Ignatian pedagogical paradigm
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This document outlines the Ignatian Pedagogical Paradigm for teaching. It discusses the five elements of context, experience, reflection, action, and evaluation. The teacher's role is to facilitate the growing relationship between the learner and truth. Reflection involves thoughtfully reconsidering experiences and ideas to more fully grasp their significance. Action demonstrates love through deeds. Evaluation assesses students' well-rounded growth as persons for others.
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3. Essential teaching skills include desirable teaching attitudes, mastery of teaching methodologies, and teaching proficiency in areas like lesson planning, implementation, evaluation, and strategy selection tailored to learners.
Positive Discipline
This document discusses the philosophy and techniques of positive discipline in the classroom. Positive discipline focuses on developing students' sense of belonging, significance, and social-emotional skills rather than relying on rewards and punishments. It emphasizes connecting with students, understanding their perspectives, and collaboratively solving problems in a respectful manner. Specific strategies discussed include using empathetic communication, addressing the underlying causes of misbehavior, teaching conflict resolution skills, and holding class meetings to foster cooperation. The overall goal is to establish an environment where students feel empowered and motivated to learn through their mistakes in a safe, supportive setting.
Living values
This document presents an educational program called LivingValues that aims to help students explore and develop 12 key universal values: cooperation, freedom, happiness, honesty, humility, love, peace, respect, responsibility, simplicity, tolerance, and unity. The program provides tools and principles to support the holistic development of students physically, intellectually, emotionally, and spiritually. Activities like reflection, communication, art, and games are used to help students think about values, make positive choices, and express themselves while learning important life lessons. The overall goal is to facilitate student growth and integration into the community through developing their values, philosophy of living, and social skills.
Theories of Management
In this presentation, you will learn about
1) Introduction to Management
2) Theories of Management
3) Classroom Management as Reaction to Discipline Problems
a) Skinner’s Behavioral Management Theory
4) Classroom Management with a Preventative Approach
a) Carl Rogers
b) Jacob Kounin
c) Alfie Kohn
d) Jeanne Gibbs
e) Jere Brophy
f) Harry Wong
5) Preventative Strategies
a) Richard Mendler and Allen Curwin
b) William Glasser
c) Fred Jones
d) Thomas Gordon
e) Jean Hewitt
6) Reactive Strategies
a) Lee and Marlene Canter
b) Rudolf Dreikurs
c) Barrie Bennett and Peter Smilanich
d) B.F.Skinner
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Welfare and Pastoral Care
Our focus on Positive Behaviour Management forms a major element of our child-centred approach to learning.
Behaviour Management In The Classroom
This document discusses factors that can lead to disruptive behaviors in the classroom and strategies for managing behaviors to maximize learning. It notes that preventing problems through clear expectations, rules created with student input, consistent consequences, and positive reinforcement can be effective behavior management tools. The document emphasizes the importance of addressing disruptive behaviors immediately and making lessons engaging. It also stresses avoiding showing anger and getting to know students individually.
0- session 11 .pdf
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
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Ignatian pedagogical paradigm
- 1. Reported by: ERLMARIE P. CRASE
- 2. Who wants to be an Ateneo Teacher?
- 5. Facilitate the growing relationships of learner with truth TEACHER’S ROLE: Photo Credits: ADDU & ADMU
- 6. Reflection Action Experience Learner Truth Teacher Teacher – Learner Relation in Ignatian Pedagogical Paradigm
- 7. Ignatian Pedagogical Paradigm Reflection Action Experience Essential meaning and value of what they study Challenge imagination exercise the will for the best Move beyond knowledge COMPETENT CONSCIENCE COMPASSION
- 10. 1. Context Students’ Life Socio-economic political and cultural Institutional environment of the school Previously acquired concepts Family life Peers Social situation Face-to face faith community Moral development Religious Formation Cultural environment Feelings and attitudes Values
- 11. 2. Experience To describe any activity in which in addition to a cognitive grasp of matter being considered, some sensation of an affective nature
- 12. What is this? How does it work?
- 13. I like this.. Its interesting How do I react…? Im not good…
- 14. Human Experience Direct experience Conversation or discussions, laboratory investigation or field trips
- 15. Vicarious experience Direct experience is not always possible. Learning is often achieve through indirect experience. Historical setting Simulations/assimilation
- 16. 3. Reflection A thoughtful reconsideration of some subject matter, experience, idea, purpose or spontaneous reaction, in order to grasp its significance more fully. The process by which meaning surfaces in human experience
- 17. Are they Valid? Are they fair? Sources of sensation or reactions I experience Does it affect my life? Why? Implication of what I have grasped for myself and others Does it interest me? Why? By achieving personal insights into events, ideas, truth or distortion My own lifestyle? The things I take for granted….. By coming to understanding of WHO I AM? What moves me & why? Am I at peace with that reaction in myself? Why?
- 18. MAJOR CHALLENGES 1. Formulate questions that will broaden students’ awareness and impel them to consider viewpoints of others. 3. The total respect for students’ freedom should be observe. 2. The risk of manipulation or indoctrination is high
- 19. 4. Action The acid test of love is what one does, not what one says Love is shown in deeds , not words
- 20. St. Ignatius wants Jesuits Schools to form young people who could and would contribute intelligently and effective to the welfare of the society
- 21. Ignatius Pedagogy Affective/evaluative stage of learning process Respect human freedom , decision and commitment for the magis is encourage Magis the better service of God and our sisters and brothers
- 22. 2 Steps of Manifestation 1. Interiorized Choices – considers the experience from a personal, human point of view Meanings perceive and judges Choices are made when learner decides that truth is to be his or her personal point of preference, attitudes or predispositions
- 23. 2. Choices externally manifested - to do something consistent with a conviction. ( meaning positive)
- 24. If the meaning is negative, student seeks to adjust, change or avoid the condition and circumstances
- 25. 5. Evaluation Concerned about student’s well-rounded growth as person for others
- 26. It is important to evaluate a student’s progress in academic achievement. Daily quizzes
- 27. Assess fuller human growth. Take into account the age, talents and developmental levels of each student. Mentoring, journals or voluntary service to others
- 28. Attitude Prioritie s Decision s Must be reinvestigated in light of further experiences, changes in her context, challenges from her cultural developments and the like