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Penticton 2010 STUDENT BEHAVIOUR AS SENSIBLE REFLECTIONS OF OUR TEACHING Peter Liljedahl Penticton 2010 STUDENT BEHAVIOUR AS SENSIBLE REFLECTIONS OF OUR TEACHING Peter Liljedahl

Penticton 2010 THE MIRROR THAT IS OUR CLASSROOM Peter Liljedahl Penticton 2010 THE MIRROR THAT IS OUR CLASSROOM Peter Liljedahl

Problem Solving Penticton 2010 A boy has $80 to buy 100 budgies. Blue budgies Problem Solving Penticton 2010 A boy has $80 to buy 100 budgies. Blue budgies cost $3 each, green budgies cost $2 each, and yellow budgies cost $0. 50 each. If he want to ensure that he has at least one budgie of each colour and that he spends all of his money, how many of each colour does he need to buy?

 • engaged • found solutions • shared • helped • persevered • intrinsic • engaged • found solutions • shared • helped • persevered • intrinsic motivation • self selected audience • my obvious charm • my careful selection of the task • my introduction of the task • your trust in me Problem Solving Penticton 2010 Your behaviour on the task – positive

 • never engaged • bored • tried but gave up • checked email • never engaged • bored • tried but gave up • checked email • socialized • waited • left • lack of intrinsic motivation • inherent anxiety • fatigue • distracted • inappropriate task • wrong set-up • too much/little time • impression I will give answer Problem Solving Penticton 2010 Your behaviour on the task – negative

 • didn't come • came late • sat in the back • sat • didn't come • came late • sat in the back • sat alone • Friday afternoon • kids have sports • report cards • easily accessible chairs • not Dan Brownesque enough • wrong title • wrong topic Problem Solving Penticton 2010 Your behaviour not on the task – a priori

 • • intrinsic characteristics (you) immediate influence (me) contextual influence (the conference) outside • • intrinsic characteristics (you) immediate influence (me) contextual influence (the conference) outside influence (life) Different Interpretations of Behaviours Penticton 2010 See your behaviour as due to:

 • • intrinsic characteristics (you) immediate influence (me) contextual influence (the conference) outside • • intrinsic characteristics (you) immediate influence (me) contextual influence (the conference) outside influence (life) Different Interpretations of Behaviours Penticton 2010 See your behaviour as due to:

 • • intrinsic characteristics (you) me as the speaker contextual influence (the conference) • • intrinsic characteristics (you) me as the speaker contextual influence (the conference) outside influence (life) Different Interpretations of Behaviours Penticton 2010 See your behaviour as due to:

 • • intrinsic characteristics (them) immediate influence (us/class) contextual influence (school) outside influence • • intrinsic characteristics (them) immediate influence (us/class) contextual influence (school) outside influence (life) Different Interpretations of Behaviours Penticton 2010 See student behaviour as due to:

 • • intrinsic characteristics (them) us as teachers contextual influence (school) outside influence • • intrinsic characteristics (them) us as teachers contextual influence (school) outside influence (life) Different Interpretations of Behaviours Penticton 2010 See student behaviour as due to:

homework cheating skipping anxiety boredom frustration non-start quick stop • • • waiting avoiding homework cheating skipping anxiety boredom frustration non-start quick stop • • • waiting avoiding helplessness ambivalence conceptually inept procedural cling not speaking not listening not writing Applied to Specific Behaviours Penticton 2010 • •

copying from friend tutor does it only showing answers incomplete copying from friend tutor does it only showing answers incomplete "I tried, but …" not coming for help not doing it at all Homework Penticton 2010 • • lazy • procrastinated • parent influence • overwhelmed

copying from friend tutor does it only showing answers incomplete copying from friend tutor does it only showing answers incomplete "I tried, but …" not coming for help not doing it at all Homework • its worth marks • its not safe • check answers • best ways • you've already failed xto explain it once • they don't xunderstand! Penticton 2010 • •

lack of confidence lack of ability lazy lack of organization lack of persistence no lack of confidence lack of ability lazy lack of organization lack of persistence no strategies don't care • task choice – – low floor high ceiling engaging early success • we're doing all the thinking! Non-Start and/or Quick-Stop Penticton 2010 • •

lack of confidence fear of failure fear of mistake fear of the unknown won't lack of confidence fear of failure fear of mistake fear of the unknown won't risk lazy note neatness Waiting • leveling • best ways • direct path to a solution • notes are important! • permanence Penticton 2010 • •

lack of confidence fear of failure lack of preparation pressure stigma DO care! Cheating lack of confidence fear of failure lack of preparation pressure stigma DO care! Cheating Penticton 2010 • • haven't learned it!

– skipping to & skipping from anxiety – fixed vs. flexible – mastery avoidance – skipping to & skipping from anxiety – fixed vs. flexible – mastery avoidance – substitutive behaviour – something is gained – they just can't do it! Student Behaviour Penticton 2010 skipping

– no flow (balance of ability and complexity) – not comfortably frustrated (safety & – no flow (balance of ability and complexity) – not comfortably frustrated (safety & trust) helplessness – ALL helplessness is learned AND enabled ambivalence – about subject, performance, understanding, learning, thinking, mark, etc. – lack of importance (BUT not a stick) Student Behaviour Penticton 2010 boredom & frustration

– not problematic not discussing – no one is listening – who has final – not problematic not discussing – no one is listening – who has final word? not writing – logical ↔ chronological Student Behaviour Penticton 2010 conceptually inept & procedural cling

– by us. . . daily – recognizing that mostly good behaviour ≠ some – by us. . . daily – recognizing that mostly good behaviour ≠ some misbehaviour Student Behaviour as Sensible Reflection of our Teaching Penticton 2010 • ALL student behaviour is sensible • SOME of this behaviour is attributable to us • ALL behaviour, however, can be used as excellent feedback on our teaching

Penticton 2010 THANK YOU! liljedahl@sfu. ca Penticton 2010 THANK YOU! [email protected] ca