- Two common misconceptions are that praising students' intelligence builds their confidence and motivation to learn and that students inherent intelligence is the major cause of their achievement in school
- Students are often over concerned with how smart they are verses the desire to learn.
- Fixed mind-set: students care about how they'll be judged, effort can make them feel dumb
- Growth mind-set: students care about learning, students correct deficiency, creates motivation and resilience, leads to higher achievement
- praising students' intelligence gives them a short burst of pride followed by a long string of negative consequences = watch out for using "to be" ex: "you are smart" vs. "I can tell you worked hard on that"
- We all need to experience mastery AND risk
Rules - Consequences
- Skinner, Canter & Canter, Jones
- Behaviorist, experimental
- develop according to conditions of environment (external)
- teacher is controller, planner, organizer
- interventionist
- Bruner, Glasser, Dreikurs
- developmental, social, gestalt
- develop interrelationships of child with whole environment (internal/external)
- teacher interacts, is kind but firm, has expectations and boundaries
- interactionalist
- Rogers, Gordon, Harris
- psychoanalytic, humanistic
- develop through facilitating expression of inner feelings
- teacher supports students, sympathizes with them
- non-interventionist
- 80-90% will be adaptable
- 5-10% will be at risk
- 1-5% will may clash in the environment
Research shows that students misbehave because they dont' know appropriate skills or have problems with the content in the lesson, so WHY PUNISH THEM?Three types of Management:
- Preventive: measures taken to preempt misbehavior by keeping students engaged
- Supportive: measures takent to assist students with self-control by helping them get back to task (in the moment)
- Corrective: measures taken when students are not following classroom or school rules
1 comment:
yay! carol dweck!
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