The document summarizes strategies for developing effective educational programming that teaches important life skills. It discusses seven survival skills students need, such as critical thinking and collaboration. It also outlines approaches for motivating disengaged students, including emphasizing effort, creating hope, and expressing enthusiasm. Additionally, the document presents elements of effective classroom management, like developing cohesive groups, promoting positive behavior through modeling and reinforcement, and using strategies to increase desirable conduct.

1. Academics With Intermixing Affective Education: Quality Programming IndicatorsCourse: SPED 578; Educational InterventionsProfessor Ann Goldade, Summer 2009.ppt created by Mary-Ann Rolf

2. ResourcesLong, 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 TreeSingham, 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-WagnerOur 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. -WagnerCritical thinking and problem skills to compete in the new global economyCollaboration and leadership skills to work effectively with teamsAgility and adaptability skills in order to think, be flexible, change, and use a variety of tools to solve new problemsInitiative 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 concise6. Accessing and analyzing large amounts of information effectively on a daily basis7. Curiosity and imagination in order to ask great questions to solve the biggest problems in ways that have the most impact on innovationThese can be taught to children early on!

6. How Can We Teach These Skills Effectively? (cont.)-WagnerStudents need to explain their proofs using effective communication skillsTeachers use questions to push students’ thinking and build their tolerance for ambiguityEach 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 imaginationGoals: Teaching & Testing Skills that Matter Most -WagnerWork 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 CareRationale: “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 failLearning requires risk taking, so classrooms need to be safe placesAll 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 tasks6. 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 -MendlerEmphasize effort

15. Create hope

16. Respect power

17. Build relationships

18. Express enthusiasmThese are explained further in following slides:

19. Emphasizing EffortRemedial Strategies -MendlerBuild 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 curriculumShow 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 confrontationCreate challenges that can be masteredHelp students develop attainable goalsHelp students get and stay organized (materials, daily assignment book, supplies)

21. Respecting Power -Mendlerhelp students make better choicesChallenge student refusals respectfullyInvolve students in developing procedures, rules and consequencesGet students involved in teaching a lessonCorrect 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 studentBe open to student feedbackSend 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 relationshipsHost 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” -MendlerLet your students know that you love being their teacherShare your love of the subjectBe a lifelong learner, e.g. teach an aspect of a concept differently, such as math ratios.Be lighthearted – use riddles, jokes, humorEncourage drama, e.g., a story can be a skitUse 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-SinghamWhen students come to class, discuss serious topics in a relaxed wayAllow students to write papers on topics of their choice and interestGive students confidence that teachers will make fair judgments about their performanceAssessments should be meaningful measures of important learningEncourage continuing conversation among interested people

25. The Therapeutic Classroomstructural elements of an effective, comprehensive classroom for students with emotional-behavioral disorders1. Program Foundation & Philosophy - statement of mission, purpose, values and benefits2. Structure - balanced behavior management3. Climate-Group Process - rules, rituals, management4. Individual Programming - builds academic and social competenceEducational and behavioral assessment