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Sandy Brownscombe, Ed.D. Eastern Mennonite University Health and Physical Activity Institute James M

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Title: Sandy Brownscombe, Ed.D. Eastern Mennonite University Health and Physical Activity Institute James M


1
Sandy Brownscombe, Ed.D. Eastern Mennonite
University Health and Physical Activity
InstituteJames Madison UniversityWednesday July
27, 2005
  • A Prof Goes to Middle School

2
They dont care until they know you know who they
are!!!
  • How do we help students develop responsible
    behaviors?
  • How do students know that we care?
  • Reminders of things you do everyday that help to
    build community and to help students know that
    you care and are trustworthy.
  • Ways to help your students have a good day with
    the substitute teacher.

3
The Real Questions are
  • What can I do to develop a caring and trustworthy
    relationship with each of my students?
  • Will my students that need to develop a healthy
    lifestyle trust me enough to risk making a change?

4
Does anyone care?In schools todaywe hear many
students complain that "nobody cares." When we
talk with teachers in the same schools, we may be
convinced that these teachers do care and care
deeply in the virtue sense. But something has
gone badly wrong. People who are trying to care
and people who want to care have been unable to
form caring relations. (Noddings, 2002, p. 88)
5
Definitions Caring
  • "an activity of relationship, of seeing and
    responding to need, taking care of the world by
    sustaining the web of connection so that no one
    is left alone" (Gilligan, 1982, p. 62).

6
Definitions Caring Teacher
  • "one who regularly establishes caring
    relations--not merely as one who possess certain
    virtues" (Noddings, 2001, p. 103).
  • "A caring teacher directs his or her energy to
    care for students in the form of taking
    action(s)--the actions required to meet the
    unfilled needs of the students" (Lisle, 2001, p.
    140).

7
Definitions Caring Teacher
  • Caring teachers view students as more important
    than their subject matter but understand that
    their task as teachers is to provide an
    environment where students can learn specific
    content knowledge as they develop as caring
    people (Noddings, 1984, 1992).

8
Definitions Caring Teacher
  • Caring teachers develop relationships with
    students, listen to students, create a warm
    atmosphere, know students as individuals, show
    empathy, and meet the academic and emotional
    needs of their students. (Brownscombe, 2004)

9
Definitions Caring Pedagogy
  • Caring pedagogy involves meaningful and
    authentic relationships between teachers and
    students that nurture growth and facilitate
    learning. In 'being there' together, regarding
    the other as present and deserving respect in a
    way that transforms both" (Paul and Colucci,
    2000, p. 61).

10
Definitions Caring Learning Environments
  • Caring learning environments allow students to
    feel safe, make mistakes, and work
    collaboratively with others while the teachers in
    these classrooms make connections to students
    prior learning, interests, and are culturally
    responsive to their students.

11
Descriptors of Caring Teachers
  • Open-minded
  • Flexible
  • Supportive
  • Understanding
  • Available
  • Encourager
  • Stable
  • Sensitive
  • Intuitive
  • Observant
  • Listener
  • Empathic
  • Sensitive
  • Patient

12
Behaviors Used by Teachers to Create Caring
Learning Communities
  • the ability to reduce anxiety
  • the willingness to listen
  • the rewarding of appropriate behaviors
  • being a friend
  • the appropriate use of positive and negative
    criticism
  • (Bulach, Brown, and Potter, 1998)

13
Research Says
  • Teachers demonstrate an ethic of care in their
    classrooms by the way they interact with students
    in and outside of the classroom and through their
    personal attributes (Bosworth, 1995).

14
Classroom Observation Guide Actions
  • Actively listens to students
  • Makes eye contact with students
  • Helps students with homework
  • Varies instruction to meet the needs of
    individual students
  • Provides clear explanations of assignments
  • Checks for understanding

15
Classroom Observation Guide Actions
  • Provides students with necessary materials
  • Displays students' work
  • Adjusts the schedule
  • Maintains a safe learning environment
  • Applies consistent classroom management
  • Spends time outside of class with students
  • Collaborates with colleagues

16
Classroom Observation Guide Words
  • Calls students by name
  • Uses a positive communication style
  • Expresses high expectations for all students
  • Asks students' their opinion
  • Recognizes students for individual achievement in
    and out of class
  • Communicates with parents

17
Demonstration of Caring
  • Instruction--interactions between the teacher and
    student(s) and student to student that related
    directly to the academic structure and
    requirements of the classroom

18
Demonstration of Caring
  • Classroom Management-the interaction between a
    teacher and student(s) that does not relate
    directly to the instructional process
  • Non-classroom Activities-interaction outside of a
    student's regularly scheduled instructional time
    with the teacher

19
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22
Trusting What You Know The High Stakes of
Classroom Relationships
  • Our deepest hope for our children is that they
    will construct knowledge in school about
    themselves, their community, and the world that
    is robust, resilient, and creativeThe theory
    continues for children to develop trustworthy
    knowledge, they must learn in the context of
    trustworthy relationships.
  • (Raider-Roth, 2005, p. 18)

