CARING MOTIVATION

Carl Rogers on the interpersonal relationship in the facilitation of learning

What are these qualities, these attitudes, that facilitate learning?

Realness in the facilitator of learning. Perhaps the most basic of these essential attitudes is realness or genuineness. When the facilitator is a real person, being what she is, entering into a relationship with the learner without presenting a front or a façade, she is much more likely to be effective. This means that the feelings that she is experiencing are available to her, available to her awareness, that she is able to live these feelings, be them, and able to communicate if appropriate. It means coming into a direct personal encounter with the learner, meeting her on a person-to-person basis. It means that she is being herself, not denying herself.

Prizing, acceptance, trust. There is another attitude that stands out in those who are successful in facilitating learning… I think of it as prizing the learner, prizing her feelings, her opinions, her person. It is a caring for the learner, but a non-possessive caring. It is an acceptance of this other individual as a separate person, having worth in her own right. It is a basic trust - a belief that this other person is somehow fundamentally trustworthy… What we are describing is a prizing of the learner as an imperfect human being with many feelings, many potentialities. The facilitator’s prizing or acceptance of the learner is an operational expression of her essential confidence and trust in the capacity of the human organism.

Empathic understanding. A further element that establishes a climate for self-initiated experiential learning is emphatic understanding. When the teacher has the ability to understand the student’s reactions from the inside, has a sensitive awareness of the way the process of education and learning seems to the student, then again the likelihood of significant learning is increased…. [Students feel deeply appreciative] when they are simply understood – not evaluated, not judged, simply understood from their own point of view, not the teacher’s.

Rogers (1967) ‘The interpersonal relationship in the facilitation of learning’ reprinted in H. Kirschenbaum and V. L. Henderson (eds.) (1990) The Carl Rogers Reader, London: Constable, pages 304-311. (The piece also appears in various editions of Rogers Freedom to Learn).

TECHNIQUES FOR ASSISTING HELPLESS STUDENTS - DREIKURS

• Modify Instructional Methods
• Use Concrete Learning Materials and Computer-Assisted Instruction
• Teach One Step at a Time
• Provide Tutoring
• Teach Positive Self-Talk
• Make Mistakes Okay
• Build Confidence
• Focus on Past Success
• Make Learning Tangible
• Recognize Achievement

page 222

Glockler, M., Langhammer, S., & Wiechert, C. (2006).
Education - health for life
education and medicine working together for healthy development. Switzerland:
Anthroposophic medicine foundation and the medical section of the Goetheanum.

" 'Understanding' has become a hackneyed word. Is it not better to 'love' these suffering adolescents? Unobtrusively, but with all the greater intensity in accordance with Steiner's motto which says that the difference between teachers and other people is that teachers can love more?

It is hard to escape the impression that educators (both parents and teachers) often respond to the phase of puberty with a fearful attitude. Fear has always been a bad counselor. How often adults show fearful helplessness which then, without fail, leads to wrong measures being taken.

If the school, parents and teachers manage somehow to keep a young person engaged in the subjects taught of his own volition, that is generally sufficient to get through this period. But such voluntary engagement with school subjects places th greatest demands on teachers specifically at a time when it is commonly said that teaching in the upper school should be more neutral or sober as pupils are now capable of making their own judgments. Precisely the opposite is the case. Lessons do not call for sobriety but the most intensive struggle to keep the interest of pupils. Every teacher knows that precisely these years are a roller-coaster ride.

Rudolf Steiner gives some advice in this respect in the last lecture of The Foundation of human experience ('Study of Man') when he says that specifically the age between 12 and 15 is dependent to a high degree on the imaginative accomadation of the teachers, on the imaginative capacities of teachers. Specifically at this age! We can build on that and say that the whole way in which we deal with this age must be inventive, free and without fear, seeing the pupil as a developing human being and not as someone there merely to supply work. The latter approach would, indeed, be more appropriate for years 5 and 6 since the work performed at that time is still free of the self-referential soul.

