Teacher/Student Relationship w/EI curriculum

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Teacher/Student Relationship w/EI curriculum por Mind Map: Teacher/Student Relationship w/EI curriculum

1. Student focused needs

2. Domitrovich et al. (2016)

2.1. PATH to PAX/PAX GBG

2.1.1. Teachers

2.1.1.1. +efficacy

2.1.1.2. -burnout

2.1.1.2.1. +Emotional Exhaustion

2.1.1.3. +job performance

2.1.1.4. +Retention

2.2. Students

2.2.1. +academic performance

2.2.2. -aggressive behavior problems

2.2.2.1. +behavior problems

2.2.3. -substance use

2.3. Obstacles

2.3.1. Pressure to Maximize student academic performance

2.3.2. Restriction of programs w/o that purpose

2.4. Synthesis

2.4.1. Positive classroom environment

2.4.2. Improved Learning

2.4.3. Improved well-being

3. Grewal & Salovey (2005)

3.1. History of EI

3.1.1. 1200 BCE

3.1.1.1. Thought vs Emotion Controversy

3.1.1.2. Stereotypes - women ONLY effected by emotions

3.1.1.2.1. Emotions = Weakness

3.1.2. 1930s

3.1.2.1. Development of WAIS & WISC

3.1.2.2. Social intelligence presented

3.1.3. 1960s

3.1.3.1. Social Intelligence

3.1.3.1.1. Unmeasurable

3.1.3.1.2. Undefinable

3.1.4. 1970s

3.1.4.1. Conducted Research considered unrelated to Thinking & Feeling

3.1.4.1.1. Depression vs Memory

3.1.4.1.2. Perception of Emotion vs Facial Expressions

3.1.4.1.3. Importance of Regulating or Expressing Emotion

3.1.5. 1980s

3.1.5.1. Seven forms of intelligence presented

3.1.5.1.1. Intrapersonal intelligence

3.1.5.2. Emotional Intelligence First Mentioned in Unpublished Dissertation

3.1.6. 1990s

3.1.6.1. Judgements

3.1.6.1.1. Thought

3.1.6.1.2. Emotion

3.1.6.2. Emotional Intelligence First Application & Definition - Four Branch Model

3.1.6.2.1. Ability to Use Emotions

3.1.6.2.2. Ability to Understand

3.1.6.2.3. Ability to Manage

3.1.6.2.4. Ability to Accurately Perceive Emotions

3.2. Not expressing negative emotions causes physical issues

3.3. EI Importance

3.3.1. High emotion management

3.3.1.1. more enjoyment

3.3.1.2. more intimacy

3.3.1.3. more interest

3.3.1.4. more importance

3.3.1.5. more respect

3.3.1.6. more caring

3.3.1.7. Less conflicting relationships

3.3.1.8. emotionally supportive to friends

3.3.2. EI at work

3.3.2.1. more interpersonally sensitive

3.3.2.2. more sociable

3.3.2.3. more tolerant of stress

3.3.2.4. more leadership potential

3.3.2.5. higher EI

3.3.2.5.1. higher rank

3.3.2.5.2. higher salary

3.3.3. Emotion Management

3.3.3.1. People reporting positive emotions

3.3.3.1.1. Perceive less differentiation between positive emotions

3.3.3.2. People reporting negative emotions

3.3.3.2.1. Perceive less differentiation between negative emotions

3.3.3.3. Ability to identify specific negative emotions

3.3.3.3.1. Increased ability and strategies to cope

3.3.3.4. Abused children likely to perceive face expressions as anger

3.3.3.5. Emotion and reason essentially inseparable

3.3.3.6. Higher emotional intelligence

3.4. Synthesis

3.4.1. May help one get along with others

4. Schunk (2012)

4.1. Motivation

4.1.1. "process of instigating and sustaining goal-oriented behavior"

