After reading the article by Dabney, please discuss with your classmates:
- What emotional situations create interference with learning in your classroom? - What is the biological basis for some of the behaviors/emotions teens display in school? - What strategies have you tried to make your classroom climate a low threat, high challenge and positive place to learn? - What strategies do you have for encouraging emotional competence in your students?
- Social and family relationships often cause interference in my classroom. Fights with a friend, boyfriend or girlfriend, or a parent can often cause my students to become very distracted or a lot less unstable emotionally. - Researcher's came to the the conclusion that the prefrontal cortex's nerve connectivity changes with age, particularly between the ages of 11-18. The ability to recognize and identify emotions changed greatly in this age range which may explain the volatility of teen's emotions. - I check in with my students all the time. I try to have open communication where they feel like they can tell me anything without fear of repercussion. In my class, I also ask for input from students and have rules that go along with commenting on others opinions to encourage idea sharing without risking critical comments from fellow students. - When a kid is acting in a way that is uncharacteristic of them, I may ask them to self-evaluate and think about the way they are acting and why. I think sometimes things can get out of control without a student even realizing what they are doing so it helps to stop and ask them to analyze the situation
There are numerous emotional situations that interfere with learning in my classroom. Many of my students have problems at home due to broken families and they drag this stress to school with them. Other students are constantly becoming upset as their relationship with their boyfriend or girlfriend becomes rough. Many students have strong emotional responses to negative things that other students say about them. It seems that they almost all have an amazing ability to overreact to any situation. The biological basis for some of these extreme emotions and drama is, simply put, raging hormones. Adolescent students are much more subject to ride emotional rollercoasters than adults are because as their body chemistry changes, their brain chemistry changes also. Although I have little control over what happens to the students and how they react, there are some strategies that I’ve used to make the classroom environment less threatening. Some of my male students can flip out in a millisecond, they’re happy and then they are suddenly ready to knock out whoever is closest. In these situations I usually step in between the students and say something to the effect of “hey, chill out, take it easy.” I then talk with them individually and then as a pair to work the situation out. Usually they realize that they are just overreacting. When a student is upset at another student who is not in the classroom, I talk with the “victim” and have them tell me what they want to do, what they should do, and what the consequences would be of each. Having my students think through actions and their resulting consequences helps them to develop emotional competence.
o What emotional situations create interference with learning in your classroom?
There are many different types of situations that can interfere with the effectiveness of a classroom. Many of these situations can take place in the short breaks between classes. Many of these situations have to do with the social interactions between kids including boyfriend/girlfriend, bullies, enemies, or other social clicks. I think a teacher must establish control of a classroom as soon as the bell rings to indicate to the students that they are in control and things that occur outside of class will stay there. o What is the biological basis for some of the behaviors/emotions teens display in school?
As stated in the article, there are a number of psychological and emotional changes that occur in the minds of teenagers. Scientists have discovered that during these years there is increased nerve connectivity to many parts of the brain, but specifically the prefrontal cortex. The article explains that this region is responsible for planning, decision making, problem solving, organizing, mental focus and social relationships. o What strategies have you tried to make your classroom climate a low threat, high challenge and positive place to learn?
To make the classroom a low threat environment, I try to always keep a positive attitude. I think the emotions of the instructor can have a significant impact on the effectiveness of his/her teaching. If the teacher is relaxed and encouraging, I think the students feed off of that. I try to also encourage expression of ideas. This can help or hurt if the content of those expressions is not confined to the subject at hand. o What strategies do you have for encouraging emotional competence in your students?
In the article, it talks about having patience with students and their emotions. I think this is an important step to creating a low threat atmosphere. With all of the biological changes that are occurring with a teen, they can sometimes act out or display behavior that would not be considered appropriate. When these situations arise, having patience, discussing the situation with the child, and helping them realize the errors in their judgment can go a long way to increase their emotional maturity.
Response to Cody: I forgot to mention the impact that families can have on the classroom environment. You are correct in your assessment that what happens at home can have a significant impact on the classroom environment.
Your response that discussed self-assessment is also a good tool that I use often. Many times a teen when given the chance, will respond to a difficult situation differently when given the opportunity. They know better, but act inappropriately anyway and have the ability to realize their faults in hindsight
I like what you said about having patience with your students' emotions. You hit it right on the spot with that comment! I have quite a few male students who will just flip out with no warning due to some minimal offense. It is tough to be patient with these boys because it happens so often, but when I am patient with tehm and have them talk it through, the result is always positive. Sometimes all I have to do is ask "Do you really think (student's name) was trying to make you mad or were they just not thinking?" ~Heidi
What I see that most interferes with the learning environment is the impact of the students parents. Often we think of students with broken homes because they have the most emotional interference and most often. I would also suggest that even in healthy homes a student can come to class caring baggage left over from a fight with a sibling or parent. I see my classes for 48 minutes each. That leaves many many hours in the day for all sorts of social interactions. And since I have 20 students per class, I can be sure to have at least one student dealing with something. I feel that a teacher must have in place routines that students can focus on when they enter the classroom so the outside world will fade the the background a bit as they concentrate on the task at hand.
Teenagers are still going through rapid changes. the increased nerve connectivity to the prefrontal cortex affects planning, problem solving, social relationships and organization. All vitally important in the classroom environment. It's no wonder that these students struggle and need the guidance only teachers can give.
As I mentioned before I put into place routines. My students should know what they are doing before reaching my classroom. I can limit the distractions when starting the class since students get right to work when they enter the class and I can manage the class in a way that the climate is high challenge. This smooth transition between classes is crucial in fostering a low threat classroom.
To encourage emotional competence in our students, teachers must be patient and model what it looks like to be emotionally competent. We have to remember that our students are going through many changes and it does not good to lash out at them and get frustrated. We need to build an atmosphere where they know what the right thing is to do and when the wrong decision is made there are consequences. Then they can learn how to interact better within the environment.
I think one of the most important elements is how a teacher models the correct behavior to their students. You mentioned that "if If the teacher is relaxed and encouraging, I think the students feed off of that." I agree and feel it is vital to the low threat environment we try to establish. I used to hear from other teachers "don't smile until christmas." I just don't agree with this old saying because your teaching your students how to act and this is not how you want them to act. Show them the path, don't push them down the path.
I really agree that a routine is important. With so many variables in a student's life it is very important that they have a place to go to where they will know what is expected of them and what they are going to do for that day or week. It gives them a sense of ownership and empowerment. It is very much like going some place new with a map or without a map. Even though you may know how to get there it is always reassuring to know the map is in the glove compartment if you need it. Ok, that sounds kind of corny but a students with a routine are will perform much better and have a better attitude.
Student's today have so many factors that contribute to a student’s emotional stability and focus. A large number of my student's always seem tired...and it is no wonder. Many have to deal with issues such as nutrition, peer pressure, the home environment, medications, learning disorders, eating disorders, depression, sports, hormones, sexual tensions, social interactions, and rapid growth. On top of all that there is the constant barrage of cell phones, texting, face book, my space, TV, movies, and video games. Video games, movies, and TV have become so violent that it is easy to see why student's can lose track of their emotional compass.
Biologically, Michael Dabney’s paper indicates that our students are being exposed to all of the above at a time when their ability to process and recognize their emotions has declined or been temporarily “short circuited” due to a sudden increase in nerve activity in the frontal lobes of the brain! Tomorrow's homework can fall pretty low on the priority list if a child is dealing with a poor home life, bullies, lack of food, a failed romance etc.
To keep the classroom challenging and positive try to mix up my lesson plans as much as possible. In my math class I may have a 5 minute quiz, a 15 minute class activity, 20 minutes of instruction in a new concept, and 15 minutes of individual work on tomorrow's assignment.
To encourage their emotional growth I am trying to make certain that each student understands that I believe in them. I compliment their good work and /or good efforts. I try to share some of my life challenges. If a student appears toubled or overly quiet I will sometimes quietly take them aside and talk with them in a non-confrontational way. I also think it is important that a teacher gets to know as many parents as possible. I have 51 different students and I have talked with a majority of their parents to get their input and thoughts. I want both the students and the parent to know that I am interested in their child's well being and education.
I completely agree about the relationship and happenings with parents. Some kids love coming to school because they can get away from their parents and those same kids hate going home. Things such as this are bound to have an impact on behavior.
o What emotional situations create interference with learning in your classroom? In my classroom I experience romantic break ups more than anything else. I may just be more aware of them, because they cause such drama in the classroom. Friends always want to get involved too. They need to know what happened, when it happened and where. From a teaching standpoint you need to acknowledge it or you are seen as heartless. But, you need to be quick as to not let it take up too much class time. I usually walk over to the student ask them if everything is ok and if they need to talk to one of the councilors. I also try to make light of the situation, and redirect the focus of the students back to the lesson at hand.
o What is the biological basis for some of the behaviors/emotions teens display in school? I hate to simplify the reasons for emotional behaviors’ but I feel it can be described in one word hormones. Many of them are still trying to figure out what is going on with their bodies. Hormones rage through brain development as well. I know I have fewer situations with seniors than I do with freshmen.
o What strategies have you tried to make your classroom climate a low threat, high challenge and positive place to learn? Whenever possible I try to make light of the situations. I try to remind them that this is one day in a lifetime, and that ten years from now they won’t even know any of the other students. I also keep them busy, because I believe that idle hands and minds find trouble.
o What strategies do you have for encouraging emotional competence in your students? I try staying calm and focused when they are challenging me or another student. I try not to let them rattle me, and if they do I stop take a deep breath and count to five before I say anything. When I first started teaching, I often lashed back at students. I learned that the more I did this the more they reacted negatively.