A pupil in year 10 smokes (illicitly) in the school. Should we give him the standard punishment or should we be more inventive? Such banal decisions may, under certain circumstances, decide a pupil's future. The standard punishment takes the attitude that you are not actually our pupil but a subject that requires correction. But a teacher who is inventive and requires the pupil to give a botanically exact presentation of the tobacco plant as an exercise addresses the nascent human being in his developmental attitude. Such a 'punishment' will be remembered for the rest of one's life with considerable amusement, whereas we will try to erase the standard punishment from our memory as quickly as possible: somehow the latter fails to take account of the nature of the human being."

OUTCOMES REPORTING & ACCOUNTABLE SCHOOLING

http://www.mceetya.edu.au/mceetya/nationalgoals/kemp.htm

REFLECTIVE THINKING-

from Classroom Discipline & Management- an Australian Perspective
Edwards & Watts
page 40.
FORMULATE PERSONAL TEACHING PRINCIPLES
develop reflective thinking practice - journal

cognitive- how teachers make decisions
content/subject matter and knowledge
pedagogical methods and theory
curriculum-cross curricula
characteristics of learners
teaching contexts
educational purposes , ends and aims
critical- substance that drives the thinking
moral
ethical
narrative
personal context of teaching
insights

multiculturism

Queensland Roars Against Racism

The Queensland Roar Against Racism campaign will receive a high profile boost when local heroes Queensland Roar kick-off against South African Premier League team Supersport United in a special anti-racism fundraiser at Suncorp Stadium on July 1.

WHAT IS BULLYING?

"Bullying is not an unpleasant fact of life. People can do something about it. What we've learnt in our mentoring programme is that people learn how to bully and they can UNLEARN IT. Nobody wants to come to a school where you're frightened of who's going to say what or do something, when you have to worry about that you can't learn anything."

http://www.ofsted.gov.uk/assets/3235.pdf

link

child needs to talk about it
gather the evidence
email and computers - track and get the evidence
cyber safety
concrete actual incidences
perpetrator = admit
rather than resorting to rules restorative justice promotes repair

A DEFINITION OF BULLYING:
the repeated less favourable treatment of a person by another or others which may be considered unreasonable & inappropriate practise. It includes behaviour that intimidates, offends, degrades, threatens or humiliates.

INDIVIDUAL HAS RIGHT TO DIGNITY AND RESPECT AT WORK/ SCHOOL/HOME!

PEACE SIMPLIFY INSIDE & OUTSIDE

PAIN - unable to concentrate in class - life cluttered - agony

ENHANCE emotional balance & strength of person
bring them back to life

establish quality relationship with person -
establish emotional relationship with child

work on intuitive stuff when peace and calm in class

classroom management
SOLID mutual respect and understanding
affection and love

whole brain- holistic education
art is in everything

education is an art, speak to child's whole experience

GRAFFITI TECHNIQUE

4 GROUPS OF 3

pack of 12

very active interaction and feedback

Hi Akash,
I used the Graffitti Technique heaps when I was in high school... Primarily on trains and supermarket walls. Nice to see its making a comeback.

EMOTIONAL INTELLIGENCE

prevent down shifting
prevent primal behaviour patterns
dysfunctional
primitive uneducated behaviour

relax the learners

short term achievable goal
clear achievable goal - relaxes everyone

color & sound

imaging imagining create ideas

meditative experience=emotional intelligence

EXACTLY WHAT IS EMOTIONAL INTELLIGENCE?
self awareness
mood management
self-motivation
empathy
managing relationships

child in pain
unable emotionally to cope with it

emotional intelligence - bring EI into normal lesson content

where do you begin with pain and suffering of children ?

develop their emotional intelligence
systematic way
will happen quickly
largely as awareness

use reflective activities

pause

make awareness of each other
group activities
think pair share etc.

attend to the moment

CLASSROOM MANAGEMENT

MORAL RELATIVISM- what was the basis of the ethics of Greek/Roman times?
anything that enhances the goodness of a human.
Who decides?

