Webinar1 positive learning_environment
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Transcript of Webinar1 positive learning_environment
Engagement Tools with Citrix Software
• Chat box
• Hand-raising
• Polls
• Drawing
• Handouts
• Surveys
Perceptions: An invitation to judge
Look at the following pictures of students
• What assumptions do you make about their character?
▫ Behavior
▫ Effort
▫ Intelligence
Self-fulfilling Prophecy
Think back to a time when you were unfairly judged.
▫ How did it make you feel?
▫ How did the prejudice affect your attitude? Effort? Motivation? Outcome?
Teacher Expectations (Rosenthal)
Students in participating classes were given an IQ test. Within each classroom, an average of 20% of the children were reported to classroom teachers as showing unusual potential for intellectual gains.
Eight months later these “unusual” children (who had actually been selected at random) showed significantly greater gains in IQ than did the remaining children in the control group.
Discussion
Why do you think the students who were reported as showing “unusual potential” made the greatest gains?
•What factors could account for their academic success?
Type your ideas in the chat box
4 Categories of Teacher Behavior • Socioemotional climate (Teacher warmth)
▫ Smiling and nodding
▫ Friendliness
• Input (task-orientation)
▫ Amount of teacher interaction
▫ Amount of information given to learn or tasks to complete
▫ Difficulty and variability of tasks
• Output
▫ Calling on during class discussions
▫ Wait time for student response
▫ Opportunities for interaction and production
• Feedback
▫ Amount of criticism
▫ Amount of (and basis for) praise
▫ Pity or anger expressed for low performance
Self-efficacy
the extent that an individual believes that he or she can successfully complete a task or accomplish a goal.
Pygmalion effect- Higher
expectations lead to
higher performance
Pity vs Anger
• In what circumstances would you express pity or sympathy in response to a student’s poor performance?
• In what circumstances would you express anger or frustration in response to a student’s poor performance?
The Scenario
When doing a review activity on describing family members, a student writes:
Mi brother have 12 years old.
Student A
Profile: A low performer. Often pays attention in class and rarely misbehaves but scores consistently low to mediocre. Believed to have a possible learning disability
•“Good try. That was a hard one. Don’t worry, you’ll get it next time.”
Student B
Profile: A high performer. Scores consistently among the highest in the class. However, doesn’t always take class time seriously. Often very chatty and off topic. Comes from a good family with strong parental involvement.
•“No. Come on. We’ve talked about this. Focus and really think about it.”
Feedback
Compare the two examples of feedback from the teacher.
How does Student A differ from Student B?
Type your ideas in the chat box
Poll: Which response do you feel is more effective?
High vs. Low Expectations
• Pity
▫ An emotional response caused by an uncontrollable influence (e.g. learning disability)
• Anger
▫ An emotional response caused by a controllable influence (e.g. lack of effort)
Classroom Implications
Check your prejudices at the door
Truly believe that the work you do is important and strive for personal excellence
Expect the most out of all your students– hold them to equally high standards
Take time to build community in the classroom
Be mindful of your verbal and non-verbal feedback, both positive and negative
Thanks for joining us!
• Check us out next month
▫ Presenter: Mathilde Verillaud
▫ Location: Salta, Argentina
▫ Topic: Using Selfies in the Classroom
▫ Date: December 16
▫ Time: 15.00 (Lima time)