Chapter 5 audio notes

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Mental Set:

Mental Set Dr. Zisk Secondary Education California University of PA

Mental Set:

Mental Set Effective classroom managers approach the classroom with a specific frame of mind – a mental set.

Mental Set - Mindfulness:

3 Mental Set - Mindfulness In psychology, mindfulness is a heightened sense of situational awareness and a conscious control over one’s thoughts and behavior relative to that situation. Mental set or mindfulness in a classroom involves two specific behaviors: Withitness Emotional objectivity

Research and Theory:

4 Research and Theory According to the meta-analysis, mental set showed a large percentile decrease in disruptive behavior. - withitness showed a 42 percentile decrease -emotional objectivity showed a 26 percentile decrease


5 Withitness Always aware of what is happening all throughout the classroom. Position yourself to see all students Move around; spend time in all quadrants of the room. While working with individuals or small groups, continually scan the class

Withitness –Student Awareness:

6 Withitness –Student Awareness Make students aware that you are “with it” Learn students names right away Make regular eye contact with each student during class

Withitness - Being Proactive:

7 Withitness - Being Proactive Forecast problems Think through potential issues with particular students or particular activities before class begins Pay attention to behaviors that could become problems

Withitness - Timing and Accuracy:

8 Withitness - Timing and Accuracy - Intervene promptly when behavior threatens to become disruptive - Be accurate in identifying perpetrator - If unsure of perpetrator, tell entire group to resume work to avoid publicly blaming wrong student - Keep corrective comments to individual students private

Emotional Objectivity:

9 Emotional Objectivity Do not personalize the actions of students Address discipline issues in an unemotional and matter-of-fact manner Do not display feelings of anger and frustration when employing negative consequences

Emotional Objectivity -Research:

10 Emotional Objectivity -Research Teachers who had realistic attitudes toward students consistently produced achievement gains greater than randomly selected groups of teachers. Teachers who have a romanticized view of students and those who saw students as “the enemy” did not show related student learning gains.

Avoid Emotional Extremes:

11 Avoid Emotional Extremes Emotional extremes work against you and undermine your ability to effectively manage the class. Keep in check these feelings and especially the display of these feelings: Anger Frustration Intimidation/hesitation Hostility Resentment Fear

Emotional Objectivity:

12 Emotional Objectivity Reframing- a way of depersonalizing someone’s behavior by seeing different reasons for the behavior that have little or nothing to do with you. Trying to understand why a student misbehaves can help you to establish a healthy objectivity.

Emotional Objectivity:

13 Emotional Objectivity Monitor your own attitudes Take time to examine your feelings and expectations about particular students Imagine problem students succeeding or doing positive things Replace your negative expectations with positive expectations

Emotional Objectivity:

14 Emotional Objectivity Take care of yourself Start fresh each day – don’t carry resentment Use deep breathing and guided imagery Have a sense of humor, engage in things that make you laugh Give yourself rewards

Looking Ahead:

15 Looking Ahead Summary Effective classroom managers have an appropriate mental set characterized by: Withitness Emotional objectivity Next The Student’s Responsibility for Management

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