Good is basically about relationships and the quality of love in relationships

ethical system is what enhances the human relationships

how do we make a judgment?

HATTIE - quality relationship with teacher - affirmation from the teacher
quality teacher encourages quality - empowers
humble without taking on a position of power
nurturing
love
encouragement

compared to operating from rules
world of rules = power and control
set of rules and regulations =dominant paradigm
non obeisance =stress
therefore exterminate rule breakers



















PRECIOUSNESS OF HUMANITY
- depth of humanity

clutter - lives of children are full
tv, sport etc.

clutter buster-good job

Part of Classroom Management is to unclutter
their time at school

some schools introduced new policy
no homework

child needs to have time

time to play and reflect

who do you see yourself as now
where do you see yourself heading
what can you let go of
for what purpose
why are we here
?
relationships and love

make space for new experiences

room in heads - to expand horizons

child point of relevance - uncluttered space in front of them.

good project will stimulate the child to continue without setting homework
constructivist
intrinsic motivation

TO BE
BE IN BEING
TO LEARN

children have a sense of security and comfort about
where they go therefore where they construct their knowledge

WAVE

Wearable Arts Vision in Education

ARTS-BASED ENVIRONMENTAL EDUCATION

notes from Sat - 'Allan'

MOTIVATION

LEAD MODEL/Glasser & Dreikurs

First couple of minutes is when the attention of the class is gained
how to retain??? = ZPD
children = interested and engaged

relationship btw you and the child

relevant input for them

bring into social network of the classroom'

belong
belong

acknowledgment by the teacher of the interest of the child

representation that is relevant to the child

difficult child needs lots + lots of attention = give them jobs

they are happy because they have a sense of belonging purpose meaning

naughtier the child more attention =INCLUSION

engaged fascinated

all in the little things

GIVE THEM SOMETHING

acknowledgment - reward - point competition for answering questions

you are a member of this group therefore
agree to behave in the way we behave in this place

get to the point of looking at each individual child and work out where they are at on
Glasser's five points: needs

• BELONGING, LOVE
• FREEDOM
• POWER
• SURVIVAL
• FUN

and then find activities to address how those students will have their needs met

give them some sense of being responsible and having power thus
lifting them to another level of participation/engagement and sense of themselves relative to their class, school environment and community.

BOS
outcomes - very clear - three areas
1.knowledge
2.skills
3.values and attitudes

translate into student's language

"what are we going to do today
what you will know at the end of the day"

lesson plan

gotta know your students!!!!!!!
(not only prior knowledge)
use the talents of the kids! transform obnoxious to brilliant orator

concrete activities - constructive - always include
Gardner -domains =3 x broad categories

give choice and diversity within the lesson

achieve outcomes thus intention
cannot teach to one type of intelligence only
know your own type thus avoid favouring your own type
(check interactive surfaquarium re: MI)

EG
act it out
write
compose a song

KEY QUESTIONS-BLOOMS
3 or 4

MUST RELATE TO THE OUTCOMES

get the right questions = prepare
higher order learning=achieve

do the activity - then as a result answer these questions
social interaction
3 possible types of groups to help answer questions

1. THINK, PAIR, SHARE
2. JIGSAW
3. GRAFFITI

(question lead to more question)

Blooms
describe rose's colour - lower order
impact of seeing rose- analysis
how can you use a rose to create something really special - creativity

