Asking “why” is often a reasonable way to find out information. However, in some circumstances it limits the response and circumvents the objective for asking the question.
When trying to resolve behavioral issues asking “why” tends to lead a student on a mental chase of cause and effect. While this process is generally helpful for critical thinking, it does not necessarily promote beneficial and on-going self-reflection.
Watch someone when you ask “why” and you'll often see her/his eyes looking up as if s/he can see into her/his brain and get the answer. However, the brain is not where feelings reside; it is where they are intellectually processed. Consequently, asking a student “why” is essentially asking for an explanation. Therefore, asking “why” often promotes a sense of confrontation and judgment which puts a student on the defensive, as if s/he has to justify her/himself to you. As a result the situation has become about your needs not hers/his.
On the other hand, asking “what” is a neutral question which does not imply judgment. It is a simple question which promotes a reporting of events and/or feelings; an important first step when trying to resolve behavioral issues. Asking “what” focuses the student’s attention inward to the heart of the matter... literally the heart, the essence of the experience… the feelings. Asking “what” is a non-confrontational question that gives someone the opportunity to relate her/his experience; not to judge it and/or feel judged about it.
Equally important is that asking “what” gives the questioner the opportunity to listen without prejudice. If we truly wish to help a student change and grow then the first step is to honor her/his feelings as valid.
...o do what their told to get a passing grade before they can move on to the next class. Some might think this to be unfair, but sometimes life isn’t always fair. I’ve always been told that to get to the fun stuff, I’d have to suffer through the things I might not enjoy as much. As students, we are expected to read and write about topics we may not find to be the most entertaining. But, we should know that having to do so is not meant to hinder us in any way. It’s all meant to help us grow as individuals and to support and prepare us for a stable and successful future.
I listen to my students. I allow time for their individual impute in what they are learning, and adjust accordingly. I really believe that is why students can be so into the idea of being taught, because they are all encouraged to lead the discussion and projects before them as it relates to the curriculum. I try to learn from my students by listening to their interpretation. I am learning what interest them, and feed off of it in the work that needs to be performed. Work towards a positive social society, with this education does takes place for our students, teachers, and community, all for a better future, one that is full of knowledge and acceptance. What could be any
14. Using Glasser’s Problem Solving Steps to manage behavioral issues: Glasser’s model for effective problem solving is extremely useful in school. For one, the problem solving that is used can be accomplished in a short period of time so that I will not be wasting other students’ valuable learning time. Second, it is easy to learn because the process involves only seven short steps. Third, the student is involved in the problem-solving process, which allows the student to be in charge of what they have done wrong and then learning to resolve the issue. Lastly, data can be collected with using Glasser’s model that allows both th...
can also be vital in understanding why students may act the way they do. Student development
In the article “Never Say Anything a Kid Can Say!” Steven C. Reinhart shares his struggle of finding the fundamental flaw that existed in his teaching methods. He is a great teacher, explained mathematics well, he was dedicated and caring, but his students were not learning and with low achievement results, Reinhart had to question his teaching methods. He began to challenge himself. He committed to change 10% of teaching each year and over many years he was able to change his traditional methods of instruction to more of a student-centered problem-based approach. This article promotes students to engage through the use of questioning.
How, what, and when questions lead to huge amounts of data, so asking for more details can be
Glibert (as cited in Preston, Harvie & Wallace, 2015) gives a simple three step overview of the inquiry process. The first step is to define the inquiry, which includes posing questions and planning the inquiry (Glibert, as cited in Preston, et. al., 2015). Questions may arise spontaneously or be prompted by provocations or artefacts that teachers provide (O’Brien, Peavey, & Fuller, 2016; Walker, 2015). Ralston Elementary School (2015) suggest that teachers should role model questions to students which encourage higher order thinking. The next step is to collect information and analyse it (Glibert, as cited in Preston, et. al., 2015). Reynolds (2012) suggest the use of brainstorming and graphic organisers as ways to collate and present the information. The final step is to decide what to do with the information. This requires students to make conclusions, reflect on and respond to the information (Glibert, as cited in Preston, et. al., 2015). Gilbert (as cited in Preston, et. al., 2015) also points out that the process may go back and forth through these steps as children pose more questions throughout the
My Educational philosophy is defined in becoming a teacher as a set of ideas and beliefs about education that guide the professional behavior of educators. Also included in educational philosophy are one’s beliefs about teaching and learning, students, knowledge and what is worth knowing. My five general purposes for philosophy of education are: to set goals of plan, to teach useful and relevant information, be aware of students learning styles, modeling positive cooperative behavior, to look for solutions and to make sure those solutions are working.