-What emotional situations create interference in your classroom? Realistically, I have a lot of problems with kids who just emotionally feel like they "can't do it" I am a very tough teacher, and that's a reputation I"m proud of, but many students are easily defeated by that, and it can manifest itself as apathy or just frustration. I get that. Most of them have just not been challenged a lot and they need to be told AND shown that they CAN do the work. I spend a lot of time with these students outside class. There's also a lot of concern about grades at my school, which is pretty high-performing. I get the grade cryers quite often too, and I'm still looking for a better way to deal with them...and their parents.
I think because of all the things talked about in the article (rapid development, social awkwardness, "hormones") these students tend to overreact to their frustration. Additionally, I don't think we as teacher do as good a job as we should of teaching them the critical problem solving skills that allow us to get perspective on situations, so they freak out more often than we would.
What strategies have you tried to make your classroom climate a low threat, high challenge and positive place to learn? I'm not exactly sure what "low threat" means. If it means they can do whatever the hell they want and I or others are going to continue to treat them the same way, it's not "low threat" I believe that one of the biggest problems with education is that we have nearly eliminated all competition from it, and that's hardly a good way to encourage excellence. If it means we have a reasonable level of speech and thought freedom in my class and I try to protect their ideas and emotions from violence, then yeah, its pretty "low threat". I don't really think that anyone sane would call my class room anything but "high challenge," and I'll be the first to tell a kid that they're capable, but I try to keep the emotional baggage out as much as possible by just challenging the hell out of them. So far, it's working.
What strategies do you have for encouraging emotional competence in your students? I try to teach the most hard hitting material my administration will let me get away with. We talk about serious, hard life stuff, like racism, sexism, parent-kid relationships, immigration, poverty, sex, etc. and we process through it both intellectually and emotionally, which helps to teach them to engage their brain, even when they're upset. I try to always model controlled behavior, even when it's clear I"m upset, as well.
Response to Don: I think you hit the nail on the head when you said you try to get to know as many student as possible as well as possible. I feel like I can push them so much harder and they'll do so much more if they believe I care about them and their stuff. I have 90 students, and I also try to get to know them all. I communicate via e-mail and letters with parents daily as well, and I think that has given me a lot of insight into the kids too.
Response to Cody: I think self-evaluation is critical, not only for emotional competence, but for learning. I ask students to self evaluate a lot, about their work, the material we're covering in class, about my teaching and their response to it, etc. That outlet seems to be pretty crucial to maintaining a healthy emotional objectivity, if there is such a thing for a 15 year old.
What emotional situations create interference with learning in my classroom?
In terms of emotional situations that actually occur within my classroom the biggest thing I deal with is apathy and hopelessness. Some students are dealing with the fallout of divorce, some with being over committed, some are trying to learn English, and some have never really been challenged by school before. Thankfully there haven't been any mean-spirited interactions within any of my classes so far this year.
The biological basis for the emotional states of my students is influenced by stress level, amount of sleep, over stimulation, and nutrition. All these factors can lead to a biological exhaustion of important neurotransmitters and chronic elevated stress hormones that detract from learning.
What strategies have you tried to make your classroom climate a low threat, high challenge and positive place to learn?
I model a positive communication and emotional level that puts students at ease and creates a "safe" feeling environment. I firmly confront any rude or complaining behaviors and give as much encouragement as I can without seeming cheesy to each student. I try to cover the material at a speed that is challenging but not overwhelming.
What strategies do you have for encouraging emotional competence in your students?
I give little pep talks on how I believe in them, offer strategies to manage their time or study the material, and give calming assurance during tests.
- What emotional situations create interference with learning in your classroom? This isn't a hard question for me to answer, but it is one that I could write pages on. There are so many emotional factors that create interference in my classroom. Things like a fight with a friend, over serious or not serious issues (although, to the students, every issue is a serious issue), an issue with a boyfriend/girlfriend or both, yes both, a problem at home with mom or dad or brother or sister or step mom or step dad or mom's boyfriend or mom's girlfriend or dad's girlfriend, work issues, teacher issues, sports issues, extracurricular activities like cheerleading or band, and I'm sure there are so many that I am forgetting. I think the main point is that to a teenager, everything that they do and everything that they are involved with is important and all of it or any of it can cause emotional interference.
- What is the biological basis for some of the behaviors/emotions teens display in school? According to the Dabney article, McGivern found that as children near puberty, their ability to quickly recognize and read social situations and emotions declines. It also states that you then must add that during the teenage years, social interactions become the dominant influence on our behavior. But just as teens are being exposed to increased social situations, their brains are going through a “temporary remodeling.” As a result, they often find emotional situations very confusing. It really is amazing when you think about it that with all teenagers have to deal with around them and with what is going on in their minds and bodies that they are able to be as successful as they are.
- What strategies have you tried to make your classroom climate a low threat, high challenge and positive place to learn? From day one I talk with all of my students and make it abundantly clear that I decided to become a teacher because I felt that they needed someone on their side to be there to look out for them. That I will do anything I can to help them get a better education, be better prepared for the world outside of school and to help make their time at school as beneficial as I can. This means that I talk with them as often as I can about whatever it is that they need to talk about. I work to provide lesson that are both challenging and effective at preparing them for life after school and even effective while they are still in school. Most of all, my students know that my door is always open and that they are always welcome. That they will be treated with respect and that their classmates will treat them the same way, or they will not be allowed in my classroom.
- What strategies do you have for encouraging emotional competence in your students? I think the most important thing that I do to encourage emotional competence in my students is to treat each of them as individuals. I do my best to never lump students together. I want them to understand that they are different than the people around them and that just because something works for someone that does not mean that it is going to work for them. They have to figure out who they are and what works the best for them. I also don't pull a lot of punches. I try to be very straight forward with students and not sugarcoat things. This way when they do well, they know when I praise them and tell them how proud of them I am that I mean it. Finally, I work with them to try to show them that just because something doesn't work out the way that they wanted it to, that doesn't have to mean that it was a bad thing. I talk with them and show them that sometimes when we don't get what we want that it can be a blessing. I also talk with them to try and make them understand that while their problems may seem huge now, if they will work through them, get help when they need help, that they can get by and many times come out better for having gone through the situation.
I really want to see you in action some time, Nathan. Maybe you could send me a little video clip. :D Sometimes I'm worried that in creating a "safe" environment I eliminate a some of the challenge that makes things interesting for the students who are there to learn but is intimidating to the students who are there to get by.
I also want to hear how all of you are able to come up with interesting and engaging activities without letting teaching take over your life. Especially as a science teacher I want to get the students' hands dirty all the time but find that the creative and logistical effort is huge to do more than one nifty relevant project every two weeks.
Cody, I found your strategy on asking students to evaluate why they are behaving the way they are to be very helpful both for dealing with the immediate crisis and with that student's ability to develop their own emotional competence
I like your comment that you try to teach the most hard hitting material that your administrators will let you get away with. While I may not try to teach this type of material I absolutely try not to shy away from it either. When my students start talking about issues that they are dealing with I always try to talk about those issues with them, whether it be as a class, as a small group of students and myself or just as a one-on-one conversation. So many times the students just need to be able to get some of this stuff out into the open to be able to help themselves. Other times, the students need to be able to hear that other students are going through or have gone through similar situations and know that they are not alone. And still other times, the students will only have part of the facts or they will have the wrong facts and they need to have someone that can give them the correct facts and give them the information that they need so that they don't make a bad decision based on misinformation or no information at all.
There are many different situations that create interference within my classroom. Since I teach at the high school level and I have freshman through seniors within the same classes, emotions and hormones run high. Many of my students struggle because of their home lives. I have several students that have parents that are currently incarcerated. This is very embarrassing for students because they know others in the school are aware of their situation. Most of these students have a difficult time dealing with this, so as their teacher, I try to listen as much as possible. They do not have anyone to listen to their problems or opinions at home, and they value attention from adults at school. I have great relationships with my students, and I think they know that I am willing to listen when they need to share. A second interference is that between boyfriend and girlfriends. Many times, I have a boy and girl that are dating in the same classroom. This can be very distracting for the two students in the relationship and those around them. I separate these students as much as possible, but realize that keeping them completely isolated can make the situation worse. When we do group projects, I do allow them to work together, as long as they are working! This usually alleviates the need to communicate across the room, if they are given a chance to interact at some point during the 90 minute class period. According to the article, many students are experiencing increased activity in the frontal lobes of their brains, which impacts their ability to make decisions, organize, focus and deal with social relationships. It is obvious that my seniors are much better decision makers and are more organized than my freshman that are 15 years old. Although my older students do not always make the best decisions, they tend to make better decisions than those of my younger students. They also are more focused and organized than their younger counterparts. I try to create a low threat environment by being there for my students. Many students need to know that their teachers care and that they are not just a number. I listen to them and attempt to understand what they are going through. I challenge my students by expecting them to perform at a high level. By creating high expectations, my students know that I expect good effort and work from them, but I also understand that they do not know everything. I tend to get the most out of my students by having high, yet reachable expectations educationally and by creating an environment that all students feel comfortable sharing and participating in. I try to be a role model for my students to encourage emotional competence. I know that students are going to make emotional decisions that are not rational; however, I try to talk with them about their decisions and help them understand a better way to react to certain situations. Sometimes, just reminding them that there is a better way to handle themselves when they are frustrated or angry helps them react better the next time.