Last Part of the Lesson
COMMUNICATION

affirmation of the students

onward

MASLOW' RECOMMENDATIONS FOR EDUCATORS

1. We should teach people to be authentic, to be aware of their inner selves and to hear their inner-feeling voices.
2. We should teach people to transcend their cultural conditioning and become world citizens.
3. We should help people discover their vocation in life, their calling, fate or destiny. This is especially focused on finding the right career and the right mate.
4. We should teach people that life is precious, that there is joy to be experienced in life, and if people are open to seeing the good and joyous in all kinds of situations, it makes life worth living.
5. We must accept the person as he or she is and help the person learn their inner nature. From real knowledge of aptitudes and limitations we can know what to build upon, what potentials are really there.
6. We must see that the person's basic needs are satisfied. This includes safety, belongingness, and esteem needs.
7. We should refreshen consciousness, teaching the person to appreciate beauty and the other good things in nature and in living.
8. We should teach people that controls are good, and complete abandon is bad. It takes control to improve the quality of life in all areas.
9. We should teach people to transcend the trifling problems and grapple with the serious problems in life. These include the problems of injustice, of pain, suffering, and death.
10. We must teach people to be good choosers. They must be given practice in making good choices.


LINK

GIVE TIME TO CHILDREN TO BE CHILDREN

NON VIOLENT COMMUNICATION

"For more than a century, holistic and progressive educators have creatively thought about and responded to the emotional, intellectual, and spiritual needs of children. Despite this enormously rich work, coercive power relations still hamper our ability to serve students and faculty. Nonviolent Communication can help us understand, engage with and transform some of these relationships. Nonviolent Communication (NVC) provides specific tools to empower ourselves and others to live more in line with our values and deeper needs. When we do that, we become more effective in relating to ourselves, other faculty, and staff, and we can contribute more to students’ ability to feel connected and energized. Through this process, we nurture the hope in everyone about the possibility of creating a world that works for all."

introduction to article entitled

“transforming power relations: the invisible revolution”

by miki kashtan

This article was published in Encounter: Education for Meaning and Social Justice in September 2002. It is republished with permission. All names in this article are made up.

Common Grade Scale-BOS Site

A	The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.
B	The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.
C	The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.
D	The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.
E	The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.

BOS SITE

A GLOSSARY OF KEY WORDS- LINK

Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. A glossary of key words has been developed to help provide a common language and consistent meaning in the Higher School Certificate documents.

Using the glossary will help teachers and students understand what is expected in responses to examinations and assessment tasks.

Account	Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions
Analyse	Identify components and the relationship between them; draw out and relate implications
Apply	Use, utilise, employ in a particular situation
Appreciate	Make a judgement about the value of
Assess	Make a judgment of value, quality, outcomes, results or size
Calculate	Ascertain/determine from given facts, figures or information
Clarify	Make clear or plain
Classify	Arrange or include in classes/categories
Compare	Show how things are similar or different
Construct	Make; build; put together items or arguments
Contrast	Show how things are different or opposite
Critically (analysis/evaluate)	Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to (analyse/evaluation)
Deduce	Draw conclusions
Define	State meaning and identify essential qualities
Demonstrate	Show by example
Describe	Provide characteristics and features
Discuss	Identify issues and provide points for and/or against
Distinguish	Recognise or note/indicate as being distinct or different from; to note differences between
Evaluate	Make a judgement based on criteria; determine the value of
Examine	Inquire into
Explain	Relate cause and effect; make the relationships between things evident; provide why and/or how
Extract	Choose relevant and/or appropriate details
Extrapolate	Infer from what is known
Identify	Recognise and name
Interpret	Draw meaning from
Investigate	Plan, inquire into and draw conclusions about
Justify	Support an argument or conclusion
Outline	Sketch in general terms; indicate the main features of
Predict	Suggest what may happen based on available information
Propose	Put forward (for example a point of view, idea, argument, suggestion) for consideration or action
Recall	Present remembered ideas, facts or experiences
Recommend	Provide reasons in favour
Recount	Retell a series of events
Summarise	Express, concisely, the relevant details
Synthesise	Putting together various elements to make a whole

follow the link

NSW Aboriginal Languages K-10 syllabus in action

Image: Yirra Yaakin - RECONCILIATION AUSTRALIA

DARE TO LEAD

Daring to Lead in Indigenous Education

Reconciliation Australia with the Australian Principals Associations Professional Development Council (APAPDC)

Aim
To encourage and support school principals across Australia to improve educational outcomes for Indigenous students through innovative resources and teaching methods.