4.2. Drives

4.2.1. Internal forces working to maintain homeostasis

4.3. Classical Conditioning

4.4. Operant Conditioning

4.4.1. Reinforcement

4.5. Humanistic Theory

4.5.1. Unconditional positive regard

4.5.2. Self-awareness

4.5.3. Person centered

4.5.4. Hierarchy of Needs

4.5.4.1. Needs drive current focus

4.5.5. Freedom to Learn

4.5.5.1. Students perceive learning as relevant

4.5.5.1.1. Individual contracts for students to promote self-regulation by agreeing to goals and timeline of learning

4.5.5.1.2. More learning for those who want it

4.5.5.1.3. provide resources to find information

4.5.5.1.4. Encourage students

4.5.5.1.5. Promote personal growth

4.5.5.1.6. Providing choices

4.5.5.1.7. Providing opportunities

4.5.5.1.8. Teacher involvement in providing confidence

4.6. Expectant-Value Theory

4.6.1. perception of current situation

4.6.2. Appropriately evaluate difficulty based on ability

4.6.3. fear of failure

4.7. Family Influences

4.7.1. Attachment Theory

4.7.2. Feedback

4.8. Locus of Control

4.8.1. Internal

4.8.1.1. Self-regulation

4.8.1.2. Self-control

4.8.1.3. Self-awareness

4.9. Social Cognitive Theory

4.9.1. Social support

4.9.2. Cohesive Class promotes learning

4.10. Goal Orientations

4.10.1. Learning Goal

4.10.1.1. self-efficacy

4.10.1.2. Motivation Self-regulation

4.10.1.3. Perceived Progress

4.10.1.4. Achievement Gains

4.10.2. Attributional Feedback

4.10.2.1. Teacher encouragement

4.10.3. Performance Goal

4.10.3.1. Task Engagement

4.10.3.1.1. Social Comparisons

5. LaRock (2014)

5.1. Framework on Mindfulness in Education

5.1.1. Limitations

5.1.1.1. Author has 13 years teaching experience, may be bias

5.1.1.2. Personal interest and practice of meditation

5.1.1.3. Experience integrating mindfulness in classroom

5.1.1.4. Limited ability to provide expansion of unique interventions due to breadth of research

5.1.1.5. School expected positive outcome with techniques used rather than testing others as well

5.1.2. Environmental factors influence learning

5.1.2.1. Essential learning takes place during early childhood development

5.1.3. Mindfulness

5.1.3.1. Maintains focus on conscious experience

5.1.3.1.1. Self

5.1.3.1.2. Others

5.1.3.2. Paying attention to details

5.1.3.3. Remain calm

5.1.3.4. Sound mind

5.1.3.5. Sound Judgment

5.1.4. Working from the bottom up for effective learning

5.1.5. MRI & EEG

5.1.5.1. neurological improvements on left side anterior of brain

5.1.5.2. Enhanced immune functioning

5.1.5.3. significant increase in antibodies within the blood

5.2. Six Area Rankings of 21 Nations on Child-Wellbeing

5.2.1. US ranked bottom third within five areas

5.3. Future Research Needs

5.3.1. Expand to compare and analyze families and students involved

5.3.2. Explore techniques throughout the world on similar topic

6. Marlow, Garwood, & Van Loan (2017)

6.1. Relationship-driven classroom in Special Ed

6.1.1. Improved relationships serve as prevention

6.1.2. Improvement in behavior

6.1.3. Improvement in emotion responses

6.1.4. Improved learning environment

6.1.5. Form stronger bonds and relationships

6.1.6. Create purpose in careers

6.1.7. acting-out behavior = defense mechanism

6.1.8. Needs for program

6.1.8.1. Eight weeks to develop and form relationship

6.1.8.2. Healthy educator/student relationship

6.1.8.2.1. Identify negative behaviors

6.1.8.2.2. Address behavior

6.1.8.2.3. Improve behavior

6.1.8.2.4. improved well-being

6.1.8.3. Expectations of Teachers

6.1.8.3.1. Teacher acceptance of imperfection

6.1.8.3.2. Compassion and patience

6.1.8.3.3. Positive temperament

6.1.8.3.4. Understand that children do NOT choose to be unhappy

6.1.8.3.5. Internal beliefs allowing for ebb and flow of relationship

6.1.9. Academic achievement

6.2. Bridge gap between SE skills and Academic achievement

6.3. Comparative to ABA (applied behavior analysis)

6.3.1. Influence of environment

6.3.2. Influence of behavior

6.3.3. NO influence on emotional-behavioral disorders

6.4. Future Research

6.4.1. Need to analyze the development of those relationships

7. Martinsone & Vilcina (2017)

7.1. POV of Teachers in SEL Programs

7.1.1. Needs for Learning

7.1.1.1. Develop healthy Behaviors

7.1.1.2. Appropriate emotion regulation

7.1.1.3. improved empathy

7.1.1.4. clear communication

7.1.1.5. active listening skills

7.1.1.6. Teacher temperament

7.1.1.6.1. Significant factor in student benefit from program