- What emotional situations create interference with learning in your classroom?
There are a number of situations but the most prominent would be relationship emotions. Teenagers have this burning desire to find the perfect relationship and the desire to feel loved. Every day my students run through the gambit of relationship status and this tares them apart.
- What is the biological basis for some of the behaviors/emotions teens display in school?
During the early years of puberty the increased levels of hormones help to recreate neural pathways in the brain and this affects the frontal cortex (emotional center of the brain)
- What strategies have you tried to make your classroom climate a low threat, high challenge and positive place to learn?
One of the easiest strategies that I am guilty of rarely using is assigned seating. I often wait until it is to late but if I have students that are inciting emotions from other students I turn to a seating chart. Another strategy that I use in my classroom is the incorporation of music. Using my own I-tunes account I have created a class radio station that students can request music be added and have ownership over. This allows us to agree upon a tone for the class and keep up a level of productivity.
- What strategies do you have for encouraging emotional competence in your students?
COMUNICATION – more often than not adults assume that students are not able to communicate about complicated emotional issues. The biggest strategy that I use is to communicate with my students as if they were adults in a professional setting. We discuss many topics but I request that they do it in a professional way.
In response to other blogs
I really liked the idea about having the students vocally work through an emotional altercation to see if they understand what went wrong. It is so true that often an emotional misunderstanding is based off a simple mistake. (Those boys that go to blows)
It is nice to hear that there are other teachers that are open with our students. Today is the age of information and communication and our students as a whole know a lot more than those of the same age 5 and 10 years ago.
In response to Kelly G: I agree that routines help set a standard and understanding of what is expected. Students like to know what they are doing every day, the minute they enter the classroom. When there are set procedures, it helps create a low threat environment. I do much the same in my classroom. Students know what they should be doing the minute they come into the classroom. This helps reduce the talking and wonder of what will take place each day. I believe it really helps my students focus from the minute they enter my door. I also agree that modeling expected behavior is key in the classroom as well. When teachers model what they expect, students have a first-hand visual of what is expected of them. It takes the guess work out of what they can “get away with” in the classroom. They know how they are to behave, and they can look at my behavior as an example/mirror. When something does occur, I can say, do I do that during class? And the answer is no. By modeling the behavior I want, I am able to get the behavior I want.
For ages, adults have commented about the lack of common sense that most teenagers have. Robert McGivern has taken that belief a step further with his study, thus confirming the common wisdom of those who work with adolescents. Emotions are an integral part of life, but can be a hindrance in the classroom. Maslow’s hierarchy of needs definitely comes into play, not only the students’ physical needs, but emotional needs, as well. Some of my students live in lower income areas where gang activity is the rule rather than the exception. They speak of family members going to jail or getting out as if discussing the weather. While they speak of this in a matter of fact manner, their ability to focus on school is impaired. When your uncle has been arrested in your front yard the night before, how can you care about the importance of margins in a document? Life for many is the here and now, not the what can be. Skills they learn in computer applications can great assist them later in life, but they can hardly think past next week. Biologically, McGivern’s study found that the prefrontal cortex’s ability to quickly determine emotions is impaired from the age of 11 until about age 18. This help explains the emotional responses to what seems to others as small issues. The student may be confused as to what is being expressed and respond negatively or in a hasty manner. Students are quick to react, make assumptions, and respond negatively. Student relationships can be emotional rollercoasters as both jump to conclusions and have difficulty with decision-making. The term “temporary remodeling” is apropos. When remodeling a kitchen, there is usually a demolition period and then the rebuilding begins. In the meantime, your kitchen is a disaster area. Everything is out in the open, much like a teenager’s emotions. Once the work is done, the kitchen is better than before, but you have to survive the process. One strategy I have found to have a classroom climate that best supports my students is to keep them busy. The old adage about idle hands being the devil’s playground must have been said by a high school teacher. If they are kept on task and busy, they do not have time to focus on each other and what others may be thinking about them. I try to make them feel valued not only as a participant in the classroom, but as a contributor. Disruptive students are removed so the rest of the class knows they are protected from distractions or concerns. Sometimes, it may just take a conversation with a particular student in the hallway since there may be a reason and giving the student a listening ear to vent validates them, but separates the disruption from the class who needs to focus. In Computer Applications, there is not much opportunity for working on emotional competence with my students. I believe I can help them attain it by acknowledging them and concerns they may have. When walking in the halls, I make a concerted effort to greet them by name. Students may not admit it, but they look up to their teachers for guidance, for examples of how to handle things so the best lesson we can teach is to live by example.
I am curious about your comments on music in your classroom. Please tell me more about how it works. Also, I should know but please remind me what classes and grades are you teaching? Thank you
- What emotional situations create interference with learning in your classroom? Since I work with Jr. High students, the main emotional interferences are students just trying to figure out where they fit in. Also there are the life issues, such as eating, home conflicts, social acceptance, sports practice, sleep All these things can and do have an affect on my students in the classroom.
What is the biological basis for some of the behaviors/emotions teens display in school? Like previous bloggers have said before in Dabney's article the adolescent age is the time of upheaval and reconstruction of the brain, in particular the emotional area. My students are just starting to deal with these changes and are not emotionally or physically mature. They not only don't know why they are acting the way that they do but they don't know how to fix it. Then on top of all this brain reconstruction are the hormones and physical changes to their bodies. This can be a very frustrating and emotional time in their lives where they need understanding and guidance.
- What strategies have you tried to make your classroom climate a low threat, high challenge and positive place to learn? I believe that students need to be encouraged to believe in themselves. I try to instill the "can do" emphasis. I don't allow students to give up on an assignment or at school in general. I let students know that this is science and they can leave all their problems at the door. Sometimes this is easier said than done but for my young students this sets a good example that you don't have to carry everything with you all them time. I think this helps to create a safe environment where they know they don't have to bring their baggage with them and they can still succeed. However, I also am aware of student's change in behavior or grades dropping. In these cases, I will visit with the student confidentially to try to understand what is going on. I may even advise that they visit with our counselor if the problem seems really difficult.
- What strategies do you have for encouraging emotional competence in your students? I have high expectations for my students and they know that. I try to incorporate things into my class into life lessons to show them that what they are learning here not only applies to science but to everyday life. I also don't accept them giving up or doing work half-way. They come to work with me before or afterschool if they can't seem to get work in. At this age this helps to hold them accountable as well as teach them to be organized, time management and responsibility. They don't like missing 30 minutes of practice, however, they know that I think that academics come first and the coaches fully support that. On the class as a whole, I try to mix things up during the class period so they are not just doing one thing all hour. They have many opportunities to do hands-on things as well as just get up and stretch because they are very restless at this age due again to their changing brain and body.
In response to Nathan, I like that you are confident in being a tough teacher. I agree that students have been spoon-fed too much and are not being held accountable for their learning. I am trying to make the junior high nest much more uncomfortable for these students than it was in elementary. With that comes some repercussions from students as well as parents. I try to talk or e-mail my student's parents when I think necessary. However, I also want the students to succeed on thier own merits and not ride on the coattails of their parents or their elementary days. I want them to be more independent and responsible for high school because that seems to be even a bigger transition for the unprepared. If you have any good ideas of how I can help jr. high students prepare for high school please let me know.
In response to Jeff: At the beginning of the term, I let the students choose where they want to sit. I only step in and change it when necessary. Often the students make good decisions of where they will learn the best. Some want to sit next to friends and are willing to keep their behavior on track to keep that privilege. Some have even said that they have trouble staying focused and request a front seat. Making a chart before I know the students takes away the decision making process. I have even had some that don't want to sit by their friends and want me to step in and "force" them to move. That way, I am the bad guy. They can save face and learn better.
There are dozens of emotional scenarios that create disruption and conflict within the classroom. Fights, gossip, hormones, girlfriends, boyfriends, breakups, breakouts, illness, family problems, bad hair, just to name a few! We all remember well the drama and angst of the teenage years. It is very interesting to read that scientists are making progress towards shedding light on the biological basis of teenage emotional confusion and drama. Evidentally the changes that occur with puberty affect the prefrontal cortex and don't allow the teen to "read" or interpret social/emotional situations well. This is a bummer, because if there was ever a time to need that capacity it would have to be the teen years. This knowledge perhaps allows teachers and adults to be more patient and understanding with the drama and huff that sometimes accompanies inappropriate teenage responses. I think my personality is very easy going and low threat. My expectations are clearly spelled out and instructions are clear. Checking for understanding is important as well to make sure everyone "gets it". The students know they will succeed on their own merit as one of my favorite quotes is: "Opportunity is often missed because it is dressed in overalls and looks like work". That was Thomas Edison. There are no free rides in my classroom, but if you come in ready to work it will be a fun ride. Emotional competence is best taught through modelling. Staying positive and upbeat goes a long way in the classroom. The teacher needs to remember that even when you are having a very bad day they are watching you and your emotions!