SUSTAINABILITY

Dendrobates auratus
(green and black poison dart frog)

What does it sound like?

Check this article on using ringtones to raise the consciousness of our technological savvy popluation on the plight of our endangered species.

In 2006, the same year Australia exported $24.5 billion worth of coal, we imported $25 billion in IT goods"

Follow this link to information about Australia's position in the world IT stakes-

KIDS NEED HUMAN CONTACT

article - "Young and Wired"

This article reflects the concerns I attempted to illustrate and describe in my first blog entitled EXAMBLOG where I questioned technology's role in the education and care of our youth.

High school sophomore Ben Englert gave up gaming and tries not to multitask as his "brain can't handle it." He is, however, trying to program Spark the robot (right), to walk. Chronicle photo by Mike Kepka

GAGNE THEORY=Conditions of Learning

Overview:

This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Different internal and external conditions are necessary for each type of learning. For example, for cognitive strategies to be learned, there must be a chance to practice developing new solutions to problems; to learn attitudes, the learner must be exposed to a credible role model or persuasive arguments.

Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition, response generation, procedure following, use of terminology, discriminations, concept formation, rule application, and problem solving. The primary significance of the hierarchy is to identify prerequisites that should be completed to facilitate learning at each level. Prerequisites are identified by doing a task analysis of a learning/training task. Learning hierarchies provide a basis for the sequencing of instruction.

In addition, the theory outlines nine instructional events and corresponding cognitive processes:

(1) gaining attention (reception)
(2) informing learners of the objective (expectancy)
(3) stimulating recall of prior learning (retrieval)
(4) presenting the stimulus (selective perception)
(5) providing learning guidance (semantic encoding)
(6) eliciting performance (responding)
(7) providing feedback (reinforcement)
(8) assessing performance (retrieval)
(9) enhancing retention and transfer (generalization).

These events should satisfy or provide the necessary conditions for learning and serve as the basis for designing instruction and selecting appropriate media (Gagne, Briggs & Wager, 1992).

"outside-the-box-thinkers"

At IDEO, we've developed 10 people-centric tools, talents, or personas for innovation. Although the list does not presume to be comprehensive, it does aspire to expand your repertoire. We've found that adopting one or more of these roles can help teams express a different point of view and create a broader range of innovative solutions."

The 10 faces are:

1. Anthropologist - observing human behavior
2. Experimenter - prototypes new ideas
3. Cross-Pollinator - explores other industries and cultures
4. Hurdler - overcomes/outsmarts roadblocks
5. Collaborator - brings eclectic groups together
6. Director - gathers a talented cast
7. Experience Architect - designs compelling experiences
8. Set Designer - creates the stage for innovation
9. Caregiver - anticipates needs and is ready to meet them
10. Storyteller - shares compelling narratives that communicate fundamental values or truths

How is this consistent/parallel with Gardner's work? How might these 10 faces be employed in our work in education?

the social/situational orientation to learning

It is not so much that learners acquire structures or models to understand the world, but they participate in frameworks that have structure. Learning involves participation in a community of practice. -written by Mark.K.Smith -link to article

ATLAS CURRICULUM MAPPING

Getting an overview of what student's are being taught.

"Our students need us to know their experiences over the course of time. They need us to know what’s really going on in their daily classes as they move among teachers and subjects. With that information, possibilities emerge."

SERIOUSLY COOL - McCRINDLE DEMOGRAPHICS

The Generations defined sociologically - McCrindle

Multiple Intelligences

Howard Gardner contends that the ability to synthesize information will be the most valued trait for leaders. (2006)

- another Gardner link

GEN Y = LIFE BALANCE

RATHER THAN BANK BALANCE - M McCrindle

"Improving Our Children's Outcomes"

ALP Policy

STEPHEN SMITH MP
Shadow Minister for Education and Training

LABOUR THE LESSER EVIL

National Curiculum

POLITICAL AGENDA or Priority for the children and the nation??

