Teacher Personal Styles and Environments Student Perspectives 1.Elementary studentts like school more 2.Middle school like school less and perceive

Teacher Personal Teacher Personal Styles and Styles and EnvironmentsEnvironments

Student PerspectivesStudent Perspectives1. Elementary studentts like school more2. Middle school like school less and perceive less choice, interest, and enjoyment4. Girls like school more than boys5. Rural reported less interest and challenge and liked it less than urban6. Gifted kids in magnet schools more challenged than GT and nonGT in regular school

Teacher-Control StyleTeacher-Control Style

Teacher Control StyleTeacher Control Style

ChoicesOpportunities for

student interaction

C. LOW CONTROL

B. MEDIUM CONTROL = Teacher-led

Removal from classThreats

Denial of privledgesLess positive attention

A. HIGH CONTROL = Punitive methodsof classroom control

Control-orientation

BRICKWALLBRICKWALL 1. Punisher1. Punisher 2. Guilter2. Guilter

DICTATOR: DICTATOR: Classroom procedures and Classroom procedures and

rules are enforced without rules are enforced without student inputstudent input

Teacher STYLE leading Teacher STYLE leading to failureto failure

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JELLYFISH-JELLYFISH-DisengagedDisengaged

No structure, rules, or No structure, rules, or guidelinesguidelines

Inconsistent responses Inconsistent responses that tend to be reactive that tend to be reactive and more punishingand more punishing

Students have complete Students have complete independence over independence over classroom management with classroom management with only institutional only institutional constraintsconstraints

Teacher style leading Teacher style leading to failure to failure

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BACKBONEBACKBONE 1. Buddy1. Buddy 2. Monitor2. Monitor 3. Manager3. Manager

Teacher style leading to successTeacher style leading to success

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Encourages students Encourages students to devise their own to devise their own classroom policiesclassroom policies

Where do Teachers’ Need Where do Teachers’ Need for Control come from?for Control come from?

Collected ExperiencesCollected Experiences Educational and Work Educational and Work BackgroundBackground

Personality TraitsPersonality Traits Views and Ideas on What Views and Ideas on What Education Should BeEducation Should Be

Views on Roles of the Teacher Views on Roles of the Teacher vs. the Studentvs. the Student

Reciprocal Control ViewReciprocal Control View

Student controllingTeacher controlling

CLASSROOM Opportunities for Control

Family History of Control

Teachers’ Perceived Teachers’ Perceived Feelings of Being in Feelings of Being in ControlControl

SELF- EFFICACYSELF- EFFICACY

An individual’sAn individual’sperception of their perception of their ability to perform a ability to perform a

tasktask

Kauffman and Wong, 1991Kauffman and Wong, 1991

I Can!

HIGH SELF- EFFICACYHIGH SELF- EFFICACY

Allows teachers to Allows teachers to perceive students perceive students as worthy of effort as worthy of effort and attention!!and attention!!


I Can!

LOW SELF-EFFICACYLOW SELF-EFFICACY

Reduced efforts or Reduced efforts or giving up entirelygiving up entirely

Avoid challengesAvoid challenges


I Can’t

Bussing et al., 2002Bussing et al., 2002

Teachers Who Lack ConfidenceTeachers Who Lack Confidence

Low:Low: ability to set up effective ability to set up effective behavior management plansbehavior management plans

Lower:Lower: adjusting lessons/materials adjusting lessons/materials Lowest:Lowest: ability to manage classroom ability to manage classroom

stressstress

Teacher PerspectivesTeacher Perspectives

•Result of past experience

• Modifiable with success

•Directly influences students’ behavior and attitudes

Effectiveness Questions?Effectiveness Questions?

Does structure help learning Does structure help learning or inhibit independence?or inhibit independence?