In response to Nathan: I agree. Kids need consistency and don't want softies. Many crave order and discipline, especially because many of my students don't have that at home. It is good to make a connection with them, such as greeting them by name in the hallway, but it is just as important to give them structure to rely on. One of my students commented the other day that I don't get angry. Some teachers have a reputation for yelling. You don't have to yell to be a firm teacher. Students may overreact and our goal is to acknowledge their frustration, but to not escalate the situation by overreacting ourselves. Being tough means you care.
In response to Greg F, I agree about removing the most disruptive students. We have a behavior management plan in place called "give 'em five". We basically sandwich the negative behavior between two affirmations about them as people, then discuss the expectation and find out what they are going to do to meet the expectation. If give 'em five doesn't work I will say "the classroom environment is just not working out for you today, you need to go to the office." I think it is important that the student know it is the behavior and not them that is the cause of the problem. As teachers we need to realize that these negative emotional disruptions are a cancer to the rest of the group. Ever notice how one negative person can bring the whole group down? Great posts everyone! It's nice to know we all have the same struggles and battles. Model, model, model!
Don, I teach HS Art so it is mostly a lab setting and we have a lot of work time My Radio station It started out as an outdated Mac that was left in my room when I began teaching and has migrated too much more. The computer had an old version of I tunes and I just put all of the music that I had collected in college onto it which worked at first but the students became bored with them music selection. Last year I hooked the computer to the Internet to give the students more options but they spent too much time surfing instead of working on class projects. So this year I have made even more changes. I switched back to a controlled set list but posted a request bard to update my list. Now I take the requests screen the songs and add current music the students are listening to in order to keep them engaged. I have also seen teachers use satellite radios to achieve this but in using I-tunes I have a little more control on language and temp of the music. Future options that I am looking at include fleshing out a Class radio station (Interviewing artists of the week, making tag lines, and advertising Cub events) as an increase in student ownership and buy in.
There are many emotional situations that can create intereference with student learning. I have seen students not do their work because they are worried about not looking cool in front of their friends in the class or whomever they are sitting next to. Then sometimes I can move them next to someone who works hard then they start working hard to keep up with that friend. You definitely see their need for acceptance from their peers even in the classroom. I have also had students upset because they are fighting with a friend or boyfriend and they are not able to focus as well. Those are examples of things that I have seen myself alot.
From the ages of 11-18 teens go through changes in their brain that can affect their decision making and judgement. The changes are caused by the nerve connectivity in the prefrontal cortex in the brain. Research was able to proof that there is a biological reason why teens aren't able to make rational decisions in a social situation.
I have used seating charts as a strategy to make my classroom a low threat environment. I strategically use my seating charts to place students in a seat and next to other students that they will be more productive around and this will help them become more successful in my class. I have also added extra credit enrichment assignments in order to challenge all students and I have organized my class so that all levels of students will be able to become successful.
In order to encourage emotional competence in my classroom I try to be patient with my students that appear to be having problems and then I try to talk to them about what is going on. If that doesn't help then I may refer them to a counselor. I try to find ways to encourage students to focus on what is going on in the classroom and hopefully put all their emotional baggage aside in order to not miss out on valuable learning time.
In response to Taajnia, I liked your strategy about telling students that what they are learning doesn't just apply to your class but real life. I think that really pools their interest in what's going on. If you have their interest students will learn more.
I agree that keeping students busy is definitly the best way to keep students engaged in what they are doing. I also teach a computer class so it is harder to notice when students are having emotional issues and measure their emotional competence. I also try to build personal relationships with my students so that they would feel more comfortable approaching me with a problem. I agree that the best way to teach is by setting a good example by living by example and being a good role model for our students.
The emotional situations that create interference in my classroom often involve students in different “cliques” who are interacting. The personal identities of these students, in some cases, are at odds with one another and they have to be reminded that personal differences are to be accepted and respected. According to the Dabney article, students are undergoing a massive surge in nerve connectivity and often have difficulties with self identity and recognizing other identities. In my classroom I have a list of rules; the first is to be respectful of your peers and the views of your peers, even when they are different than your own. One of the best strategies that I utilize in class is tolerance. I understand that sometimes students need to express themselves and if I am accepting of this expression, as long as it is not damaging to another student or myself, it has proven beneficial.
The situation that creates the most interference with learning in my classroom is the family situation or relationships at home. The students with a poor home life tend to create the most interference with learning in the classroom. Examples include, single parents, constant fighting between the student and guardian, lack of discipline, and/or lack of interest in the student by the guardian.
Teenagers typically go through rapid changes during this particular time of their lives. After much study, researchers believe that the changes in the prefrontal cortex during this time directly effect the students’ ability to make decisions and control their emotions.
I constantly interact with my students to get a “feel” for what the mood is around the school and deter any potential problems that might occur. I make an effort to constantly praise my students for their efforts and let them know I appreciate their hard work. I also constantly try to improve my classroom management skills and listen to feedback from the students regarding activities and assignments.
When a student is acting in a way that is not acceptable, I will have immediate interaction with that student and identify the problem. I will listen to what the student has to say but I will also ask questions to get a further understanding of the situation. I also encourage the student by telling them that they are capable of much more and give them an example of something positive they have done. After the initial conversation, I will closely monitor the student and have frequent communication to see how the particular situation is working.
I like your approach on always keeping a positive attitude in your classroom. I agree that students can see and feel the emotions of the teacher and react accordingly. If the students feel comfortable with the teacher then the students are more likely to learn and have a positive experience in the classroom.
A also like your philosophy on having patience with the students and their emotions. Many of these students are going through many rapid biological changes, which directly effects their thoughts and behaviors. Communicating with the student is generally the best way to resolve the situation.
I think that your approach of setting out clear instructions and checking for understand is a great way to encourage emotional confidence as is staying upbeat. Modeling positive behavior is one of our most important roles in the classroom.
In response to Jeff, I too teach art and allow music in my classroom. Music selection is critical!!!! My art 1 students only get to listen if they are on task. Once they stop working I turn off the music. My art 2 students are older and more mature. I rarely have any trouble with them and music. They can pretty much listen to anything and work effectively. On the other hand the Art 1 students can only listen to what I play. The music has to be sedate or they get too wound up. I love music in my studio so I want my students to have it when appropriate. I sure this would be great material for someone wanting to research the effects of music on teenagers and their amount of focus during an art activity.
1. There is always a fight with a friend or something good or bad that a boy has said to a girl that influences her mood and attitude during class. Sometimes other teachers' influence from a class the student just had or is about to have affects the students' emotional interference in the classroom. Sometimes there are tiffs between the students in my class. Other things that affect learning are the amount of sleep the student got the night before, the many things that are going on in their home life. For instance, if I say to study this tonight at home, they might go right into how badly being at home makes them feel, or maybe they don't have a home. This can really affect learning.
2. The students' ability to read social situations declines just at the time that the social situations increase tremendously. This can be a very traumatic time anyway, and not being able to process or deal with their emotions during this time makes it worse. Puberty increases nerve connectivity in the pre-frontal cortex. This is the part of the brain that is mostly in charge of decision making, organization and planning-all things that teachers get upset at students for not doing a good job of. Social interactions are the most influential on behavior during the teenage years, but since they are less likely to know how to deal with these, the chances of them giving in to peer pressure or simply just not knowing what to do in these situations is increased tremendously.
3.I do not allow students to just accept a zero and not do an assignment. If they don't turn in the assignment that day, they have a 15 minute detention and they still must turn in the assignment. If they don't turn it in or don't serve the detention, there are a series of steps (consequences) that they go through until it is turned in. Most students would rather just do the assignment than go through all of this. Some students continually test this. When this happens I really talk to them and work with them one on one as to what is going on and what I can do to help them. I strongly encourage students and give them MANY positive reinforcements such as stickers, pencils, and French buttons. I also give them a birthday announcement with a song in French by the whole class. Students are always encouraged to speak positively in my class and are even required to restate something they say in a negative way, in a positive way.
4.Once they know that I care about them as a person, they listen to me and learn. I do this by giving specific praise every day, telling them how happy I am to see them and asking about many other things in their lives that are not related to French. I attend their sporting events and plays and concerts. I say hi to them and tell them I am proud of them at these events. Then I retell the class how I went to the event and always make a big deal to people that missed it and say how they should have been there.
I agree that the students with the most problems have the worst home lives. What I feel is the most disturbing is that we teachers are expected to make up for the problems that they have at home. To me this is an unbearable weight and I often find myself getting to a point of exhaustion. Anything that I do at school, when it is not reinforced at home, is forgotten by the student by the next day. There comes a point that a student says they are not going to do the work, they already have detention every day, they have been suspended numerous times, they don't make up the work and they stop trying. At this point I feel so helpless.
After reading the article by Dabney, please discuss with your classmates:
ReplyDelete- What emotional situations create interference with learning in your classroom?
- What is the biological basis for some of the behaviors/emotions teens display in school?
- What strategies have you tried to make your classroom climate a low threat, high challenge and positive place to learn?
- What strategies do you have for encouraging emotional competence in your students?
This blog is due November 1.
- Social and family relationships often cause interference in my classroom. Fights with a friend, boyfriend or girlfriend, or a parent can often cause my students to become very distracted or a lot less unstable emotionally.