Judith Wheeldon former head of two Syd private schools) writes of her concerns about the proposed national curriculum by the Australian Labour Party and the issue of education in general.

I think that Wheeldon's positive overview of a K-12 curriculum is good because it encompasses all the stages of the young human's development - however this is not an article to explore the details of the how. Her concern for a lack in true scientific thinking prowess in our population and thus the populations' ability to make informed judgements on critical issues such as health and environment citing alternative medicine and the very real environmental problem of water scarcity are very astute - this concern supports one of the five major areas of curriculum priority = science. However it is our adult population who are voting and making choices - conscious or otherwise in relation to health and environmental living that address the 'inconvenient truths' - AL Gore.

How can a political agenda be truly supportive of the highest good of our children? Education is going to be a hot political topic because of the long term of the Liberal Government and its unashamed support of private schools in all its funding priorities - building, subsidies, equipment etc.

Parents of children going to State Public Schools have felt the lack of resources for some time and are very aware of the Liberal Government's biases. When Julie Bishop addresses education and advocates National Curriculum her long term intention is to only give funding to schools who implement the 'correct' guidelines and recommendations. It is like the one flag pole, wisping Australian Flag, fluttering in isolation. Necessity, otherwise we won't give you funding for this and this etc. Wheeldon highlights this possible use of force and foretells the possibility of National Curriculum becoming law. It would seem there is not a great difference between the two parties - I like the way Wheeldon implies the future outcomes of National Curriculum - a warning for both labour and liberal voters. Concisely summised in the title 'Labour the Lesser Evil'.

Parents are a large portion of the voting population. The competition in the job market is very real and the separation between the service class and the educated class is well addressed in Richard Florida's discussion about the creative economy (multiplicity posting - Mayoral Conference America) and the prejudice to a better education for the wealthy which encourages the loss of talent from poorer families migrants etc. who have no benefit of a 'good' education. Parents are concerned for their children's futures all over the globe.

Wheeldon points out that the Labour Government have omitted the Creative Arts in its Curriculum priorities, I think this an excellent observation, it seems the policy writers in both the ALP and Liberal Parties, have not an understanding of the wealth of applicable creative thinking and scientific integration the arts manifest .

I think her article addresses the whole agenda of politics by innuendo, refering to our lack of language teaching and thus the disadvantages we face as world competitors. - I believe the LOCAL to GLOBAL argument is not considered in politics. It is STATE or COUNTRY and discourse and discussion that addresses Global Community or Local Geographic Community are seriously lacking. Narrowing our vision to being a competitive player in the world, (OECD) does not address the bigger problems we face as a planet. The common language is not to be found in the teaching of language but in the intersection of technology and digital tribes.

Though Wheeldon's article is very insightful and clearly objective, the content is limited in itself by the priorities of our National Agenda and the focus of the "political" arena .

It seems our 'voting' population is uninformed and very susceptible to propaganda, largley influenced by popular media. eg babies overboard. Our overall lack of scientific thinking - as cited, and inability to "get" the global picture make us potential unempowered pawns in our own unconscious future.

INSTRUCTIONAL EFFECTIVENESS CONSULTANT

M. David Merrill

SOLO

Structure

Observed

Learning

Outcomes

INSTRUCTIONAL OBJECTIVES

Gronlund (1999) proposes starting with a general statement and then providing specific examples of topics to be covered or behaviors to be observed (a deductive approach).
An example of a Gronlund objective is:
The student can perform simple multiplication.

a. can define what multiplication means, in his our her own words
b. can define relevant terms such as "multiplier" and "product"

c. can solve problems of the type 5 X 4 = ______.

SUBSUMPTION THEORY

David P. Ausubel...........
" If I had to reduce all educational psychology to just one principle, I would say this: The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly."




ADVANCE ORGANIZERS = concepts maps=mind maps