Transcript Teaching Styles - Purdue University

Teacher Roles:
Moving toward
student independence
Transactional Analysis
TA
Analysis of Teaching Styles
Goal of TA
General GOALS: Analysis of coded
messages between teacher and
students/parents/other professionals, so
the ‘other’ can be responsible for his or
her own solutions. Eric Berne
Specific GOALS:
 to understand what took place during a
transaction
 to learn how to sustain mature teacherstudent and teacher-parent transactions
Components of Transactions
 Three ego states ( more readily understood
and applied than Freudian id, superego and
ego).
 The Child
 The Parent
 The Adult
The Child
(before the age of 5)
 Impulsive, demanding, whining.
 “I’m not OK and you are” (child, anxious dependency of the
immature, withdrawn, depressed).
 Conflict with desire to win parent approval and desire to
explore, touch, and test the world.
 Non-verbal - tears, quivering lip, pouting, temper tantrums, high
pitched, whining voice, rolling eyes, shrugging shoulders,
downcast eyes, teasing, delight, laughter, hand-raising for
permission to speak, nail-biting, nose-thumbing, squirming and
giggling.
 Verbal - “I wish, I want, I dunno, I gonna, I don’t care, I guess,
when I grow up bigger, biggest, better, best, (and many similar
superlatives).”
The Parent
 Shaped by external events, represents lifesaving, talks with
imperatives, directives, judgmental, extremes, rules, “truths”
recorded from childhood, controls and nurtures
 Non-verbal - furrowed brow, pursed lips, pointing index finger,
head-wagging, horrified look, foot-tapping, hands on hips, arms
folded across chest, wringing hands, tongue-clicking, sighing,
patting another on the head.
 Verbal - “I am going to put a stop to this once and for all,” “Now,
always remember,” Evaluative words such as: “stupid, naughty,
ridiculous, disgusting, shocking, asinine, lazy, nonsense,
absurd, poor thing, poor dear, no! no!, sonny, honey, How dare
you?, cute, there, Now what?, Not again!”
The Adult
 Controls himself and the environment, can predict future
incidents; thinks rationally; generalizes.
 Ability to categorize and generalize. Adult tests or checks out
the rules and information of the parent to see if they are right.
The adult determines when the feelings of the child can be
expressed and knows when to obey parent rules or child’s
spontaneity
 Non-verbal - Listening attentively.
 Verbal - “How much, in what way, comparative, true, false,
probable, possible, unknown, objective, I think, I see, it is my
opinion, why, what, when, who, and how.”
 “I’m OK - you’re OK” (mature adult at peace with him/herself and
others)
Roles in Transactions
 Four life positions:
 1. Child rules: I’m not O.K., you are O.K.
 2. Parent rules: “I’m OK and you’re not
OK” (parent, criminal, psychopath,
external locus of control, battered kids).
 3. Desirable: I’m O.K., you’re O.K.
Advantages and
Disadvantages of TA
 Advantages
 no planning required
 Disadvantages
 not good for extremes
in behavior
 must be verbal
 always interpreting
Application
 Communicatin Disruption is the result of
tension among the three inner forces.
 Parent and Child rule: I’m not O.K., and
others are not O.K” Everything is
hopeless (suicidal, homicidal).
Instructional Controversies
on the road toward student
responsibility
Does structure
help learning or
inhibit
independence
 Brophy (1986) –in Heward, W. L.
(2003)-
“Attainment of higher level
learning objectives will
not be achieved with
relative ease through
discovery learning;
instead, it will require
considerable instruction
by a skilled teacher”
 Poplin (1988)
 “Students’ minds are allowed
very little freedom when
specific psychological
processes academic skills, and
cognitive strategies are
structured for them… the more
structured the curriculum, the
more passive become our
students”
Selfdirected
learning vs.
•Reduces behavior
problems
• Students take
responsibility for
their learning
•Works for all students,
especially those with
BD(Merriam & Caffarella, 1999)
Drill and practice
Development of
basic knowledge
and skills to levels
of automatic and
errorless
performance Brophy
(1986) –in Heward, W. L. (2003)-
Is Frequent Assessment
Important?
 Deno (1985)
 Curriculum-based
assessment (CBA) enables
teachers to make data-based
instructional decisions
 Greenwood & Maheady (1997) –
in Heward, W. L. (2003)
 Direct, objective and frequent
measurement of the student
performance is one of the
hallmarks in Special
Education
 SPED teachers indicated it
is “important” to collect
performance data

But 85% stated that they “never” or
“seldom” collected and charted
students performance data to make
instructional decisions (Cooke,
Heward, Test, Spooner & Courson,
1991)
 75% frequently relied on
anecdotal observations and
subjective measures to
determine if the students is
reaching the IEP objectives.
Does PRAISE increase
motivation and independence or
decrease motivation ?
Has positive
effects on
student
behavior and
achievement
(Alber &
Heward,
2003); Maag,
2001)
 Four factors that contribute to low rates of
teacher praise observed in classroom (Heward,
2003)
1. will students will come to expect it?
2. students should learn for “intrinsic”
reasons.
3. praising takes too much time
4. it is unnatural to praise.
 Praise sets unrealistic expectations of
future success
 establishes a power imbalance,
 undermines intrinsic motivation
Do we build SELF-ESTEEM OR
ACHIEVEMENT?
Heward (2003)
 self-esteem is
more likely a
product of high
achievement and
accomplishments
•Stough and Palmer
(2003) found that
teachers who worked to
build student selfconfidence had
students with better
academic performance
& emotional health.
What are your answers?