ReplyDelete- Researcher's came to the the conclusion that the prefrontal cortex's nerve connectivity changes with age, particularly between the ages of 11-18. The ability to recognize and identify emotions changed greatly in this age range which may explain the volatility of teen's emotions.
- I check in with my students all the time. I try to have open communication where they feel like they can tell me anything without fear of repercussion. In my class, I also ask for input from students and have rules that go along with commenting on others opinions to encourage idea sharing without risking critical comments from fellow students.
- When a kid is acting in a way that is uncharacteristic of them, I may ask them to self-evaluate and think about the way they are acting and why. I think sometimes things can get out of control without a student even realizing what they are doing so it helps to stop and ask them to analyze the situation
There are numerous emotional situations that interfere with learning in my classroom. Many of my students have problems at home due to broken families and they drag this stress to school with them. Other students are constantly becoming upset as their relationship with their boyfriend or girlfriend becomes rough. Many students have strong emotional responses to negative things that other students say about them. It seems that they almost all have an amazing ability to overreact to any situation. The biological basis for some of these extreme emotions and drama is, simply put, raging hormones. Adolescent students are much more subject to ride emotional rollercoasters than adults are because as their body chemistry changes, their brain chemistry changes also.
ReplyDeleteAlthough I have little control over what happens to the students and how they react, there are some strategies that I’ve used to make the classroom environment less threatening. Some of my male students can flip out in a millisecond, they’re happy and then they are suddenly ready to knock out whoever is closest. In these situations I usually step in between the students and say something to the effect of “hey, chill out, take it easy.” I then talk with them individually and then as a pair to work the situation out. Usually they realize that they are just overreacting. When a student is upset at another student who is not in the classroom, I talk with the “victim” and have them tell me what they want to do, what they should do, and what the consequences would be of each. Having my students think through actions and their resulting consequences helps them to develop emotional competence.
o What emotional situations create interference with learning in your classroom?
ReplyDeleteThere are many different types of situations that can interfere with the effectiveness of a classroom. Many of these situations can take place in the short breaks between classes. Many of these situations have to do with the social interactions between kids including boyfriend/girlfriend, bullies, enemies, or other social clicks. I think a teacher must establish control of a classroom as soon as the bell rings to indicate to the students that they are in control and things that occur outside of class will stay there.
o What is the biological basis for some of the behaviors/emotions teens display in school?
As stated in the article, there are a number of psychological and emotional changes that occur in the minds of teenagers. Scientists have discovered that during these years there is increased nerve connectivity to many parts of the brain, but specifically the prefrontal cortex. The article explains that this region is responsible for planning, decision making, problem solving, organizing, mental focus and social relationships.
o What strategies have you tried to make your classroom climate a low threat, high challenge and positive place to learn?
To make the classroom a low threat environment, I try to always keep a positive attitude. I think the emotions of the instructor can have a significant impact on the effectiveness of his/her teaching. If the teacher is relaxed and encouraging, I think the students feed off of that. I try to also encourage expression of ideas. This can help or hurt if the content of those expressions is not confined to the subject at hand.
o What strategies do you have for encouraging emotional competence in your students?
In the article, it talks about having patience with students and their emotions. I think this is an important step to creating a low threat atmosphere. With all of the biological changes that are occurring with a teen, they can sometimes act out or display behavior that would not be considered appropriate. When these situations arise, having patience, discussing the situation with the child, and helping them realize the errors in their judgment can go a long way to increase their emotional maturity.
Response to Cody:
ReplyDeleteI forgot to mention the impact that families can have on the classroom environment. You are correct in your assessment that what happens at home can have a significant impact on the classroom environment.
Your response that discussed self-assessment is also a good tool that I use often. Many times a teen when given the chance, will respond to a difficult situation differently when given the opportunity. They know better, but act inappropriately anyway and have the ability to realize their faults in hindsight
Response to D Clevenger
ReplyDeleteI like what you said about having patience with your students' emotions. You hit it right on the spot with that comment! I have quite a few male students who will just flip out with no warning due to some minimal offense. It is tough to be patient with these boys because it happens so often, but when I am patient with tehm and have them talk it through, the result is always positive. Sometimes all I have to do is ask "Do you really think (student's name) was trying to make you mad or were they just not thinking?"
~Heidi
What I see that most interferes with the learning environment is the impact of the students parents. Often we think of students with broken homes because they have the most emotional interference and most often. I would also suggest that even in healthy homes a student can come to class caring baggage left over from a fight with a sibling or parent. I see my classes for 48 minutes each. That leaves many many hours in the day for all sorts of social interactions. And since I have 20 students per class, I can be sure to have at least one student dealing with something. I feel that a teacher must have in place routines that students can focus on when they enter the classroom so the outside world will fade the the background a bit as they concentrate on the task at hand.
ReplyDeleteTeenagers are still going through rapid changes. the increased nerve connectivity to the prefrontal cortex affects planning, problem solving, social relationships and organization. All vitally important in the classroom environment. It's no wonder that these students struggle and need the guidance only teachers can give.
As I mentioned before I put into place routines. My students should know what they are doing before reaching my classroom. I can limit the distractions when starting the class since students get right to work when they enter the class and I can manage the class in a way that the climate is high challenge. This smooth transition between classes is crucial in fostering a low threat classroom.
To encourage emotional competence in our students, teachers must be patient and model what it looks like to be emotionally competent. We have to remember that our students are going through many changes and it does not good to lash out at them and get frustrated. We need to build an atmosphere where they know what the right thing is to do and when the wrong decision is made there are consequences. Then they can learn how to interact better within the environment.
In response to D Clevenger
ReplyDeleteI think one of the most important elements is how a teacher models the correct behavior to their students. You mentioned that "if If the teacher is relaxed and encouraging, I think the students feed off of that." I agree and feel it is vital to the low threat environment we try to establish. I used to hear from other teachers "don't smile until christmas." I just don't agree with this old saying because your teaching your students how to act and this is not how you want them to act. Show them the path, don't push them down the path.
In response to Kelly G
ReplyDeleteI really agree that a routine is important. With so many variables in a student's life it is very important that they have a place to go to where they will know what is expected of them and what they are going to do for that day or week. It gives them a sense of ownership and empowerment. It is very much like going some place new with a map or without a map. Even though you may know how to get there it is always reassuring to know the map is in the glove compartment if you need it. Ok, that sounds kind of corny but a students with a routine are will perform much better and have a better attitude.
Student's today have so many factors that contribute to a student’s emotional stability and focus. A large number of my student's always seem tired...and it is no wonder. Many have to deal with issues such as nutrition, peer pressure, the home environment, medications, learning disorders, eating disorders, depression, sports, hormones, sexual tensions, social interactions, and rapid growth. On top of all that there is the constant barrage of cell phones, texting, face book, my space, TV, movies, and video games. Video games, movies, and TV have become so violent that it is easy to see why student's can lose track of their emotional compass.
ReplyDeleteBiologically, Michael Dabney’s paper indicates that our students are being exposed to all of the above at a time when their ability to process and recognize their emotions has declined or been temporarily “short circuited” due to a sudden increase in nerve activity in the frontal lobes of the brain! Tomorrow's homework can fall pretty low on the priority list if a child is dealing with a poor home life, bullies, lack of food, a failed romance etc.
To keep the classroom challenging and positive try to mix up my lesson plans as much as possible. In my math class I may have a 5 minute quiz, a 15 minute class activity, 20 minutes of instruction in a new concept, and 15 minutes of individual work on tomorrow's assignment.
To encourage their emotional growth I am trying to make certain that each student understands that I believe in them. I compliment their good work and /or good efforts. I try to share some of my life challenges. If a student appears toubled or overly quiet I will sometimes quietly take them aside and talk with them in a non-confrontational way. I also think it is important that a teacher gets to know as many parents as possible. I have 51 different students and I have talked with a majority of their parents to get their input and thoughts. I want both the students and the parent to know that I am interested in their child's well being and education.
In response to Kelly G:
ReplyDeleteI completely agree about the relationship and happenings with parents. Some kids love coming to school because they can get away from their parents and those same kids hate going home. Things such as this are bound to have an impact on behavior.
o What emotional situations create interference with learning in your classroom?
ReplyDeleteIn my classroom I experience romantic break ups more than anything else. I may just be more aware of them, because they cause such drama in the classroom. Friends always want to get involved too. They need to know what happened, when it happened and where. From a teaching standpoint you need to acknowledge it or you are seen as heartless. But, you need to be quick as to not let it take up too much class time. I usually walk over to the student ask them if everything is ok and if they need to talk to one of the councilors. I also try to make light of the situation, and redirect the focus of the students back to the lesson at hand.
o What is the biological basis for some of the behaviors/emotions teens display in school?
I hate to simplify the reasons for emotional behaviors’ but I feel it can be described in one word hormones. Many of them are still trying to figure out what is going on with their bodies. Hormones rage through brain development as well. I know I have fewer situations with seniors than I do with freshmen.
o What strategies have you tried to make your classroom climate a low threat, high challenge and positive place to learn?
Whenever possible I try to make light of the situations. I try to remind them that this is one day in a lifetime, and that ten years from now they won’t even know any of the other students. I also keep them busy, because I believe that idle hands and minds find trouble.
o What strategies do you have for encouraging emotional competence in your students?
I try staying calm and focused when they are challenging me or another student. I try not to let them rattle me, and if they do I stop take a deep breath and count to five before I say anything. When I first started teaching, I often lashed back at students. I learned that the more I did this the more they reacted negatively.
