Successful Teachers
=
Successful Students
Valuing Student Differences . . . . . . . . . . . Dr. Jane MacDonald
Educational Leadership
Encouraging Student Self-Motivation. . . . . Dr. Mildred Golden Pryor
Management
Student Problems & Problem Students . . . Dr. John Humphreys
Management
Valuing Student Differences:
Dr. Jane MacDonald
What kind of learners do we find
in our classrooms today?
We will briefly explore these
questions . . .
 How do students differ?
 What are the traits of various learners?
 How do certain students learn best?
 What are the effective strategies to use?
 Why do classrooms need to be different today?
Personal Reflection:
How do you learn best?
Shared Reflection:
What was the best learning experience
you have had recently?
What made it so?
How do students differ?
1.Entry competencies
2.Learning styles
3.Academic information & records
4.Personal and social characteristics
5.Cultural diversity
6.Learners with Disabilities
Culturally diverse learners learn best
when . . .
Involved in joint productive activities where the teacher
(expert) and students (novices) work closely together
Language and literacy is developed across the curriculum
Learning occurs in highly meaningful real-world contexts
Learning includes complex thinking and problem solving
in real-world contexts
Learning through conversation and dialogue
The general traits of
adult learners . . .
Must perceive learning to be relevant and timely.
Want to use new information immediately to
Solve problems.
Like to continuously learn.
Usually prefer to socialize while learning.
Want input into what, how, where and when
they will learn.
Adult Learners . . .
Appreciate speedy and accurate feedback
about their progress.
Are ego-involved in the learning.
STRONGLY resist learning situations that
attack their capabilities.
Benefit from structured reflections of
their personal practice.
Differ more from one another than child learners
making an individualized approach a necessity.
Adult students learn best when . . .
They see the need to learn!
Learning is relevant.
Learning relates to the whole person.
Learning promotes personal growth.
Adult students learn best when
learning . . .
Includes socialization allowing
for transfer to occur.
Occurs in a safe environment.
Is timely.
The instructor is an expert and a facilitator.
Requires personal reflection.
Effective classroom strategies
that promote adult learning include . . .
Meaningful choices
Job-embedded or real-world applications
Reflection-on-practice
(Design – Describe – Reflect)
Individual contracting
Effective classroom strategies
that promote adult learning include . . .
“Ad hoc” group work and group problem-solving
OPTIONAL individual presentations
Problem-based learning activities - Such as
scenarios, simulations, role-playing,
case studies, in-basket exercises and
leaderless group activities
A Critical Paradigm Shift has
occurred:
Students more and more are asking the question-
“What will I know and be able to do as a
result of this course?”
Did they enjoy the class or the program becomes less
and less an issue.
Why has this shift occurred?
Results-driven education
Systems thinking
Constructivism
Increased diversity
Need for personalization
Personal Reflections:
Do you care enough to build the necessary
positive relationships with your students to
help them be successful in your classroom?
Do you care enough to set the stage
for student success?
Valuing Student Differences
When students believe that success is possible, they will try.
So my first priority in any class is to help my students
Believe in themselves and their ability to learn.”
-LouAnne Johnson, Author, Dangerous Minds
Questions?
Encouraging Student
Self-Motivation
Mildred Golden Pryor, Ph.D.
Who are they? What do they want?
How can we as teachers
help students succeed?
WHO/WHAT ARE STUDENTS?
Co-managers of the teaching/learning process,
Customers who have requirements & needs,
and to some extent
Raw material who will change
as a result of our classes
If we do the right things right.
They and we expect positive changes.
What Do Students Want, Expect?
Self Determination – Empowerment (Ability to make
choices about their courses)?
Knowledge – to learn? Do they know how to learn?
Respect – to be treated like first-class, not second-class
citizens – to be treated with at least as much respect as
they get at discount stores and grocery stores?
A degree? A job? To be able to make a living and a life?
To grow as a person?
Excellence in the classroom?
Why don’t we ask them? Involve them?
We faculty exist because of them . . .
the students!
Why should Educators care about
Quality (Excellence)?
Quality is the extent to which processes,
products, services and relationships are free
from defects, constraints, and items which
do not add value for customers
and other stakeholders
Pryor, White, & Toombs (2007, 1998) Strategic Quality Management:
A Strategic Systems Approach to Continuous Improvement
If what we teach and how we teach it adds value
FOR THEM, students are more likely
to WANT to learn.
What Quality Is & Is Not!
Quality is not a business concept.
It is a strategic weapon for success
in any organization . . . .
Families, Churches, K-12 Schools
Universities, Hospitals, etc.
Quality = Commitment to Excellence
Excellence . . .
Doing the right things
Doing things because they are the right thing to do
Doing things right
Delivering results by what we
expect . . .
and what we do!
Quality . . . Excellence
Strategies, Tactics, Success
Doing the right things - Effectiveness (Purpose - What/Why)
Doing things because they are right – Ethics (Principles - Why)
Doing things right -
Efficiency & Environment
(Processes - How)
Doing things right -
Empowerment & Expectations
(People - With whom)
Expected/Envisioned Results – Excellence
Measurement & Feedback (Performance – What)
Purpose/Effectiveness
We must ask ourselves – What is our job . . .
to help students to succeed . . .
or to document failure?
To help students succeed . . .
Provide extrinsic rewards, informative feedback,
and
opportunities for improvement!
Purpose/Effectiveness
Teach with a sense of purpose
Make the value of courses explicit,
and take time to help students understand
why what they are learning matters.
