RSA #7
The last seven weeks we have studied different pedagogies
for teaching and transforming student learning from pen-and-paper to
technology-driven methods. All pedagogies studied were relevant and important
to the learning that takes place in a classroom, however in my classroom there
is another type of pedagogy I was interested in studying further. The
pedagogies studied in our program have mainly been around cognitive
understanding of our students. Because my school services students experiencing
social and emotional problems in school, I am also interested to study the
emotional understanding of our students in the classroom.
Step 1 of the Dynamic Instructional Design Model states that
teachers must “Know the Learner.” As we
know students lives do not begin and pause as they enter and leave our
classrooms, there are innumerable other events that are a factor into who our
students are. Psychologists define this
as setting events, which in short is a term to describe the events that lead up
to the student’s current state when they are in our classroom. Part of knowing
the learning includes understanding students emotionally. According to Nate McCaughtry,
“The point is that so many of students’ life and school experiences are
emotional, and to adequately craft meaningful and relevant content learning, a
teacher must be able to emotionally understand students”(p.32).
In my school, teachers are responsible for knowing their
students and planning an approach that will be relevant to their learners and also
providing interventions that will help our students be successful despite their
social and emotional set-backs. Some interventions and supports our school has
in place is a school-wide level system which promotes positive behaviors
because the highest levels earn a weekly incentive and at times random
incentives and field trips. We have also implemented PBIS (Positive Behavior
Interventions and Supports) in our school and RTI (Response to Intervention)
through different systems depending on the high-risk students in tier 3, to our
lesser high-risk in tier 2 and other students in tier 3. These interventions
have been studied and approved as an effective means of reaching out and making
connections with students from school like to their home life. McCaughtry
states, “This study shows that how teachers understand emotion in the classroom
is an integral part of their pedagogical content knowledge”(p.44).
References
McCaughtry, N. (2004). The Emotional
Dimensions of a Teacher's Pedagogical Content Knowledge: Influences on Content,
Curriculum, and Pedagogy. Journal of
teaching in physical education, 23(1), 30-47. Retrieved from http://web.b.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?sid=a7ac8caa-a02d-4de7-b855-98d2a0998b25%40sessionmgr115&vid=5&hid=110
The
Association for Supervision and Curriculum Development.RTI Pyramid. Retrieved
from http://www.ascd.org/ASCD/images/publications/books/searle2010_fig1.2.gif
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