““Attainment of higher level Attainment of higher level learning objectives will learning objectives will not be achieved with not be achieved with relative ease through relative ease through discovery learning; discovery learning; instead, it will require instead, it will require considerable instruction considerable instruction by a skilled teacher”by a skilled teacher” Brophy (1986) Brophy (1986) –in Heward, W. L. (2003)-–in Heward, W. L. (2003)-

““Students’ minds are allowed Students’ minds are allowed very little freedom when very little freedom when specific psychological specific psychological processes academic skills, processes academic skills, and cognitive strategies are and cognitive strategies are structured for them… the structured for them… the more structured the more structured the curriculum, the more passive curriculum, the more passive become our studentsbecome our students”” Poplin Poplin (1988)(1988)

Versus

Self-Self-directed directed learninglearning

•Students take responsibility for their learning, which reduces behavior problems•Works for all students, especially those with BD(Merriam & Caffarella, 1999)

Development of Development of basic knowledge basic knowledge and skills to levels and skills to levels of automatic and of automatic and errorless errorless performanceperformance Brophy Brophy (1986) (1986) –in Heward, W. L. (2003)-–in Heward, W. L. (2003)-

Versus

Drill & Drill & PracticePractice

Are multiple methods the Are multiple methods the answer? answer?

A defining characteristic of a A defining characteristic of a goodgood special special educator is knowledge and skill in using a educator is knowledge and skill in using a variety of instructional methodsvariety of instructional methods

Fuchs & Fuchs (2000); Lovitt (1996)Fuchs & Fuchs (2000); Lovitt (1996)

Is Frequent Assessment Is Frequent Assessment Important?Important?

SPED teachers indicated it is SPED teachers indicated it is “important” to collect “important” to collect performance dataperformance data

Greenwood & Maheady (1997) Greenwood & Maheady (1997) –in Heward, W. L. (2003)–in Heward, W. L. (2003) Direct, objective and Direct, objective and

frequent measurement of frequent measurement of the student performance is the student performance is one of the hallmarks in one of the hallmarks in Special EducationSpecial Education

But 85% stated But 85% stated that they “never” that they “never” or “seldom” or “seldom” collected and collected and charted students charted students performance data performance data to make to make instructional instructional decisionsdecisions

Versus

Does Praise increase or Does Praise increase or decrease Motivation?decrease Motivation?

Praise, approval Praise, approval and other forms and other forms of positive of positive reinforcement reinforcement have positive have positive effects on effects on student behavior student behavior and achievement and achievement Alber & Heward Alber & Heward (2003(2003); Maag ); Maag (2001)(2001)

Praise increases pressure to “live up Praise increases pressure to “live up to” praise w/ unrealistic expectations to” praise w/ unrealistic expectations of future success, of future success,

establishes a power imbalance, establishes a power imbalance, insults people if rewarded for insults people if rewarded for unchallenging behaviorsunchallenging behaviors

undermines intrinsic motivationundermines intrinsic motivationKohn (1993) -in Heward, W. L. (2003)Kohn (1993) -in Heward, W. L. (2003)

Factors that contribute to low rates of Factors that contribute to low rates of teacher praise in classroom (Heward, 2003)teacher praise in classroom (Heward, 2003)

1.1.will students will come to expect it?will students will come to expect it?2.2. students should learn for “intrinsic” students should learn for “intrinsic” reasons.reasons.3.3.praising takes too much time praising takes too much time 4.4.it is unnatural to praiseit is unnatural to praise

Versus

Do we build self-esteem or Do we build self-esteem or achievement?achievement?

Self-esteem is more Self-esteem is more likely a product of likely a product of high achievement high achievement and and accomplishmentsaccomplishments

Heward (2003)Heward (2003)

Teachers who worked to Teachers who worked to build student self-build student self-

confidence had confidence had students with better students with better academic performance academic performance & emotional health & emotional health (Stough & Palmer, 2003)(Stough & Palmer, 2003)

Versus

Beyda, Zentall, & Ferko, 2002Beyda, Zentall, & Ferko, 2002

Teaching Practices with:Teaching Practices with: Students w/ BDStudents w/ BD

1.1.Cooperative practices=Cooperative practices=

2. Information explicitness=2. Information explicitness=

3. High rates of choice=3. High rates of choice=

4. Support (caringness)4. Support (caringness)

1. increase of on-task 1. increase of on-task behaviorbehavior

2. 2. benefits BD students in sm. benefits BD students in sm. group settings group settings

3.3. less activity & better less activity & better attentionattention

4. valued by students4. valued by students

Yes!! High ExpectationsYes!! High Expectations

The most successful EBD teachers The most successful EBD teachers have “high expectations for have “high expectations for students’ academic performance students’ academic performance and conduct”and conduct”

They can also, “readily bring a They can also, “readily bring a student’s behavior into line with student’s behavior into line with their standards and tolerance”.their standards and tolerance”.

