Transcript EDU 460 Chapter 5

Chapter 5
 A mental set in classroom management is quite similar
to the construct of “mindfulness” in psychology.
 Mindfulness involves a heightened sense of situational
awareness and a conscious control over one’s thoughts
and behavior.
 We typically to not tend to all of what is happening
around us.
 Phenomenon – page 65
 Example – page 66
 Two parts of a mental set
“withitness”
2. “emotional objectivity”
1.
What is “withitness”?
 Disposition of the teacher to quickly and accurately
identify problem behavior or potential problem
behavior and act on it immediately
 Page 67
 Page 68
Is “withitness” a learnable skill?
What is “emotional objectivity”?
 Allows the teacher to address disciplinary issues in an
“unemotional, matter-of-fact” manner
 Page 68
 Page 69
Action Step 1
Employ specific techniques to maintain or heighten your
awareness of the actions of students in your
classes(withitness)
Three concrete actions to enhance your “withitness”
1. React immediately – page 70
2. Forecast problems – be aware of what may go wrong
in certain situations or with certain students or both.
 Page 71
3. Observe a master teacher
 Page 71
Action Step 2
Employ specific techniques to maintain a healthy
emotional objectivity with students
 Emotional objectivity involves an avoidance of
emotional extremes when dealing with students –
anger, frustration, hesitation
 Reframing – don’t personalize; try to understand the
reasons for misbehavior;
 Page 73
 Monitoring your own thoughts
 Be positive
 Page 73
 Take care of yourself
 Page 74
Summary
An appropriate mental set involves
 “withitness” – the ability to identify and quickly act on
potential behavioral problems
 “emotional objectivity” – ability to interact with
students in a businesslike, matter-of-fact manner