A special section on the student effects on teacher behaviors and attitudes appears in in Issue #5, 2015 of International Journal of Behavioral Development. One of the articles explains the idea. "Classroom research has typically focused on the role of teaching practices and the quality of instruction in children’s academic performance, motivation and adjustment—in other words, classroom interactions initiated by the teacher. The present article presents a model of classroom interactions initiated by the child, that is, the notion that a child’s characteristics and active efforts may evoke different instructional patterns and responses among teachers." Other articles report that; (1) Elementary school teachers adapt their instructional support according to students’ academic skills, (2) children’s reading skills and interests affect teacher perceptions of children’s skills and individualized support, (3) there are reciprocal relations between student–teacher conflict, children’s social skills and externalizing behavior, (4) focusing on teacher–student interactions in a coaching program can eliminate the negative impact of students’ disruptive behavior on teacher perceptions and (5) children evoke similar affective and instructional responses from their teachers and mothers. Read more >> (An item from the ISHN Member information service)
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(An item from the ISHN Member information service) An article in Issue #5, 2015 of Journal of Developmental And Behavioural Pediatrics describes the impact of one student's disruptive behaviour on another student in the class. "Marcus is a 10-year-old boy who was followed by his pediatrician for several years. She knows him as a socially engaged, active athlete, playing soccer and baseball, out-going, and a good student. He has been in good health. At the beginning of this year, a new student was placed in Marcus's fourth grade class. This student is disruptive, impulsive, and abusive. He has frequent violent outbursts, yelling, kicking, and throwing objects, including recently throwing a desk across the room. The school has made efforts to manage this student. The teacher sets up behavior contracts, and the school has temporarily suspended the child; however, the school is unable to remove the child from the classroom. Many students, including Marcus, have been significantly affected by this disruption. Marcus describes the classroom environment as “tense.” He reports he is never sure what is going to make the student “so mad.” Over the last 3–4 months, Marcus developed nightmares, enuresis, and trichotillomania." Here is the dilemma confronting the teacher and the school. Do they continue to accept the disruptive student or do they suspend the student for the good of the others? Who is responsible for providing the support, both to the disruptive student and to other students affected by the situation? Read more>>
Note: This dilemma is one of the topics on the agenda of the ISHN-ASCD-EI dialogue on integrating health and social programs within the core mandates, constraints and concerns of education systems. For more on that dialogue, go to this web page. (From the ISHN Member information service) Most teachers enjoy their job, despite feeling unsupported and unrecognised in schools and undervalued by society at large, according to a new OECD survey. The OECD’s Teaching and Learning International Survey (TALIS) finds that more than nine out of ten teachers are satisfied with their jobs and nearly eight in ten would choose the teaching profession again. But fewer than one in three teachers believe teaching is a valued profession in society. Importantly, those countries where teachers feel valued tend to perform better in PISA. More than 100,000 teachers and school leaders at lower secondary level (for students aged 11-16) in 34 countries and economies took part in the OECD survey. It aims to help countries develop a high-quality teaching profession by better understanding who teachers are and how they work.
Teachers Isolated: The survey shows that too many teachers still work in isolation. Over half report rarely or never team-teaching with colleagues and only one third observe their colleagues teach. Feedback is also rare, with some 46% of teachers reporting they never receive any from their school leader, and less than a third (31%) believe that a consistently underperforming colleague would be dismissed. But the survey shows that there is a lot teachers and school leaders can do about this: teachers who engage in collaborative learning have higher job satisfaction and confidence in their abilities. Participation in school decisions also boosts job satisfaction and makes teachers feel more valued in society. Other key findings include:
Read More>> From the ISHN Member information service) An article in Issue #1, 2014 of Physical and Health Education Academic journal review the socialization of PE teachers. The authors note that "Teacher socialization is a term used to describe the socializing processes that influence a teacher’s beliefs, assumptions, and values regarding teaching. The nature, quality and effectiveness of teaching is greatly influenced by a teacher’s early socializing experiences. Using Lortie’s (1975) theoretical framework, Lawson (1983a) identified three main kinds of socialization that teachers face: (a) Acculturation: this includes actions, beliefs, and value systems that are learned from birth and foster ideologies about, in this case, professional conduct. (b) Professional socialization: this is the process through which prospective and practicing teachers learn and maintain the values deemed ideal for teaching physical education. Professional socialization is strongly influenced by recruits’ experiences as a K-12 school student (the period of time described by Lortie (1975) as the apprenticeship of observation). These experiences inform recruits’ subjective warrant, which consists of their beliefs about the requirements for being a physical education teacher. (c) Organizational socialization: this process serves to maintain the “traditional skills” valued by institutions and organizations. Organizational socialization may work against change in order to uphold traditions and routines." The review (full text available free) concludes that "there have been several patterns to emerge in socialization research since 2000, most notably in the increasingly progressive, “teaching-oriented” views that many physical education recruits now hold. In particular, the findings suggest that teaching orientations are now more prevalent in recruits than they were prior to 2000. Attached to this finding is a general pattern that physical education teachers today are more likely now than in the past to develop a student-centered holistic approach to teaching physical education that develops the “whole-student”, one who is socially responsible and aware. While there appears to be less evidence supporting the presence of coaching orientations in recruits which is likely due to a change in the modern recruit’s acculturation, we feel that this finding should be treated with caution, as it does not suggest that coaching orientations are “things of the past” or are no longer present in physical education. There are still many recruits who do come to physical education with the aim of becoming coaches and the sport-centred philosophies to physical education content and pedagogy that tend to come with this mindset. Read more>>