• Reflective teachers had higher expectations

M.Daugherty et al. (2003)Wong, Kauffman, & Wong, Kauffman, & Lloyd, 1991Lloyd, 1991

Not Patience?Not Patience?

Frequent opportunities to Frequent opportunities to respond, high expectations, and respond, high expectations, and fast-paced instruction are fast-paced instruction are especially important for especially important for students with learning and students with learning and behavioral problems, because behavioral problems, because to catch up they must be taught to catch up they must be taught more in less time, otherwise the more in less time, otherwise the gap between a normal and a gap between a normal and a disabled student becomes even disabled student becomes even greater.greater.

Kame’enui & Simmons (1990)Kame’enui & Simmons (1990)

Patience is a positive and valued Patience is a positive and valued trait in the classroom, but special trait in the classroom, but special education teachers often translate education teachers often translate it into:it into: Slowed-down instructionSlowed-down instruction Lowered expectations for Lowered expectations for

performanceperformance Fewer opportunities to Fewer opportunities to

respondrespond Fewer in class assignmentsFewer in class assignments Fewer homework assignmentsFewer homework assignments

Heward (2003)Heward (2003)

But also Not DEMANDING!But also Not DEMANDING!

Low tolerance for misbehaviorLow tolerance for misbehavior High standards of appropriate High standards of appropriate

behaviorbehavior These teachers were also the most These teachers were also the most

resistant to having a disabled resistant to having a disabled student in their classstudent in their class

Walker& Rankin (cited in Kauffman & Wong, 1991)Walker& Rankin (cited in Kauffman & Wong, 1991)

Is Emotional Climate Is Emotional Climate Important?Important?

Negative= fewer student Negative= fewer student gainsgains

Positive= improved student Positive= improved student self- concept and attitude self- concept and attitude toward schooltoward school

Morsink, Soar, Soar, & Thomas, 1986Morsink, Soar, Soar, & Thomas, 1986

Transactional AnalysisTransactional AnalysisTATA

TheoryTheory

Goal of TA: to understand Goal of TA: to understand clearly what took place during clearly what took place during the transaction and how to the transaction and how to sustain mature transactions.sustain mature transactions.

Components of TransactionsComponents of Transactions

Three ego states ( more readily Three ego states ( more readily understood and applied than understood and applied than Freudian id, superego and ego. Freudian id, superego and ego. The ChildThe Child The ParentThe Parent The AdultThe Adult

The Child The Child (before the age of 5)(before the age of 5)

Impulsive, demanding, whining.Impulsive, demanding, whining. ““I’m not OK and you are” (child, anxious dependency of the I’m not OK and you are” (child, anxious dependency of the

immature, withdrawn, depressed).immature, withdrawn, depressed). Conflict with desire to win parent approval and desire to Conflict with desire to win parent approval and desire to

explore, touch, and test the world. explore, touch, and test the world. Non-verbal - tears, quivering lip, pouting, temper tantrums, high Non-verbal - tears, quivering lip, pouting, temper tantrums, high

pitched, whining voice, rolling eyes, shrugging shoulders, pitched, whining voice, rolling eyes, shrugging shoulders, downcast eyes, teasing, delight, laughter, hand-raising for downcast eyes, teasing, delight, laughter, hand-raising for permission to speak, nail-biting, nose-thumbing, squirming and permission to speak, nail-biting, nose-thumbing, squirming and giggling. giggling.

Verbal - “I wish, I want, I dunno, I gonna, I don’t care, I guess, Verbal - “I wish, I want, I dunno, I gonna, I don’t care, I guess, when I grow up bigger, biggest, better, best, (and many similar when I grow up bigger, biggest, better, best, (and many similar superlatives).”superlatives).”