This theory, founded by Stanford psychologist Leon Festinger, describes the mental state in which people feel when they have unpredictable thoughts relating to their decisions and the ability to change their attitude (Griffin, p. 200). This theory matters because its purpose is for people to find consistency in their beliefs, even if the situation is not consistent. When students are using nagging strategies and believe that their behavior is inappropriate or ineffective, they are experiencing dissonance (p. 317). Dunleavy and Martin found a way to reduce dissonance in students, by changing the students’ beliefs about general nagging behavior (p. 317). Having students perceive some of the nagging strategies as appropriate would help reduce their unpredictable thoughts, mostly because students would be much more comfortable knowing that this is the behavior they are displaying. For students to believe that their behavior is acceptable and appropriate is the main focus on reducing dissonance. As for instructors, Dunleavy and Martin suggest that they are not experiencing cognitive dissonance. Instructors are the ones who infer the behavior of the students, claiming that they would probably feel more comfortable in viewing the students’ behavior as less appropriate (p. 318).
Teachers should be encouraged to have dialogues with their students regarding the subject matter being instructed. The dialogue among teacher and student does not end there. Students must also be taught and encourage to continue to have such conversations among themselves and within the ‘self’. They need to be comforted in acknowledging that critical questioning within one’s mind and self-talk is a normal, fundamental way of learning. Learning goes beyond lectures and assignments. Students must be able to connect with the material in multiple
The justifications behind cheating range from laziness to an unwillingness to put forth the effort to learn the expected material. Some students blame a lack of self-confidence in one’s ability to learn or lack of interest in the subject. Many modern students lack time to devote to academics, because of hectic schedules. Some students blame instructors for not providing clear expectations or practical applications of academic topics, encouraging a student to devote the necessary time to the material.
People have a strong need to understand the question “why” because it helps us to understand the world around us. Attribution theory provides one way to understand how people answer the question “why” and make sense of their worlds. Attribution theory seeks to help people make sense of their world we are being judge by others and a lot of us can’t help but to judge. Causal locus is the core of Attribution theory. The primary causes for behaviour can be an internal or external locus. An internal locus is also called dispositional because it reflects a person’s disposition shaping the behaviour. An external locus is also called situational because it reflects environmental factors shaping the behaviour. The metaphor of scientists guides Attribution
Education is a very important aspect of our lives. It is our education that makes us who we are and determines what we become. Therefore, education is not something to be taken lightly. As a teacher, my goal will be to provide the best possible education for my students. Every student is unique. I must see students for who they are individually and respect their ideas and opinions. Each student has a different learning style. I must take this into consideration because I want to provide a constructive learning opportunity for every student. I believe that every student has the potential to learn.
The first cause as to why students cheat is because they are lazy. It happens all the time, where students go home from school, have a snack, watch television, take a nap, play some video games, and just keep saying that they will do their homework later. The next thing they know it eleven o’clock at night and time to go to bed, but no homework was accomplished. The student keeps pushing back the assignment until the last minute and the last minute is not enough time. This is also known as procrastination. The student does not want to fail, but they were too lazy to do their own work, so they ask to copy the work from a friend that did the work. I once said something to a guy about how this was cheating and he told me that he was, “using his resources wisely”. Another time I asked a student next to me to stop copying my answers in class and he told, “Then you shouldn’t let me see your answers”, he blamed his cheating on me. One time when I was in seventh grade in my ecology class we had to put together a presentation with a partner. My partner was a close friend at the time, and our topic was solar power. I ended up doing all of the research and put together the presentation a...
Guiding my students to the correct path, can make students change their minds about their education. Teachers should make their students feel free to express themselves and share their opinions. Giving up our break for our students to encourage the students to feel comfortable in the classroom and opening up their dialogue among others. I believe that students should speak their minds.