Download The geoscience classroom as a group

The Geoscience Classroom
as a Group
Applying Theory and Research
from
Group and Social Psychology
Application of
Theory and Clinical Research
• Understanding – the individual student,
group dynamics, yourself
• Transitions – starting & ending course/class
• Interactions – student and professor
• Instruction – working with the class
National Institute on Drug Abuse
Photo by Dave Tewksbury
Understanding – the Student, the
Group and Yourself
• First-day
questionnaire
Understanding – the Student, the
Group and Yourself
• First-day
questionnaire
• Daily feedback
Understanding – the Student, the
Group and Yourself
• First-day
questionnaire
• Daily feedback
• Student journals
Understanding – the Student, the
Group and Yourself
• First-day
questionnaire
• Daily feedback
• Student journals
• Study behavior and
interactions
Understanding – the Student, the
Group and Yourself
• First-day
questionnaire
• Daily feedback
• Student journals
• Study behavior and
interactions
• Your own:
– journal
Understanding – the Student, the
Group and Yourself
• First-day
questionnaire
• Daily feedback
• Student journals
• Study behavior and
interactions
• Your own:
– journal
– “observing ego”
Understanding – the Student, the
Group and Yourself
• First-day
questionnaire
• Daily feedback
• Student journals
• Study behavior and
interactions
• Your own:
– journal
– “observing ego”
Understanding – the Student, the
Group and Yourself
• First-day
questionnaire
• Daily feedback
• Student journals
• Study behavior and
interactions
• Your own:
– journal
– “observing ego”
Transitions – starting/ending
a course and class
• Explicit and implicit “group agreement”
Transitions – starting/ending
a course and class
• Explicit and implicit “group agreement”
• Observe how/when students arrive/leave
Transitions – starting/ending
a course and class
• Explicit and implicit “group agreement”
• Observe how/when students arrive/leave
• Meet the class where they are – pay
attention to their transitions
Transitions – starting/ending
a course and class
• Explicit and implicit “group agreement”
• Observe how/when students arrive/leave
• Meet the class where they are – pay
attention to their transitions
• Engage with the “contact function”
Transitions – starting/ending
a course and class
• Explicit and implicit “group agreement”
• Observe how/when students arrive/leave
• Meet the class where they are – pay
attention to their transitions
• Engage with the “contact function”
• Outside distractions can interfere
with learning
Interactions – the student’s part
• Resistance – attitudes and behaviors
which interfere with cooperation and
learning
Photo by Joi Ito
Interactions – the student’s part
• Resistance – attitudes and behaviors
which interfere with cooperation and
learning
• Projection – attribution of one’s own feelings to
another person
Photo by Joi Ito
Interactions – your part
• Your need to
– be liked
– be right
– have a “happy” and controlled class
Interactions – your part
• Your need to
– be liked
– be right
– have a “happy” and controlled class
• Your reactions
– to competition and aggression
– of shame and embarrassment
Photo by Alex Proimos
Instruction - working with the class
1. Apply group techniques
2. Respond to student behavior
Photo by Bial Kamoon
Instruction - working with the class
• Apply group techniques
– Join the resistance
Instruction - working with the class
• Apply group techniques
– Join the resistance
– Enlist the group for help
Instruction - working with the class
• Apply group techniques
– Join the resistance
– Enlist the group for help
– Redirect questions back to questioner or
bridge to classmate or entire class
Instruction - working with the class
• Apply group techniques
– Join the resistance
– Enlist the group for help
– Redirect questions back to questioner or
bridge to classmate or entire class
– Engage non-participants
Instruction - working with the class
• Apply group techniques
– Join the resistance
– Enlist the group for help
– Redirect questions back to questioner or
bridge to classmate or entire class
– Engage non-participants
– Probe for and engage curiosity
Instruction - working with the class
• Apply group techniques
• Respond to student behavior
– Aggressive questioning
Instruction - working with the class
• Apply group techniques
• Respond to student behavior
– Aggressive questioning
– Attention seeking
Instruction - working with the class
• Apply group techniques
• Respond to student behavior
– Aggressive questioning
– Attention seeking
– Refusal to participate, take notes, or do
assignments
Instruction - working with the class
• Apply group techniques
• Respond to student behavior
– Aggressive questioning
– Attention seeking
– Refusal to participate, take notes, or do
assignments
– Criticism of policies, course materials/content
Instruction - working with the class
• Apply group techniques
• Respond to student behavior
– Aggressive questioning
– Attention seeking
– Refusal to participate, take notes, or do
assignments
– Criticism of policies, course materials/content
– Acting out (e.g. tardiness, disruptions)
Instruction - working with the class
• Apply group techniques
• Respond to student behavior
– Aggressive questioning
– Attention seeking
– Refusal to participate, take notes, or do
assignments
– Criticism of policies, course materials/content
– Acting out (e.g. tardiness, disruptions)
– Obsessive/compulsive texting or web surfing
Summary
• Be an observer
Photo by K. Allison Lenkeit Meezan
Summary
• Be an observer
• Be alert for projection
Photo by K. Allison Lenkeit Meezan
Summary
• Be an observer
Photo by K. Allison Lenkeit Meezan
• Be alert for projection
• Engage with the contact function – respond in
kind
• Pay attention to transitions
Summary
• Be an observer
Photo by K. Allison Lenkeit Meezan
• Be alert for projection
• Engage with the contact function – respond in
kind
• Pay attention to transitions
• Join the resistance and enlist the group
Summary
• Be an observer
Photo by K. Allison Lenkeit Meezan
• Be alert for projection
• Engage with the contact function – respond in
kind
• Pay attention to transitions
• Join the resistance and enlist the group
• Challenge negative behavior