• Examine the language you use with students. “If you don’t do well on the upcoming test, you are in danger of failing” can be switched to “By doing well on the upcoming test, you can learn a better grade.” Both statements are true, but one defl ates students by utilizing the language of fear, while the second statement encourages students by emphasizing the possibility of a positive outcome.• Rather than cultivating an environment of fear, build a culture of success. Adopt the following three key messages, articulated by Saphier and Gower:
This is important.
You can do it.
I won’t give up on you. (1997, p. 296)
• Student behavior and performance mirror our expectations. Messages that induce fear communicate to students that we expect them to do poorly. “You can do it” and “I won’t give up
on you” communicate our belief that students will succeed.
on you” communicate our belief that students will succeed.
• Many of our fear-driven practices are so habitual that we are unaware of them. Make it a practice to observe and be observed by a trusted colleague. Look for instances in which you unintentionally
engage in behavior that creates fear in the learning environment. Together, you can discuss ways to change these destructive practices by replacing them with more positive messages that support learning.
engage in behavior that creates fear in the learning environment. Together, you can discuss ways to change these destructive practices by replacing them with more positive messages that support learning.
• Don’t confuse fear with a healthy respect for authority. It’s crucial that students respect you and your authority, but they don’t need to be afraid of you.
• Put yourself in your students’ shoes by regularly learning new things. Learn to play a musical instrument. Study a foreign language. Intentionally put yourself in a situation where you are less skilled and you must meet externally imposed standards. When teachers fi nd themselves being judged by others under circumstances in which they feel less than fully competent,
they can better appreciate how vulnerable we feel when asked to learn something new and how destructive fear is to the learning process.
they can better appreciate how vulnerable we feel when asked to learn something new and how destructive fear is to the learning process.
Sullo, Robert A., 2009
The motivated student : unlocking the enthusiasm for learning / Bob Sullo.
The motivated student : unlocking the enthusiasm for learning / Bob Sullo.
2 comments:
Olá, Matias, quanto tempo...longe da palavra escrita.
E, de repente,veio-me à memória a história do café e do convite:
- Olá, senta-te aqui.
- Olá, queres sentar?
- Olá, não te queres sentar, pois não?
E, assim, umas vezes temos mais vontade do que outras em sair de casa
Abraço amigo (essa dos 500 seguidores, trouxe-me, igualmente, à memória S. Pedro, o apóstolo, o que não deixa de ser significativo,
A. A.
Meu Caro
Estás sempre a tempo de retomar a palavra escrita. E a tempo de tomarmos um café!
abç
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