-What emotional situations create interference in your classroom?
ReplyDeleteRealistically, I have a lot of problems with kids who just emotionally feel like they "can't do it" I am a very tough teacher, and that's a reputation I"m proud of, but many students are easily defeated by that, and it can manifest itself as apathy or just frustration. I get that. Most of them have just not been challenged a lot and they need to be told AND shown that they CAN do the work. I spend a lot of time with these students outside class. There's also a lot of concern about grades at my school, which is pretty high-performing. I get the grade cryers quite often too, and I'm still looking for a better way to deal with them...and their parents.
I think because of all the things talked about in the article (rapid development, social awkwardness, "hormones") these students tend to overreact to their frustration. Additionally, I don't think we as teacher do as good a job as we should of teaching them the critical problem solving skills that allow us to get perspective on situations, so they freak out more often than we would.
What strategies have you tried to make your classroom climate a low threat, high challenge and positive place to learn?
I'm not exactly sure what "low threat" means. If it means they can do whatever the hell they want and I or others are going to continue to treat them the same way, it's not "low threat" I believe that one of the biggest problems with education is that we have nearly eliminated all competition from it, and that's hardly a good way to encourage excellence. If it means we have a reasonable level of speech and thought freedom in my class and I try to protect their ideas and emotions from violence, then yeah, its pretty "low threat". I don't really think that anyone sane would call my class room anything but "high challenge," and I'll be the first to tell a kid that they're capable, but I try to keep the emotional baggage out as much as possible by just challenging the hell out of them. So far, it's working.
What strategies do you have for encouraging emotional competence in your students?
I try to teach the most hard hitting material my administration will let me get away with. We talk about serious, hard life stuff, like racism, sexism, parent-kid relationships, immigration, poverty, sex, etc. and we process through it both intellectually and emotionally, which helps to teach them to engage their brain, even when they're upset. I try to always model controlled behavior, even when it's clear I"m upset, as well.
Response to Don:
ReplyDeleteI think you hit the nail on the head when you said you try to get to know as many student as possible as well as possible. I feel like I can push them so much harder and they'll do so much more if they believe I care about them and their stuff. I have 90 students, and I also try to get to know them all. I communicate via e-mail and letters with parents daily as well, and I think that has given me a lot of insight into the kids too.
Response to Cody:
ReplyDeleteI think self-evaluation is critical, not only for emotional competence, but for learning. I ask students to self evaluate a lot, about their work, the material we're covering in class, about my teaching and their response to it, etc. That outlet seems to be pretty crucial to maintaining a healthy emotional objectivity, if there is such a thing for a 15 year old.
What emotional situations create interference with learning in my classroom?
ReplyDeleteIn terms of emotional situations that actually occur within my classroom the biggest thing I deal with is apathy and hopelessness. Some students are dealing with the fallout of divorce, some with being over committed, some are trying to learn English, and some have never really been challenged by school before. Thankfully there haven't been any mean-spirited interactions within any of my classes so far this year.
The biological basis for the emotional states of my students is influenced by stress level, amount of sleep, over stimulation, and nutrition. All these factors can lead to a biological exhaustion of important neurotransmitters and chronic elevated stress hormones that detract from learning.
What strategies have you tried to make your classroom climate a low threat, high challenge and positive place to learn?
I model a positive communication and emotional level that puts students at ease and creates a "safe" feeling environment. I firmly confront any rude or complaining behaviors and give as much encouragement as I can without seeming cheesy to each student. I try to cover the material at a speed that is challenging but not overwhelming.
What strategies do you have for encouraging emotional competence in your students?
I give little pep talks on how I believe in them, offer strategies to manage their time or study the material, and give calming assurance during tests.
- What emotional situations create interference with learning in your classroom?
ReplyDeleteThis isn't a hard question for me to answer, but it is one that I could write pages on. There are so many emotional factors that create interference in my classroom. Things like a fight with a friend, over serious or not serious issues (although, to the students, every issue is a serious issue), an issue with a boyfriend/girlfriend or both, yes both, a problem at home with mom or dad or brother or sister or step mom or step dad or mom's boyfriend or mom's girlfriend or dad's girlfriend, work issues, teacher issues, sports issues, extracurricular activities like cheerleading or band, and I'm sure there are so many that I am forgetting. I think the main point is that to a teenager, everything that they do and everything that they are involved with is important and all of it or any of it can cause emotional interference.
- What is the biological basis for some of the behaviors/emotions teens display in school?
According to the Dabney article, McGivern found that as children near puberty, their ability to quickly recognize and read social situations and emotions declines. It also states that you then must add that during the teenage years, social interactions become the dominant influence on our behavior. But just as teens are being exposed to increased social situations, their brains are going through a “temporary remodeling.” As a result, they often find emotional situations very confusing. It really is amazing when you think about it that with all teenagers have to deal with around them and with what is going on in their minds and bodies that they are able to be as successful as they are.
- What strategies have you tried to make your classroom climate a low threat, high challenge and positive place to learn?
From day one I talk with all of my students and make it abundantly clear that I decided to become a teacher because I felt that they needed someone on their side to be there to look out for them. That I will do anything I can to help them get a better education, be better prepared for the world outside of school and to help make their time at school as beneficial as I can. This means that I talk with them as often as I can about whatever it is that they need to talk about. I work to provide lesson that are both challenging and effective at preparing them for life after school and even effective while they are still in school. Most of all, my students know that my door is always open and that they are always welcome. That they will be treated with respect and that their classmates will treat them the same way, or they will not be allowed in my classroom.
- What strategies do you have for encouraging emotional competence in your students?
I think the most important thing that I do to encourage emotional competence in my students is to treat each of them as individuals. I do my best to never lump students together. I want them to understand that they are different than the people around them and that just because something works for someone that does not mean that it is going to work for them. They have to figure out who they are and what works the best for them. I also don't pull a lot of punches. I try to be very straight forward with students and not sugarcoat things. This way when they do well, they know when I praise them and tell them how proud of them I am that I mean it. Finally, I work with them to try to show them that just because something doesn't work out the way that they wanted it to, that doesn't have to mean that it was a bad thing. I talk with them and show them that sometimes when we don't get what we want that it can be a blessing. I also talk with them to try and make them understand that while their problems may seem huge now, if they will work through them, get help when they need help, that they can get by and many times come out better for having gone through the situation.
I really want to see you in action some time, Nathan. Maybe you could send me a little video clip. :D Sometimes I'm worried that in creating a "safe" environment I eliminate a some of the challenge that makes things interesting for the students who are there to learn but is intimidating to the students who are there to get by.
ReplyDeleteI also want to hear how all of you are able to come up with interesting and engaging activities without letting teaching take over your life. Especially as a science teacher I want to get the students' hands dirty all the time but find that the creative and logistical effort is huge to do more than one nifty relevant project every two weeks.
Cody, I found your strategy on asking students to evaluate why they are behaving the way they are to be very helpful both for dealing with the immediate crisis and with that student's ability to develop their own emotional competence
ReplyDeleteIn response to Nathan:
ReplyDeleteI like your comment that you try to teach the most hard hitting material that your administrators will let you get away with. While I may not try to teach this type of material I absolutely try not to shy away from it either. When my students start talking about issues that they are dealing with I always try to talk about those issues with them, whether it be as a class, as a small group of students and myself or just as a one-on-one conversation. So many times the students just need to be able to get some of this stuff out into the open to be able to help themselves. Other times, the students need to be able to hear that other students are going through or have gone through similar situations and know that they are not alone. And still other times, the students will only have part of the facts or they will have the wrong facts and they need to have someone that can give them the correct facts and give them the information that they need so that they don't make a bad decision based on misinformation or no information at all.
There are many different situations that create interference within my classroom. Since I teach at the high school level and I have freshman through seniors within the same classes, emotions and hormones run high. Many of my students struggle because of their home lives. I have several students that have parents that are currently incarcerated. This is very embarrassing for students because they know others in the school are aware of their situation. Most of these students have a difficult time dealing with this, so as their teacher, I try to listen as much as possible. They do not have anyone to listen to their problems or opinions at home, and they value attention from adults at school. I have great relationships with my students, and I think they know that I am willing to listen when they need to share.
ReplyDeleteA second interference is that between boyfriend and girlfriends. Many times, I have a boy and girl that are dating in the same classroom. This can be very distracting for the two students in the relationship and those around them. I separate these students as much as possible, but realize that keeping them completely isolated can make the situation worse. When we do group projects, I do allow them to work together, as long as they are working! This usually alleviates the need to communicate across the room, if they are given a chance to interact at some point during the 90 minute class period.
According to the article, many students are experiencing increased activity in the frontal lobes of their brains, which impacts their ability to make decisions, organize, focus and deal with social relationships. It is obvious that my seniors are much better decision makers and are more organized than my freshman that are 15 years old. Although my older students do not always make the best decisions, they tend to make better decisions than those of my younger students. They also are more focused and organized than their younger counterparts.
I try to create a low threat environment by being there for my students. Many students need to know that their teachers care and that they are not just a number. I listen to them and attempt to understand what they are going through. I challenge my students by expecting them to perform at a high level. By creating high expectations, my students know that I expect good effort and work from them, but I also understand that they do not know everything. I tend to get the most out of my students by having high, yet reachable expectations educationally and by creating an environment that all students feel comfortable sharing and participating in.