7.1.2. Improvements

7.1.2.1. Increased ability to problem solve

7.1.2.2. Increased motivation

7.1.2.3. Improved relationship

7.1.2.3.1. Inside classroom

7.1.2.3.2. Outside classroom

7.1.2.4. Goal setting

7.1.2.5. Improved communication skills

7.1.2.6. Cooperation

7.1.3. Limitations

7.1.3.1. Conflict of interest

7.1.3.1.1. Original author created program

8. Stuhr, Sutherland, Ressler, & Ortiz-Stuhr (2015)

8.1. Social-Emotional Learning during PE

8.1.1. Adventure-based Learning

8.1.1.1. Team engagement

8.1.1.2. Improve trust

8.1.1.3. improve relationship dynamics

8.1.1.4. Improve problem-solving

8.1.1.5. Improve communication

8.1.2. Relationship Building SEL

8.1.2.1. Reflection after activities

8.1.2.1.1. Promote long-term benefit for students

8.1.2.2. Student journals

8.1.2.3. Small groups

8.1.2.4. Interviewed students on experience

8.1.3. Hypothesis

8.1.3.1. Assumed Positive student benefit within classroom and society

8.1.3.2. Consistency Matters (assertive communication)

8.1.3.2.1. Instructor with ten yrs exp. with students in activities in classroom

8.1.4. Outcome - Student Perspectives of Relationship Skills

8.1.4.1. Benefits

8.1.4.1.1. Willing to try new activity

8.1.4.1.2. Appeared boring but once engaged enjoyed it

8.1.4.1.3. Saw value in the program

8.1.4.1.4. Able to see real world use

8.1.4.1.5. Learned how to help others learn SE skills

8.1.4.2. Limitations

8.1.4.2.1. Two students did not engage

8.1.4.2.2. Time consuming preparations for class

8.1.4.3. Future Research

8.1.4.3.1. Tips provided

8.1.4.3.2. Understand why some do not engage or find value

8.1.5. Important Themes

8.1.5.1. Improved relationships

8.1.5.2. Improved communication skills

8.1.5.3. Improved SE health

8.1.5.4. SE component important in learning

8.1.5.5. Alternative ways to deliver information successful if SEL included

9. Waldemar, Rigatti, et al. (2016)

9.1. Mindfulness & Social-Emotional Learning Program (M-SEL)

9.1.1. 132 5th grade students South Brazil

9.1.1.1. 12 Sessions

9.1.1.2. 5 months

9.1.2. Benefits

9.1.2.1. Improved quality of life

9.1.2.2. Social

9.1.2.3. Emotional

9.1.2.4. Behavioral

9.1.2.5. Relationships

9.1.2.6. Improved attention skills

9.1.2.7. Improved functioning

9.1.3. Quasi-experimental design

9.1.3.1. No randomization

9.1.3.2. Specifically targeted disorders

9.1.3.2.1. Attention

9.1.3.2.2. Behavioral

9.1.4. Limitations

9.1.4.1. Did not improve attention

9.1.4.1.1. Children with ADD

9.1.4.1.2. Children with ODD

9.2. Provides several studies

9.2.1. Similar positive results

9.2.2. Continued improvement at follow-ups

10. Wisner & Starzec (2016)

10.1. Mindfulness Skills in Alternative Schools

10.1.1. Mindfulness Skills Class

10.1.1.1. Tenth grade students

10.1.1.1.1. Encouraged to discuss topics of importance

10.1.1.1.2. Share thoughts

10.1.1.1.3. Share experiences

10.1.1.2. Class twice a week

10.1.1.3. Eight week adjusted program based on

10.1.1.3.1. student feedback

10.1.1.3.2. Guidance

10.1.1.3.3. Effectiveness

10.1.1.3.4. Student needs

10.1.1.4. Routes of engaging mindfulness behaviors

10.1.1.4.1. Breathing techniques

10.1.1.4.2. Awareness

10.1.1.4.3. Meditation

10.1.1.4.4. Journaling

10.1.2. Benefits

10.1.2.1. Improved self-concept

10.1.2.2. Improved Emotional Regulation

10.1.2.3. Improved Behavior

10.1.2.4. Executive functioning

10.1.2.5. Increased Trust

10.1.2.6. Improved relationship building skills

10.1.2.7. Improved relationships

10.1.2.8. Enjoyment of Mindfulness practices

10.1.2.9. Though individual gains fluctuated - Generally positive outcome

10.1.2.10. Social/Community Gain

10.1.2.10.1. Provides information for social workers to improve alternative school functioning

10.1.2.10.2. Supports the use of mindfulness in other community-based programs

10.1.2.11. Student Perception

10.1.2.11.1. Beneficial

10.1.2.11.2. Valuable

10.1.3. Challenges

10.1.3.1. Alternative school population

10.1.3.1.1. Familial Stressors

10.1.3.1.2. Substance use

10.1.3.1.3. Other environmental stressors

10.1.3.1.4. Emotion dysregulation

10.1.3.1.5. Lack of emotional support

10.1.3.2. Reason to provide Mindfulness-based education

10.1.3.2.1. Reduce stress

10.1.3.2.2. Reduce behavior issues

10.1.3.2.3. Improve overall functioning

10.1.3.2.4. Creates Learning atmosphere

10.1.4. Future Research

10.1.4.1. Presenting Importance Variable

10.1.4.1.1. Implementing Student Suggestions