23
Trusting What You Know The High Stakes of
Classroom Relationships
  • Sixth graders reveal the complexity and power
    inherent in the relationships of school
  • School is as much a product of what knowledge
    feels safe to share as it is a product of what
    they know
  • How trust between and among teachers, students,
    and parents in school intersect with the kind of
    internal trust that students must construct in
    order to learn effectively
  • (Raider-Roth, 2005, p. 5-6)

24
  • In constructing this trust in self and others,
    they act politically by sharing and suppressing
    knowledge based on their understandings of
    classroom relationships. They astutely identify
    ruptures in relationships that undermine the very
    trust they are trying to build. They detect such
    breaks in relationship by monitoring behaviors
    such as teachers responsiveness.
  • (Raider-Roth, 2005, p. 6)

25
Four central features of a trustworthy
teaching-learning relationship
  • the teachers capacity to be connected to the
    student
  • the teachers genuine interest in nurturing
    students own ideas
  • collaborative study on the part of teacher and
    student
  • an environment in which trust can prevail
  • (Raider-Roth, 2005, p. 29-30)

26
Biggest Surprise of the Study
  • Was the repeated return to the ideas of telling
    the truth and lying
  • Students as young as six introduced this idea.
  • Telling the truth seems to be an indicator of
    relational struggle with the teacher
  • (Raider-Roth, 2005, p. 123)

27
Two Strands Regarding Truth
  • Being true to self the effort to adequately
    represent what they know about themselves
  • Disclosure and the selection of truths that will
    be honored and received by those around them
    students describe telling partial truths or
    choosing which truth to tell
  • (Raider-Roth, 2005, p. 124-125)

28
Getting It Right
  • In this study, getting it right is a key cue
    that suggest that the students are wrestling with
    the ways their self-perceptions match up with
    their teachers perceptions of their work and
    learning. Telling the truth is a necessary next
    step in which they decide how much of their
    internal reality to share. This decision is
    heavily dependent on their understandings of
    their teachers expectations and experiences of
    them.
  • (Raider-Roth, 2005, p. 132)

29
Challenges for Teachers
  • To craft an understanding of children that allows
    for multiple truths, that allows them to see
    students as students see themselves, as their
    parents see them, as their peers see them.
  • To have classrooms where trusting relationships
    are built.
  • (Raider-Roth, 2005, p. 134, 168)

30
So What Does a Physical Educator Say?
  • According to Judith Rink (2006)
  • Teaching is largely about affect adults who are
    caring and concerned professionals have a
    responsibility to
  • help students learn and
  • promote students personal growth as individuals
    and as responsible, self-directed members of
    society.

31
  • Through the manner in which they interact with
    students, teachers can communicate a professional
    and supportive relationship with students that
    says, I care.

32
Rink Suggests the Following Ways to Share Yourself
  • Learn students names and use them.
  • Be enthusiastic and positive about what your are
    doing.
  • Project a caring attitude toward all students.
  • Reinforce basic and shared beliefs of honesty,
    tolerance, respect, risk taking, and effort by
    modeling these behaviors, as well as reinforcing
    them when they occur in the class.

33
Rink Suggests the Following Ways to Share Yourself
  • Do not reinforce behavior destructive to self or
    others by doing nothing about it.
  • Do not allow yourself to become threatened by
    student misbehavior.
  • Make it a practice to intentionally treat all
    students equitably. Develop an awareness of your
    patterns of communication to different students.
  • Learn to be a good listener and observer of
    student responses.
  • Chart your life for personal growth.

34
The Real Questions are
  • What can I do to develop a caring and trustworthy
    relationship with each of my students?
  • Will my students that need to develop a healthy
    lifestyle trust me enough to risk making a change?

35
Discussion
  • What can we do?
  • How can we help each other and our students to
    develop responsible behaviors?
  • ???

36
References
  • Brownscombe, S. L. (2004). Infusing An Ethic Of
    Care In A P-12 Learning Community A Case Study
    Of Second And Third-Year Teachers. Unpublished
    Dissertation, Argosy University/Sarasota.
    Florida.
  • Raider-Roth, M. B. (2005). Trusting what you
    know The high stakes of classroom relationships.
    San Francisco Jossey-Bass.
  • Rink, J. E. (2006). Teaching physical education
    for learning (5th ed.). Boston McGraw Hill.

37
It Takes a Community to Be a Successful
Substitute!!!
  • Have a folder with all of the critical
    information in visible location
  • Details, details and more details--much of what
    you do is routine and comfortable.
  • Let the substitute know when they need to take
    charge and when to give way to your colleague.
  • Individual lesson plans need details and what you
    did yesterday would be helpful.

38
Leave DETAILED notes
  • Attendance policies and procedures for each
    class.
  • Locker room coverage who, what time, what if the
    other classes do not return on time--what do I do
    with the boys?
  • Lock down drills, fire drills--is the information
    available in the gym?

39
  • Sandy Brownscombe, Ed. D.
  • Eastern Mennonite University
  • Professor of Teacher Education and
  • Physical Education
  • Harrisonburg, VA
  • Email brownscs_at_emu.edu
  • Phone 540-432-4368
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