Project-based learning, based on a constructivist approach to education, is highly recommended in health-personal-social development (HPSD) education. So a recent post from Edutopia which describes four free web tools for creating student portfolios and projects inline will be of interest. Kidblog is unique among the web tools featured here because it is built by teachers for teachers. Kidblog provides teachers with everything they need to help students create their digital portfolios safely. It gives teachers administrative control over student blogs and accounts and the settings which are set as private by default, can be opened up to enable parents to view their children's work. If your school is fueled by Google Apps for Education, then using Google Sites to create student portfolios, or "Googlios," makes perfect sense. With Sites, students can create media-rich websites to display their work throughout the school year. Evernote can serve as a viable option for creating student portfolios. Evernote is the Swiss Army knife of organization. In other words, it does just about everything. It allows students to write, take photos, record audio, upload content and more with the ability to tag items, create notebooks for organization and share content socially. Something else that makes Evernote so versatile is that it can sync across multiple computers and mobile devices. Three Ring is worthy of consideration as well. As with Evernote, students can create and upload content from their own devices and tag, search and share their portfolios. However, what Three Ring offers that Evernote doesn't is teacher-created class accounts. Read more>> (An item from the ISHN Member information service)
(An item from the ISHN Member information service) An article in issue #4, 2013 of Pastoral Care in Education offers some insights on how teachers can collectively develop a negative view or perception of individual students when discussing them in teacher conferences/meetings. The researchers report that "Using positioning analysis, the transcriptions of 15 interviews with staff were analysed. The school staff’s reflections on the individual students covered three areas: health, social well-being and education. The results show the ways in which positions were shaped and illustrate a reflexive process that developed continually throughout the staff’s relationships with the students. The staff positioned the students and indicated attributions of the students; however, the attributions were predominately negative. With each position, the staff’s view of students as subjects or objects and their relationships to the students are described in terms of mutual or one-way dialogue. Read more>>
(An item from the ISHN Member information service) Three articles in Issue #4, 2013 of Research Quarterly for Exercise & Sport discuss the effectiveness of physical education teachers. Collectively, they provide an analysis bridging the past, present and future. The first article describes the past in measuring PE teacher effectiveness and then goes onto to examine the issue using student performance and teacher observation models. The second article suggests that current trends in measuring PS teacher will result in teachers being accountable in "providing students with ample health-enhancing physical activity to help them become physically fit and to learn generalizable movement and behavioral skills designed to promote physical activity and fitness outside of class time". The third article postulates that the future policy environment that has teachers being held responsible for academic and economic outcomes rather than adjusting for social and economic realities. In this context, the PE teacher may end being judged on student learning and therefore, the content of PE curricula will become far more important. Read more>>
(An item from the ISHN Member information service) A randomized controlled trial of the impact of a teacher classroom management program on the classroom behavior of children with and without behavior problems, reported in Issue #5, 2013 of Journal of School Psychology, indicates that such training can improve teacher practices and reduce behavior problems among students. The researchers report that " Six intervention and six control classrooms comprising 12 teachers and 107 children (aged 3 to 7 years) were recruited. Children were screened for high or low behavior problems using the cut-off points of the teacher-rated Strengths and Difficulties Questionnaire (Goodman, 1997). The primary outcome measure was independent classroom observations using the Teacher–Pupil Observation Tool (Martin et al., 2010). Multilevel modeling analyses were conducted to examine the effect of the intervention on teacher, classroom, and child behavior. Results showed a significant reduction in classroom off-task behavior (d = 0.53), teacher negatives to target children (d = 0.36), target child negatives towards the teacher (d = 0.42), and target child off-task behavior (d = 0.48)." Read more>>
(An item from the ISHN Member information service) A blog post from Edutopia underlines the need to understand teacher belief systems when we try to integrate health & social programs more closely with their work. Robert Garmston (with co-author Arthur Costa) identifies six predominant ideologies that influence educators' decision making:
Elena Agular, the author of the Edutopi blog suggests that conflict among teachers can arise when these six beliefs collide. Now imagine the collisions when non-teachers, with different belief systems, seek to enter the school. Read More>> (From ASCD) Discover how the learning environment, instruction, and teacher attributes combine to cultivate resilience. Although research indicates that resilient students most likely have personal characteristics like social competence and a sense of purpose, it is helpful to consider additional aspects that contribute to resilient students' achievement: the learning environment, instructional pedagogy, and teacher dispositions. Learning environments that foster resilience are academic, supportive, and promote opportunities for success (Schussler & Collins, 2006). Students not only perceive that they are welcome in class but also feel comfortable asking questions. For at-risk learners, especially, research suggests that students have a strong need to perceive that an environment is caring, respectful, and supportive. Fostering resilience requires instruction that is student-centered and engaging,Although educators tend to believe that struggling students have a preference for less complicated tasks, research indicates that they instead favor assignments that spark curiosity and encourage thinking. Teachers who contribute to resilient students' positive learning experiences express high expectations, are competent in their content areas, and challenge students to do their best. Read More>>
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