The ParentThe Parent Shaped by external events, represents lifesaving, talks with Shaped by external events, represents lifesaving, talks with

imperatives, directives, judgmental, extremes, rules, “truths” imperatives, directives, judgmental, extremes, rules, “truths” recorded from childhood, controls and nurtures recorded from childhood, controls and nurtures

Non-verbal - furrowed brow, pursed lips, pointing index finger, Non-verbal - furrowed brow, pursed lips, pointing index finger, head-wagging, horrified look, foot-tapping, hands on hips, arms head-wagging, horrified look, foot-tapping, hands on hips, arms folded across chest, wringing hands, tongue-clicking, sighing, folded across chest, wringing hands, tongue-clicking, sighing, patting another on the head. patting another on the head.

Verbal - “I am going to put a stop to this once and for all,” “Now, Verbal - “I am going to put a stop to this once and for all,” “Now, always remember,” Evaluative words such as: “stupid, naughty, always remember,” Evaluative words such as: “stupid, naughty, ridiculous, disgusting, shocking, asinine, lazy, nonsense, ridiculous, disgusting, shocking, asinine, lazy, nonsense, absurd, poor thing, poor dear, no! no!, sonny, honey, How dare absurd, poor thing, poor dear, no! no!, sonny, honey, How dare you?, cute, there, Now what?, Not again!”you?, cute, there, Now what?, Not again!”

The AdultThe Adult Controls himself and the environment, can predict Controls himself and the environment, can predict

future incidents; thinks rationally; generalizes.future incidents; thinks rationally; generalizes. Ability to categorize and generalize. Adult tests or Ability to categorize and generalize. Adult tests or

checks out the rules and information of the parent to checks out the rules and information of the parent to see if they are right. The adult determines when the see if they are right. The adult determines when the feelings of the child can be expressed and knows feelings of the child can be expressed and knows when to obey parent rules or child’s spontaneitywhen to obey parent rules or child’s spontaneity

Non-verbal - Listening attentively. Non-verbal - Listening attentively. Verbal - “How much, in what way, comparative, true, Verbal - “How much, in what way, comparative, true,

false, probable, possible, unknown, objective, I think, false, probable, possible, unknown, objective, I think, I see, it is my opinion, why, what, when, who, and I see, it is my opinion, why, what, when, who, and how.”how.”

““I’m OK - you’re OK” (mature adult at peace with I’m OK - you’re OK” (mature adult at peace with him/herself and others)him/herself and others)

Roles in TransactionsRoles in Transactions

Four life positions:Four life positions: 1. Child rules: I’m not O.K., you are O.K.1. Child rules: I’m not O.K., you are O.K. 2. Parent rules: “I’m OK and you’re not 2. Parent rules: “I’m OK and you’re not

OK” (parent, criminal, psychopath, OK” (parent, criminal, psychopath, external locus of control, battered kids).external locus of control, battered kids).

3. Desirable: I’m O.K., you’re O.K.3. Desirable: I’m O.K., you’re O.K.

ApplicationApplication

Communication Disruption is the Communication Disruption is the result of tension among the three result of tension among the three inner forces.inner forces.

Parent and Child rule: I’m not O.K., Parent and Child rule: I’m not O.K., and others are not O.K” Everything and others are not O.K” Everything is hopeless (suicidal, homicidal).is hopeless (suicidal, homicidal).

Personal Style Personal Style Translated to Translated to TeachingTeaching

Some things to ask ourselves… Some things to ask ourselves… Which role do we play MOST of the time?Which role do we play MOST of the time?

The The director director

role?role?

Weitzman, E (1992)

Some things to ask ourselves…Some things to ask ourselves…

The rescuer The rescuer teacher role?teacher role?

Weitzman, E (1992)


Ruled by time Ruled by time role?role?

Weitzman, E (1992)


The The responsive responsive

teacher role?teacher role?

Weitzman, E (1992)


The passive The passive teacher role?teacher role?

Weitzman, E (1992)


The The entertainer entertainer

role?role?

Weitzman, E (1992)


Are entertaining or direction a child with his own agenda?

Weitzman, E (1992)


Are we using a director role

with a passive child?

Weitzman, E (1992)


The rescuer role with a reluctant

child?

Weitzman, E (1992)

Documents

Teacher Personal Styles and Environments Student Perspectives 1.Elementary studentts like school more 2.Middle school like school less and perceive