I try to be a role model for my students to encourage emotional competence. I know that students are going to make emotional decisions that are not rational; however, I try to talk with them about their decisions and help them understand a better way to react to certain situations. Sometimes, just reminding them that there is a better way to handle themselves when they are frustrated or angry helps them react better the next time.
Emotional relationships in the teenage classroom
ReplyDelete- What emotional situations create interference with learning in your classroom?
There are a number of situations but the most prominent would be relationship emotions. Teenagers have this burning desire to find the perfect relationship and the desire to feel loved. Every day my students run through the gambit of relationship status and this tares them apart.
- What is the biological basis for some of the behaviors/emotions teens display in school?
During the early years of puberty the increased levels of hormones help to recreate neural pathways in the brain and this affects the frontal cortex (emotional center of the brain)
- What strategies have you tried to make your classroom climate a low threat, high challenge and positive place to learn?
One of the easiest strategies that I am guilty of rarely using is assigned seating. I often wait until it is to late but if I have students that are inciting emotions from other students I turn to a seating chart. Another strategy that I use in my classroom is the incorporation of music. Using my own I-tunes account I have created a class radio station that students can request music be added and have ownership over. This allows us to agree upon a tone for the class and keep up a level of productivity.
- What strategies do you have for encouraging emotional competence in your students?
COMUNICATION – more often than not adults assume that students are not able to communicate about complicated emotional issues. The biggest strategy that I use is to communicate with my students as if they were adults in a professional setting. We discuss many topics but I request that they do it in a professional way.
In response to other blogs
I really liked the idea about having the students vocally work through an emotional altercation to see if they understand what went wrong. It is so true that often an emotional misunderstanding is based off a simple mistake. (Those boys that go to blows)
It is nice to hear that there are other teachers that are open with our students. Today is the age of information and communication and our students as a whole know a lot more than those of the same age 5 and 10 years ago.
In response to Kelly G:
ReplyDeleteI agree that routines help set a standard and understanding of what is expected. Students like to know what they are doing every day, the minute they enter the classroom. When there are set procedures, it helps create a low threat environment. I do much the same in my classroom. Students know what they should be doing the minute they come into the classroom. This helps reduce the talking and wonder of what will take place each day. I believe it really helps my students focus from the minute they enter my door.
I also agree that modeling expected behavior is key in the classroom as well. When teachers model what they expect, students have a first-hand visual of what is expected of them. It takes the guess work out of what they can “get away with” in the classroom. They know how they are to behave, and they can look at my behavior as an example/mirror. When something does occur, I can say, do I do that during class? And the answer is no. By modeling the behavior I want, I am able to get the behavior I want.
For ages, adults have commented about the lack of common sense that most teenagers have. Robert McGivern has taken that belief a step further with his study, thus confirming the common wisdom of those who work with adolescents.
ReplyDeleteEmotions are an integral part of life, but can be a hindrance in the classroom. Maslow’s hierarchy of needs definitely comes into play, not only the students’ physical needs, but emotional needs, as well. Some of my students live in lower income areas where gang activity is the rule rather than the exception. They speak of family members going to jail or getting out as if discussing the weather. While they speak of this in a matter of fact manner, their ability to focus on school is impaired. When your uncle has been arrested in your front yard the night before, how can you care about the importance of margins in a document? Life for many is the here and now, not the what can be. Skills they learn in computer applications can great assist them later in life, but they can hardly think past next week.
Biologically, McGivern’s study found that the prefrontal cortex’s ability to quickly determine emotions is impaired from the age of 11 until about age 18. This help explains the emotional responses to what seems to others as small issues. The student may be confused as to what is being expressed and respond negatively or in a hasty manner. Students are quick to react, make assumptions, and respond negatively. Student relationships can be emotional rollercoasters as both jump to conclusions and have difficulty with decision-making.
The term “temporary remodeling” is apropos. When remodeling a kitchen, there is usually a demolition period and then the rebuilding begins. In the meantime, your kitchen is a disaster area. Everything is out in the open, much like a teenager’s emotions. Once the work is done, the kitchen is better than before, but you have to survive the process.
One strategy I have found to have a classroom climate that best supports my students is to keep them busy. The old adage about idle hands being the devil’s playground must have been said by a high school teacher. If they are kept on task and busy, they do not have time to focus on each other and what others may be thinking about them. I try to make them feel valued not only as a participant in the classroom, but as a contributor. Disruptive students are removed so the rest of the class knows they are protected from distractions or concerns. Sometimes, it may just take a conversation with a particular student in the hallway since there may be a reason and giving the student a listening ear to vent validates them, but separates the disruption from the class who needs to focus.
In Computer Applications, there is not much opportunity for working on emotional competence with my students. I believe I can help them attain it by acknowledging them and concerns they may have. When walking in the halls, I make a concerted effort to greet them by name. Students may not admit it, but they look up to their teachers for guidance, for examples of how to handle things so the best lesson we can teach is to live by example.
Post to Jeff,
ReplyDeleteI am curious about your comments on music in your classroom. Please tell me more about how it works. Also, I should know but please remind me what classes and grades are you teaching? Thank you
- What emotional situations create interference with learning in your classroom?
ReplyDeleteSince I work with Jr. High students, the main emotional interferences are students just trying to figure out where they fit in. Also there are the life issues, such as eating, home conflicts, social acceptance, sports practice, sleep
All these things can and do have an affect on my students in the classroom.
What is the biological basis for some of the behaviors/emotions teens display in school?
Like previous bloggers have said before in Dabney's article the adolescent age is the time of upheaval and reconstruction of the brain, in particular the emotional area. My students are just starting to deal with these changes and are not emotionally or physically mature. They not only don't know why they are acting the way that they do but they don't know how to fix it. Then on top of all this brain reconstruction are the hormones and physical changes to their bodies. This can be a very frustrating and emotional time in their lives where they need understanding and guidance.
- What strategies have you tried to make your classroom climate a low threat, high challenge and positive place to learn?
I believe that students need to be encouraged to believe in themselves. I try to instill the "can do" emphasis. I don't allow students to give up on an assignment or at school in general. I let students know that this is science and they can leave all their problems at the door. Sometimes this is easier said than done but for my young students this sets a good example that you don't have to carry everything with you all them time. I think this helps to create a safe environment where they know they don't have to bring their baggage with them and they can still succeed. However, I also am aware of student's change in behavior or grades dropping. In these cases, I will visit with the student confidentially to try to understand what is going on. I may even advise that they visit with our counselor if the problem seems really difficult.
- What strategies do you have for encouraging emotional competence in your students?
I have high expectations for my students and they know that. I try to incorporate things into my class into life lessons to show them that what they are learning here not only applies to science but to everyday life. I also don't accept them giving up or doing work half-way. They come to work with me before or afterschool if they can't seem to get work in. At this age this helps to hold them accountable as well as teach them to be organized, time management and responsibility. They don't like missing 30 minutes of practice, however, they know that I think that academics come first and the coaches fully support that. On the class as a whole, I try to mix things up during the class period so they are not just doing one thing all hour. They have many opportunities to do hands-on things as well as just get up and stretch because they are very restless at this age due again to their changing brain and body.
In response to Nathan,
ReplyDeleteI like that you are confident in being a tough teacher. I agree that students have been spoon-fed too much and are not being held accountable for their learning. I am trying to make the junior high nest much more uncomfortable for these students than it was in elementary. With that comes some repercussions from students as well as parents. I try to talk or e-mail my student's parents when I think necessary. However, I also want the students to succeed on thier own merits and not ride on the coattails of their parents or their elementary days. I want them to be more independent and responsible for high school because that seems to be even a bigger transition for the unprepared. If you have any good ideas of how I can help jr. high students prepare for high school please let me know.
In response to Jeff:
ReplyDeleteAt the beginning of the term, I let the students choose where they want to sit. I only step in and change it when necessary. Often the students make good decisions of where they will learn the best. Some want to sit next to friends and are willing to keep their behavior on track to keep that privilege. Some have even said that they have trouble staying focused and request a front seat. Making a chart before I know the students takes away the decision making process. I have even had some that don't want to sit by their friends and want me to step in and "force" them to move. That way, I am the bad guy. They can save face and learn better.
There are dozens of emotional scenarios that create disruption and conflict within the classroom. Fights, gossip, hormones, girlfriends, boyfriends, breakups, breakouts, illness, family problems, bad hair, just to name a few! We all remember well the drama and angst of the teenage years. It is very interesting to read that scientists are making progress towards shedding light on the biological basis of teenage emotional confusion and drama. Evidentally the changes that occur with puberty affect the prefrontal cortex and don't allow the teen to "read" or interpret social/emotional situations well. This is a bummer, because if there was ever a time to need that capacity it would have to be the teen years. This knowledge perhaps allows teachers and adults to be more patient and understanding with the drama and huff that sometimes accompanies inappropriate teenage responses.
ReplyDeleteI think my personality is very easy going and low threat. My expectations are clearly spelled out and instructions are clear. Checking for understanding is important as well to make sure everyone "gets it". The students know they will succeed on their own merit as one of my favorite quotes is: "Opportunity is often missed because it is dressed in overalls and looks like work". That was Thomas Edison. There are no free rides in my classroom, but if you come in ready to work it will be a fun ride. Emotional competence is best taught through modelling. Staying positive and upbeat goes a long way in the classroom. The teacher needs to remember that even when you are having a very bad day they are watching you and your emotions!
