The Reflective Educator:M.S.

Transcription

1 The Reflective Educator:M.S. Donald F. Perras, Ph.D. Copyrighted 2015

2 Introduction Today s educator is confronted by an increasing level of job related stress related to social cultural factors, academic expectations, and students developmental neediness. Managing these stressors is essential to achieve personal satisfaction and avoid potential burnout and resignation.

3 Statistics Nationally. 13 % of all teachers leave the profession annually 33 % of all new teachers leave the profession after 3 years 46 % of all new teachers leave the profession after 5 years teacher attrition has increased by 50 % * since 1993 = a $ 2 billion annual cost

4 Stressors ^ Primary professional causes of stress include: a ~ student achievement issues / common core b ~ student behavior problems c ~ parental neglect and conflict d ~ limited resources, support, personnel e~ inclusion (NCLB) f ~ public disrespect and societal indifference

5 Teacher Preparation Inadequate certification training is another prime causality of teacher stress, especially regarding: * curricula design and common core instructional modifications * classroom management * knowledge of special education populations characteristics and requirements * collaboration/co teaching options

6 Premise Classroom management skills depend on blending these elements: Ecological Model Management Cycle Referent Power

7 Premise Personal self awareness is fundamental to managing one s professional obligations. Personal affective traits and psychological tendencies are intricately associated with stress related issues. Stress management skills are essential to maintain a productive, fulfilling, and lengthy career. career.

8 Self Awareness

9 Self Awareness affect: interaction of natural temperament and environmental experiences emotional intelligence: ability to identify feelings and respond disposition: emotional intelligence, values, beliefs, and perspectives

10 Self Awareness mental set: conscious control of thoughts and behaviors related to emotions personal style: interaction with students a) dominance assertive guidance/ defined expectations b) cooperation concern for students needs, function as a team [ best results: balance both styles ]

11 Psychological Needs 1 all teacher behavior is a reflection of need for... 1 control.power over circumstances, ability to influence outcomes 2 affiliation. interpersonal relationships, belonging 3 success. competence, accomplishment 4 appreciation. recognition, complimentary feedback

12 Psychological Needs 2 Rank your needs in a # 1 4 order of importance: control [ex: limiting distractions ] Eight graders should bring materials to class. affiliation [ex: member of team ] I really appreciate my 7 th grade colleagues. success [ex: student achievement] What outstanding grades on our social studies quiz! appreciation [ex: parental approval] I m pleased your parents liked the Spanish project!

13 Psychological Needs - 3 Regardless of daily circumstances, educators must achieve satisfaction of these needs to maintain long - term emotional / mental health. Expressing positive referent power traits enhances personal attractiveness, which dramatically boosts attainment of psychological needs. Expend energy proactively to minimize stressors.

14 Referent Power Traits Cheryl 8th year Josh 3rd year 7 th grade social studies Organized Intelligent Interesting * 6 th grade math * Dramatic * Energetic * Supportive

15 Sample attractive Situation: student upset about reading problems I m certain you ll be able to read this page today! [ empathy]

16 attractive Situation Students frustrated by group cooperation Sample Look at these excellent answers from the blue team! [ enthusiasm ] 16

17 Positive Relationships ^ expressing these personal skills to students boosts the needs attractiveness equation, helping to reclaim relationships and sustain mental health * trust accountable to students * attention students at center of concern * empathy understand others perspectives * availability invest time/energy to address needs * affirmation acknowledge student effort * respect encourage decision making * virtue teach/model self discipline

18 Stressful Relationships ~ Unfortunately, an increasing percentage of students present challenges that detract from one s need satisfaction, especially regarding >> * academic responsibilities and * behavioral compliance ~ These stressors interfere with emotional comfort by depleting commitment and enthusiasm, contributing to potential burnout

19 Psychological Needs 3 regardless of personal preferences, multiple daily events impact need satisfaction by depleting energy and composure at risk students misbehavior manipulates your emotions to satisfy their need for attention, power, and avoidance ex: distractibility = avoidance non compliance = power

20 Sample detracting Situation: student refusing to work > power Your attitude and laziness annoys me! [ impatience ] Goal: reduce tendency

21 Matching Law the rate of behavior is dependent on the rate of reinforcement therefore: negative behavior ( hyperactivity ) reinforced at a greater frequency than prosocial behavior ( sharing ) will be expressed more readily because of its value ex: reinforcement rate -- percentage of time hyperactivity ( 20 %) vs. sharing (10%) hyperactivity > higher rate > dominant

22 Management Conflict * most crisis situations > accelerated by teachers overreaction to minor misbehavior.. ^ behavioral cycle: 1 stressful event 2 student s feelings 3 student s observable behavior 4 adult/peer reactions [ consume energy ] [ # 1, 2, 3... external variables outside control ] * T thermostat (regulate) NOT thermometer

23 Conflict: Sample Stressful event reading aloud in class (1) Student s feelings frustrated by limited skill (2) Student s behavior refusing to cooperate (3) Adult reaction (4) Sparky, please begin reading or I ll take away computer time today! [reactive]

24 Collusion Students provoke negative reactions to avoid responsibility and acceptance of failure results in collusion cooperative, negative exchange that allows BOTH parties to excuse personal accountability ex: daily arguing over rudeness T S communication styles also impact bonding (bilingual/diversity) (special education)

25 Traditional Response Options Historically, middle school teachers rely on these methods to manage manipulative behaviors... reprimand student privately assign detention contact parents/guardians deny privileges ISS / OSS

26 Response Options Success Unfortunately, these standard methods typically have minimal impact on modifying challenging students conduct because of... the habitual power of self - gratification the need for personal freedom to avoid rules the immature level of self - reflection the influence of peer pressure and popularity

27 Personal Task Therefore, accept students ability to engage adults in emotionally stressful interactions that provoke negative traits that expend energy and create tension. ex: socializing > frustration, disappointment Three management styles are available to cope with misbehavior. Maximize referent power w/the democratic style.

28 Management Styles A autocratic firm control/intolerant (relies on force/punishment for misbehavior) Example: Stop talking before I really get mad! ** expends energy disrespectful ** minimal effectiveness

29 Management Styles (2) B permissive. unconcerned about rules//consequences ( relies on teaching skills ) Example: Talking really upsets me because I can t teach! ** projects vulnerability ** produces chaos

30 Management Styles (3) C democratic firm guidance/decisive nurtures natural autonomy (stresses belonging responsibility) Example: Listening quietly helps us learn this vocabulary. ** maintains equilibrium ** develops rapport [ complements Ecological Model system ]

31 Sample : Fidgety & Stubborn chatting in class Autocratic: Your actions are totally outrageous! Permissive: I m having a headache because of this disruption! Democratic: Boys, help your team earn points by cooperating.

32 Mental Health Goal Restrict expression of autocratic and permissive styles below 20 % of time to lessen manipulative behavior. Express democratic style above 80 % of interactions to de personalize conduct issues. Always empathize with students learned behavioral patterns to manage stress. Adopt a zen mentality to maintain objectivity. Apply Ecological Model procedures.