(McKeachie & Svinicki, 2006, pp. 140-150).
Efficiency & Environment
Create conditions (Processes, Assignments)
that enable students to expect to succeed.
Partner with students
to continuously improve
the teaching/learning process.
Efficiency & Environment
Create a classroom environment that promotes
a mastery orientation
focused on the development of
understanding and mastery of
Materials and skills
rather than on
relative performance to others.
(McKeachie & Svinicki, 2006, pp. 140-150).
Empowerment
Recognize students’ need for self-determination. . .
Some Ideas
Provide opportunities for choice and control
Involve students in strategic & tactical management of course
Let students contract for a grade
Give students options in assigning work – Let them choose . . .
Research topics – 2 of 4 assignments, etc.
Involve students in evaluating the extent to which
THEY achieved their goals for the course
(McKeachie & Svinicki, 2006, pp. 140-150).
Do we want to teach students how to make choices
or how to exist as POW’s—as they encounter
Learned Helplessness?
Strategic & Tactical Plan for Teams
Personal Development Plan - Individuals
Determine strengths, weaknesses, opportunities, threats.
What is your mission i.e., reason for existence?
What is your vision? What do you want to be?
What are your core values . . .
What do you care about passionately?
What are your operating guidelines—How will you behave?
What are your goals and objectives?
What are your strategies and tactics
for achieving your Goals and objectives?
How will you know if you are successful?
What will you measure . . .
What are your Key Performance Indicators (KPI’s)?
Ethics, Principles, Core Values
Teachers should determine their own
ethical standards, principles, and core values
and help students determine theirs as well.
Integrity
Doing
a
Excellence
Learning
Good job
What do you care about passionately?
This is not how you teach – it’s who you are!
Empowerment & Expectations
Foster intrinsic motivation by arousing curiosity,
providing challenges, and offering choices
(McKeachie & Svinicki, 2006, pp. 140-150).
Most people come to college motivated to learn.
However, the attitudes and actions of teachers
can de-motivate them.
Motivated Teachers are Positive Role Models
for students and others in society.
Expected/Envisioned Results
Foster adaptive attributions:
Help students value the application of
effort and learning strategies,
and communicate your belief in
their respective capabilities
(McKeachie & Svinicki, 2006, pp. 140-150).
Help students know what they need to know/do to succeed.
If we expect students to do well,
They are more
likely to do well.
Why?
The Pygmalion Effect?
Self-Fulfilling Prophecy?
Evaluative Feedback?
Appreciative Management?
Mentoring? Transformational Leadership?
Empowering & trusting students & helping them to succeed?
If WE as TEACHERS believe it, perhaps we shall invest ourselves
in it and work hard to become part of
students’ successes.
Social Goals & Academic Goals
Provide opportunities for students to meet
social goals in ways that are compatible with
academic goals – (e.g., teams, interactive lectures)
(McKeachie & Svinicki, 2006, pp. 140-150).
PowerPoint slides on USB drives are useful.
However, we must remember that
more learning occurs
if students are
interacting, not just observing.
Performance Excellence
Provide constructive feedback that will enhance
students’ desire to improve & continue to learn
Use assignments and exams to assist students
with mastery of the material rather than
penalizing them for what they do not know
(McKeachie & Svinicki, 2006, pp. 140-150).
If we want students to do well . . .
We’ll act like it . . .
We’ll plan for it . . .
We’ll teach
them (students) to plan for it.
We’ll involve them because it’s the right thing to do
and BTW, if students don’t come or don’t stay,
we faculty members have no reason to exist
because research and service ALONE . . .
do not a university make!
How to Motivate Students
It’s not what we do to them – It’s what we do for them.
Care passionately about student success.
Understand that student failure reflects
negatively on the teacher and the student.
Understand and use motivation and human behavior theories.
Understand and use EXCELLENCE concepts/tools.
Make student motivation & success an integral part of
your personal and professional goals.
Communicate your student goals as well as your course
objectives to the students.
Respect students as co-managers of the teaching/learning
process--Expect them to manage/succeed!
Use Tools – e.g., Force Field Analysis
W
h
e
r
e
w
e
a
r
e
D
r
i
v
i
n
g
F
o
r
c
e
s
W
h
e
r
e
w
e
w
a
n
t
t
o
b
e
R
e
s
t
r
a
i
n
i
n
g
F
o
r
c
e
s
1. Determine where you are (e.g., unmotivated students).
2. Determine where you want to be, i.e., your vision (motivated students – excited about learning).
3. List driving or enabling forces which can facilitate movement toward your vision.
Support, encourage, and strengthen these forces.
4. List restraining forces which can hinder movement toward your vision.
Eliminate (or minimize impact of) these forces.
Use Strategic and Tactical Models
(e.g., 5P’s Model)
Purpose
Principles, Processes
People
Performance
Pryor, White & Toombs (1998). USA: Thomson Learning
http://www.12manage.com/description_pryor_5_p's_model.html
Adapt Models as Needed
5P’s (5E’s)Model
Purpose/Effectiveness
Principles/Ethics, Processes/Efficiency/Environment
People/Empowerment
& Expectations
Performance/Expected/Envisioned
(Pryor & Humphreys, 2007)
Pryor, White & Toombs (1998). USA: Thomson Learning
http://www.12manage.com/description_pryor_5_p's_model.html
Results
Questions?
Student Problems and
Problem Students
Dr. John Humphreys
Common Issues That Most Teachers Face
You’re Not Alone, But …
 “It is human nature to perceive the problem
as the student; but before focusing on
changing the student’s behavior, take a few
moments to look at what you are doing that
might be related to the student’s behavior”
(McKeachie & Svinicki, 2006, p. 172).
 In other words, make sure you truly have a
“people” problem instead of a bad “process.”
Aggressive/Challenging Students
 These students actually allow you to model
critical thinking skills.
 When challenged, demonstrate:





Scholarly debate
Listening skills
Thoughtful reflection
Respectful disagreement
Reasonable compromise if appropriate
“I Want the Truth!”
 After you have brilliantly analyzed an issue from
multiple perspectives, this is the student that wants to
be told which one is “right.”
 Some of this is due to our tidy formats.
 We should strive to have classrooms where
competing ideas are challenged and defended.
 We need to “help our students understand how
knowledge is arrived at in their own disciplines, what
counts as evidence, and how to read critically and
evaluate knowledge claims” (McKeachie & Svinicki,
2006, p. 175).
Under-Prepared Students
 Remember that while some students didn’t
apply themselves diligently before now,
others may be behind because they haven’t
been taught effectively.
 We can:




Point them to resources on campus
Assess the causes of their difficulty
Focus them toward active learning
Encourage peer-to-peer systems if appropriate
Class Management Problems
 We can avoid many of these potential problems by:
 Designing our processes well
 Setting clear expectations in all documents (e.g.,
syllabus, What to Expect, etc.)
 Enforcing policies and procedures fairly and
consistently, but not inflexibly
Attention Seekers
 Recognize that at the start of a semester,
these students can be useful.
 But when they persist, we can:



Suggest that you need to get everyone’s ideas
As a small group of students to act as
“process observers”
Ask the dominating student to see us outside
of class. Moreover, make this meeting
productive to your ultimate aims.
Inattentive Students
 First, consider that some of the problem may
be your materials or presentation of them.
 If that’s not it, try:





Breaking the class into groups
Calling on the inattentive or a student near
them
Rotating seating from back to front
Having a class discussion on the factors that
influence learning
Have them see you outside of class
Angry Students
 Here, we are not reverting back to an
aggressive student, but rather, one that has
emotional problems that emerge as true
hostility.
 While we cannot ignore it, we also cannot
respond with hostility because it would not
provide a good model of how to deal with
emotional situations, for that student or the
remainder of the class.
Angry Students
 Are less likely to present open hostility if we
become more acquainted with them.
 If they do present as openly hostile (e.g.,
attacks your point of view during a lecture;
blames you for their performance), we must
begin by listening carefully and respectfully.
We must let these students know we
recognize them as individuals, that we are
committed to their learning, and that we’ll
listen and respond as constructively as
possible.
Sensitive Topics
 Some students will also have very emotional
responses to sensitive subject matter that
must be discussed.
 We must help these students see the
complexity of such issues but we should:



Acknowledge the sensitivity of the topic
Admit the difficulty and importance of sharing
ideas in a respectful manner
Encourage students to defend their positions
in a rational manner
Psychological Problems
 Listen rather than intervening
 Recognize your limitations
 In some cases, professional help will be
needed and we should become aware of
what is available before we need it
 If the student agrees to professional
assistance, take the next step to facilitate the
process
If teachers & students care about
each other’s success . . .
We
can make a difference in . . .
each other’s lives . . .
the classroom . . .
Texas A&M University-Commerce . . .
and society.
We can if we will . . . We know how.
Questions?