
 Experiential methods
 Cooperation
 Active
 Learning
 Criterion referencing
 Showing
 Facilitating
 Liberatory pedagogy
 Curriculum-centered
 Teacher-directed
 Hierarchical
 Teacher-centered
 Content (what)
 Covering subject matter
 Knowledge-based
 Memorizing
 Instruction
 Lecture
 Competition or individualism
 Passive
 Teaching
 Norm referencing
 Telling
 Professing
 Banking model

13. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 The ideal student-teacher relationship facilitates a positive
emotional state within the student.

14. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 The ideal student-teacher relationship facilitates a positive
emotional state within the student.
 For educational purposes:
 Receptivity & Submissiveness

15. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 The ideal student-teacher relationship facilitates a positive
emotional state within the student.
 For educational purposes:
 Receptivity & Submissiveness
 Optimism & Affection

16. PLUTCHIK’S WHEEL OF
EMOTIONS

17. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 The ideal student-teacher relationship facilitates a positive
emotional state within the student.
 For educational purposes:
 Receptivity & Submissiveness
 Acceptance >> Trust >> Admiration
 Optimism & Affection

18. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 The ideal student-teacher relationship facilitates a positive
emotional state within the student.
 For educational purposes:
 Receptivity & Submissiveness
 Acceptance >> Trust >> Admiration
 Optimism & Affection
 Interest >> Anticipation >> Vigilance

19. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Empathy
 In humanistic psychology, described as the ability to see things from someone else’s
perspective; i.e., to understand and accept the “inner world” of another.

20. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Empathy
 In humanistic psychology, described as the ability to see things from someone else’s
perspective; i.e., to understand and accept the “inner world” of another.
 Not necessarily synonymous with sympathy.

21. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Empathy
 In humanistic psychology, described as the ability to see things from someone else’s
perspective; i.e., to understand and accept the “inner world” of another.
 Not necessarily synonymous with sympathy.
 Rule of thumb: Seek first to understand, then be understood.

22. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Empathy
 In humanistic psychology, described as the ability to see things from someone else’s
perspective; i.e., to understand and accept the “inner world” of another.
 Not necessarily synonymous with sympathy.
 Rule of thumb: Seek first to understand, then be understood.
• Congruence
• Put simply, this refers to realness or genuineness on behalf of the instructor.

23. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Congruence
 Alignment of thoughts, words, and actions.

24. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Congruence
 Alignment of thoughts, words, and actions.
 Alignment of internal (subjective) and external (objective) experiences

25. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Congruence
 Alignment of thoughts, words, and actions.
 Alignment of internal (subjective) and external (objective) experiences
 Lack of inhibition

26. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Congruence
 Alignment of thoughts, words, and actions.
 Alignment of internal (subjective) and external (objective) experiences
 Lack of inhibition
 Putting your natural personality on the line

27. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Congruence
 Alignment of thoughts, words, and actions.
 Alignment of internal (subjective) and external (objective) experiences
 Lack of inhibition
 Putting your natural personality on the line
 Be as fearless with this as possible

28. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Congruence
 Alignment of thoughts, words, and actions.
 Alignment of internal (subjective) and external (objective) experiences
 Lack of inhibition
 Putting your natural personality on the line
 Be as fearless with this as possible
 Allow your personality to be scrutinized by your students

29. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Be responsive, not reactive

30. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Be responsive, not reactive
 Students will lose respect for teachers who are too emotionally reactive to them –
just as any subordinate individual will do for someone who is (typically) socially
dominant.

31. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Be responsive, not reactive
 Students will lose respect for teachers who are too emotionally reactive to them –
just as any subordinate individual will do for someone who is (typically) socially
dominant.
 The emotional state of the student is not given permission to determine the frame of
their interaction, the emotional context (the affective part of affective + cognitive
facilitation).

32. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Be responsive, not reactive
 Students will lose respect for teachers who are too emotionally reactive to them –
just as any subordinate individual will do for someone who is (typically) socially
dominant.
 The emotional state of the student is not given permission to determine the frame of
their interaction, the emotional context (the affective part of affective + cognitive
facilitation).
 Whatever situations arise in the classroom, the instructor ought to always be calm,
assertive, and sensitive to the needs of his/her student without being reactive to
them. This means instructors should not, for example, feel easily (if ever!) insulted
or offended by their students.

33. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Be responsive, not reactive
 Students will lose respect for teachers who are too emotionally reactive to them –
just as any subordinate individual will do for someone who is (typically) socially
dominant.
 The emotional state of the student is not given permission to determine the frame of
their interaction, the emotional context (the affective part of affective + cognitive
facilitation).
 Whatever situations arise in the classroom, the instructor ought to always be calm,
assertive, and sensitive to the needs of his/her student without being reactive to
them. This means instructors should not, for example, feel easily (if ever!) insulted
or offended by their students.
 In controversial intellectual conversations, be as emotionally neutral as possible,
especially if you give your own thoughts on the issue.

34. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Process Orientation
 A state of mental presence to the moment at hand – the “here-and-now.”

35. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Process Orientation
 A state of mental presence to the moment at hand – the “here-and-now.”
 Not necessarily synonymous with intense focus or concentration; you could be in a
state of “relaxed” or environmental awareness.

36. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Process Orientation
 A state of mental presence to the moment at hand – the “here-and-now.”
 Not necessarily synonymous with intense focus or concentration; you could be in a
state of “relaxed” or environmental awareness.
 Process orientation should be understood as an association of positive emotions
with the task at hand.

37. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Process Orientation
 A state of mental presence to the moment at hand – the “here-and-now.”
 Not necessarily synonymous with intense focus or concentration; you could be in a
state of “relaxed” or environmental awareness.
 Process orientation should be understood as an association of positive emotions
with the task at hand.
 Presence  Positivity  Action

38. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Setting the Frame of an Interaction

39. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Setting the Frame of an Interaction
 “Setting the frame” means that you determine the terms of the interaction – i.e., the
topic under consideration and the emotional framework (what emotional responses
are acceptable/appropriate to the situation; students will, if they respect your position
as the dominant one, imitate).

40. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Setting the Frame of an Interaction
 “Setting the frame” means that you determine the terms of the interaction – i.e., the
topic under consideration and the emotional framework (what emotional responses
are acceptable/appropriate to the situation; students will, if they respect your position
as the dominant one, imitate).
 Any deviations should typically be only those you’ve allowed or find acceptable.

41. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Setting the Frame of an Interaction
 Four Phases
1) State transference
2) Rapport
3) Comfort
4) Momentum

42. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Setting the Frame of an Interaction
 Four Phases
1) State transference
• Your emotional state predominantly influences theirs

43. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Setting the Frame of an Interaction
 Four Phases
1) State transference
• Your emotional state predominantly influences theirs
• “Whatever you feel, they feel.”

44. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Setting the Frame of an Interaction
 Four Phases
1) State transference
2) Rapport

45. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Setting the Frame of an Interaction
 Four Phases
1) State transference
2) Rapport
• Demonstration of personal values  student accepts your value system
 relationship of mutual trust, acceptance, and empathy

46. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Setting the Frame of an Interaction
 Four Phases
1) State transference
2) Rapport
• Demonstration of personal values  student accepts your value system
 relationship of mutual trust, acceptance, and empathy
• Story-telling (most efficient way to demonstrate value)

47. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Setting the Frame of an Interaction
 Four Phases
1) State transference
2) Rapport
• Demonstration of personal values  student accepts your value system
 relationship of mutual trust, acceptance, and empathy
• Story-telling (most efficient way to demonstrate value)
• Humor – by expressing yourself in a humorous way you indirectly
communicate you value system.

48. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Setting the Frame of an Interaction
 Four Phases
1) State transference
2) Rapport
• Demonstration of personal values  student accepts your value system
 relationship of mutual trust, acceptance, and empathy
• Story-telling (most efficient way to demonstrate value)
• Humor – by expressing yourself in a humorous way you indirectly
communicate you value system.
• However, do not, EVER attempt to seek your students’ validation. They
should seek yours, not the other way around.

49. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Setting the Frame of an Interaction
 Four Phases
1) State transference
2) Rapport
3) Comfort

50. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Setting the Frame of an Interaction
 Four Phases
1) State transference
2) Rapport
3) Comfort
• Compliance

51. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Setting the Frame of an Interaction
 Four Phases
1) State transference
2) Rapport
3) Comfort
• Compliance
• Receptivity & Submissiveness

52. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Setting the Frame of an Interaction
 Four Phases
1) State transference
2) Rapport
3) Comfort
• Compliance
• Receptivity & Submissiveness
• Displays of affection

53. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Setting the Frame of an Interaction
 Four Phases
1) State transference
2) Rapport
3) Comfort
• Compliance
• Receptivity & Submissiveness
• Displays of affection
 Not sure whether you’ve established Rapport and Comfort with a
student? Try giving him/her a compliance test; evaluate their
reaction.

54. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Setting the Frame of an Interaction
 Four Phases
1) State transference
2) Rapport
3) Comfort
4) Momentum

55. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Setting the Frame of an Interaction
 Four Phases
1) State transference
2) Rapport
3) Comfort
4) Momentum
• You have established the dynamics you want and you are in a position to
facilitate the learning process.

56. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Setting the Frame of an Interaction
 Four Phases
1) State transference
2) Rapport
3) Comfort
4) Momentum
• You have established the dynamics you want and you are in a position to
facilitate the learning process.
• Facilitation, in this context, means nothing more than that you
orchestrate the conditions necessary and sufficient to your students’
learning.

57. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
 Setting the Frame of an Interaction
 Four Phases
1) State transference
2) Rapport
3) Comfort
4) Momentum
• You have established the dynamics you want and you are in a position to
facilitate the learning process.
• Facilitation, in this context, means nothing more than that you
orchestrate the conditions necessary and sufficient to your students’
learning.
• How does this work? When you’ve progressed through the previous 3
stages, your students will listen to what you have to say and respond
emotionally and intellectually to it (cognitive + affective reactivity).

58. ESSENTIAL CHARACTERISTICS OF AN
NHHSA INSTRUCTOR
 Energy

59. ESSENTIAL CHARACTERISTICS OF AN
NHHSA INSTRUCTOR
 Energy
 If you don’t feel energetic when you get to work, that’s something YOU need
to work on!

60. ESSENTIAL CHARACTERISTICS OF AN
NHHSA INSTRUCTOR
 Energy
 Humor

61. ESSENTIAL CHARACTERISTICS OF AN
NHHSA INSTRUCTOR
 Energy
 Humor
 Task orientation and drive

62. ESSENTIAL CHARACTERISTICS OF AN
NHHSA INSTRUCTOR
 Energy
 Humor
 Task orientation and drive
 You should exhibit a natural curiosity, passion, and aptitude for your subject
area.

63. ESSENTIAL CHARACTERISTICS OF AN
NHHSA INSTRUCTOR
 Energy
 Humor
 Task orientation and drive
 Sociability and lightheartedness

64. ESSENTIAL CHARACTERISTICS OF AN
NHHSA INSTRUCTOR
 Energy
 Humor
 Task orientation and drive
 Sociability and lightheartedness
 Work on your ability to not always take yourself so seriously. Your students
will appreciate and love you for it (your personal social circle might too).

65. ESSENTIAL CHARACTERISTICS OF AN
NHHSA INSTRUCTOR
 Energy
 Humor
 Task orientation and drive
 Sociability and lightheartedness
 Respectability

66. ESSENTIAL CHARACTERISTICS OF AN
NHHSA INSTRUCTOR
 Energy
 Humor
 Task orientation and drive
 Sociability and lightheartedness
 Respectability
 Rather than being authoritative, earn your students respect!

67. ESSENTIAL CHARACTERISTICS OF AN
NHHSA INSTRUCTOR
 Energy
 Humor
 Task orientation and drive
 Sociability and lightheartedness
 Respectability
 Confidence & Competence

68. ESSENTIAL CHARACTERISTICS OF AN
NHHSA INSTRUCTOR
 Energy
 Humor
 Task orientation and drive
 Sociability and lightheartedness
 Respectability
 Confidence & Competence
 Self-sufficiency