In response to Nathan:
ReplyDeleteI agree. Kids need consistency and don't want softies. Many crave order and discipline, especially because many of my students don't have that at home. It is good to make a connection with them, such as greeting them by name in the hallway, but it is just as important to give them structure to rely on. One of my students commented the other day that I don't get angry. Some teachers have a reputation for yelling. You don't have to yell to be a firm teacher. Students may overreact and our goal is to acknowledge their frustration, but to not escalate the situation by overreacting ourselves. Being tough means you care.
In response to Greg F, I agree about removing the most disruptive students. We have a behavior management plan in place called "give 'em five". We basically sandwich the negative behavior between two affirmations about them as people, then discuss the expectation and find out what they are going to do to meet the expectation. If give 'em five doesn't work I will say "the classroom environment is just not working out for you today, you need to go to the office." I think it is important that the student know it is the behavior and not them that is the cause of the problem. As teachers we need to realize that these negative emotional disruptions are a cancer to the rest of the group. Ever notice how one negative person can bring the whole group down? Great posts everyone! It's nice to know we all have the same struggles and battles. Model, model, model!
ReplyDeleteDon,
ReplyDeleteI teach HS Art so it is mostly a lab setting and we have a lot of work time
My Radio station
It started out as an outdated Mac that was left in my room when I began teaching and has migrated too much more. The computer had an old version of I tunes and I just put all of the music that I had collected in college onto it which worked at first but the students became bored with them music selection. Last year I hooked the computer to the Internet to give the students more options but they spent too much time surfing instead of working on class projects. So this year I have made even more changes. I switched back to a controlled set list but posted a request bard to update my list. Now I take the requests screen the songs and add current music the students are listening to in order to keep them engaged. I have also seen teachers use satellite radios to achieve this but in using I-tunes I have a little more control on language and temp of the music.
Future options that I am looking at include fleshing out a Class radio station
(Interviewing artists of the week, making tag lines, and advertising Cub events) as an increase in student ownership and buy in.
There are many emotional situations that can create intereference with student learning. I have seen students not do their work because they are worried about not looking cool in front of their friends in the class or whomever they are sitting next to. Then sometimes I can move them next to someone who works hard then they start working hard to keep up with that friend. You definitely see their need for acceptance from their peers even in the classroom. I have also had students upset because they are fighting with a friend or boyfriend and they are not able to focus as well. Those are examples of things that I have seen myself alot.
ReplyDeleteFrom the ages of 11-18 teens go through changes in their brain that can affect their decision making and judgement. The changes are caused by the nerve connectivity in the prefrontal cortex in the brain. Research was able to proof that there is a biological reason why teens aren't able to make rational decisions in a social situation.
I have used seating charts as a strategy to make my classroom a low threat environment. I strategically use my seating charts to place students in a seat and next to other students that they will be more productive around and this will help them become more successful in my class. I have also added extra credit enrichment assignments in order to challenge all students and I have organized my class so that all levels of students will be able to become successful.
In order to encourage emotional competence in my classroom I try to be patient with my students that appear to be having problems and then I try to talk to them about what is going on. If that doesn't help then I may refer them to a counselor. I try to find ways to encourage students to focus on what is going on in the classroom and hopefully put all their emotional baggage aside in order to not miss out on valuable learning time.
In response to Taajnia,
ReplyDeleteI liked your strategy about telling students that what they are learning doesn't just apply to your class but real life. I think that really pools their interest in what's going on. If you have their interest students will learn more.
In response to Greg F.
ReplyDeleteI agree that keeping students busy is definitly the best way to keep students engaged in what they are doing. I also teach a computer class so it is harder to notice when students are having emotional issues and measure their emotional competence. I also try to build personal relationships with my students so that they would feel more comfortable approaching me with a problem. I agree that the best way to teach is by setting a good example by living by example and being a good role model for our students.
The emotional situations that create interference in my classroom often involve students in different “cliques” who are interacting. The personal identities of these students, in some cases, are at odds with one another and they have to be reminded that personal differences are to be accepted and respected. According to the Dabney article, students are undergoing a massive surge in nerve connectivity and often have difficulties with self identity and recognizing other identities. In my classroom I have a list of rules; the first is to be respectful of your peers and the views of your peers, even when they are different than your own. One of the best strategies that I utilize in class is tolerance. I understand that sometimes students need to express themselves and if I am accepting of this expression, as long as it is not damaging to another student or myself, it has proven beneficial.
ReplyDeleteThe situation that creates the most interference with learning in my classroom is the family situation or relationships at home. The students with a poor home life tend to create the most interference with learning in the classroom. Examples include, single parents, constant fighting between the student and guardian, lack of discipline, and/or lack of interest in the student by the guardian.
ReplyDeleteTeenagers typically go through rapid changes during this particular time of their lives. After much study, researchers believe that the changes in the prefrontal cortex during this time directly effect the students’ ability to make decisions and control their emotions.
I constantly interact with my students to get a “feel” for what the mood is around the school and deter any potential problems that might occur. I make an effort to constantly praise my students for their efforts and let them know I appreciate their hard work. I also constantly try to improve my classroom management skills and listen to feedback from the students regarding activities and assignments.
When a student is acting in a way that is not acceptable, I will have immediate interaction with that student and identify the problem. I will listen to what the student has to say but I will also ask questions to get a further understanding of the situation. I also encourage the student by telling them that they are capable of much more and give them an example of something positive they have done. After the initial conversation, I will closely monitor the student and have frequent communication to see how the particular situation is working.
In response to D. Clevenger
ReplyDeleteI like your approach on always keeping a positive attitude in your classroom. I agree that students can see and feel the emotions of the teacher and react accordingly. If the students feel comfortable with the teacher then the students are more likely to learn and have a positive experience in the classroom.
A also like your philosophy on having patience with the students and their emotions. Many of these students are going through many rapid biological changes, which directly effects their thoughts and behaviors. Communicating with the student is generally the best way to resolve the situation.
In response to chrissyb
ReplyDeleteI think that your approach of setting out clear instructions and checking for understand is a great way to encourage emotional confidence as is staying upbeat. Modeling positive behavior is one of our most important roles in the classroom.
In response to Jeff,
ReplyDeleteI too teach art and allow music in my classroom. Music selection is critical!!!! My art 1 students only get to listen if they are on task. Once they stop working I turn off the music. My art 2 students are older and more mature. I rarely have any trouble with them and music. They can pretty much listen to anything and work effectively. On the other hand the Art 1 students can only listen to what I play. The music has to be sedate or they get too wound up. I love music in my studio so I want my students to have it when appropriate. I sure this would be great material for someone wanting to research the effects of music on teenagers and their amount of focus during an art activity.
1. There is always a fight with a friend or something good or bad that a boy has said to a girl that influences her mood and attitude during class. Sometimes other teachers' influence from a class the student just had or is about to have affects the students' emotional interference in the classroom. Sometimes there are tiffs between the students in my class. Other things that affect learning are the amount of sleep the student got the night before, the many things that are going on in their home life. For instance, if I say to study this tonight at home, they might go right into how badly being at home makes them feel, or maybe they don't have a home. This can really affect learning.
ReplyDelete2. The students' ability to read social situations declines just at the time that the social situations increase tremendously. This can be a very traumatic time anyway, and not being able to process or deal with their emotions during this time makes it worse. Puberty increases nerve connectivity in the pre-frontal cortex. This is the part of the brain that is mostly in charge of decision making, organization and planning-all things that teachers get upset at students for not doing a good job of. Social interactions are the most influential on behavior during the teenage years, but since they are less likely to know how to deal with these, the chances of them giving in to peer pressure or simply just not knowing what to do in these situations is increased tremendously.
3.I do not allow students to just accept a zero and not do an assignment. If they don't turn in the assignment that day, they have a 15 minute detention and they still must turn in the assignment. If they don't turn it in or don't serve the detention, there are a series of steps (consequences) that they go through until it is turned in. Most students would rather just do the assignment than go through all of this. Some students continually test this. When this happens I really talk to them and work with them one on one as to what is going on and what I can do to help them. I strongly encourage students and give them MANY positive reinforcements such as stickers, pencils, and French buttons. I also give them a birthday announcement with a song in French by the whole class. Students are always encouraged to speak positively in my class and are even required to restate something they say in a negative way, in a positive way.
4.Once they know that I care about them as a person, they listen to me and learn. I do this by giving specific praise every day, telling them how happy I am to see them and asking about many other things in their lives that are not related to French. I attend their sporting events and plays and concerts. I say hi to them and tell them I am proud of them at these events. Then I retell the class how I went to the event and always make a big deal to people that missed it and say how they should have been there.
In response to Peter J-
ReplyDeleteI agree that the students with the most problems have the worst home lives. What I feel is the most disturbing is that we teachers are expected to make up for the problems that they have at home. To me this is an unbearable weight and I often find myself getting to a point of exhaustion. Anything that I do at school, when it is not reinforced at home, is forgotten by the student by the next day. There comes a point that a student says they are not going to do the work, they already have detention every day, they have been suspended numerous times, they don't make up the work and they stop trying. At this point I feel so helpless.