Researching the Virtues Project. Derek Patton Child & Family Psychologist, reg. Australia PhD candidate, University of Melbourne Dedicated to the Piscataway and Conoy tribes of Maryland , the traditional Spiritual Companioners of this land, their and our ancestors
Child & Family Psychologist, reg. Australia
PhD candidate, University of Melbourne
Dedicated to the
Piscataway and Conoy tribes of Maryland,
the traditional Spiritual Companioners of this land, their and our ancestors
and to all past stolen children from any race, any place
After completing the sentence task, participants went to give the results to the researcher. A confederate posed as a student, apparently having difficulty understanding how to complete a task. The experimenter and confederate engaged in a conversation with the experimenter standing so that his body was open at about a 45° angle to the approaching participant. How long would the participant wait to be acknowledged, before interrupting?
10 min = ethically allowed time limit.
Anne Adriance, strategic planning director, Saatchi & Saatchi Kid Connection (kid theft)
"Advertising at its give the results to the researcher. A confederate posed as a student, apparently having difficulty understanding how to complete a task. The experimenter and confederate engaged in a conversation with the experimenter standing so that his body was open at about a 45° angle to the approaching participant. How long would the participant wait to be acknowledged, before interrupting? best is making people feel that without their product, you're a loser. Kids are very sensitive to that. If you tell them to buy something, they are resistant. But if you tell them they'll be a dork if they don't, you've got their attention. You open up emotional vulnerabilities and it's very easy to do this with kids because they're emotionally vulnerable."
Nancy Shalek, president, Shalek Advertising Agency
Unfortunately, we all engage in negative thinking about ourselves or others based on beliefs and prior life experience – including teachers about their students.
“Several child characteristics were consistently significant in predicting teachers’ expectations of children’s academic abilities. Child sex emerged as a consistent predictor of teacher expectations for reading at all time points, and girls were always more likely to be overestimated. Child sex was related to teacher expectations in math only at fifth grade, and, contrary to our hypothesis, girls were again more likely to be overestimated. Also, children’s social skills were significantly and positively related to teacher expectations for both reading and math at all time points. It may be that teachers tend to overestimate the academic competence of children they like and find easy to manage in the classroom.”
(Hinnant, O’Brien, & Ghazarian, 2009, p. 669)
“Minority boys had the lowest performance when their abilities were underestimated and the greatest gains when their abilities were overestimated.”
“in some situations teachers communicate positive expectations clearly and invest time and energy in children they perceive to be more able, whereas other teachers may be more likely to communicate negative expectations in a way that discourages children. More detailed observations of the processes by which teachers may convey differential expectations to children are needed to fully understand this process.” (p. 669)
“different ‘sub-climates’ can ensue when teachers’ differential expectations about the learning capability of high- and low-achieving children are expressed in differential treatment within the same classroom. Children have proven to be keen observers of such differences. Their reports suggest that differences, which regularly favor high achievers relative to low achievers, are manifested in various ways, including different curriculum, feedback and evaluation practices, rules, motivational strategies, emotional support, and teachers’ body language”
(Kuklinski & Weinstein, 2000, p. 2)
The good news is that these automatic reactions and assumptions can be changed with training, new cultural environments, and visible thinking, visible social construction & language change.
There are different ways to do this.
“Establishing, articulating and disseminating a common and shared values language is essential to good practice in values education…In a values-based school the shared values language comes to inform everything that school does and says. It underpins pedagogy, leadership, planning, policy positions, curriculum practices and behavioural expectations. If there is no common values language, if the values within the school are neither owned nor shared by the school community, there can be no basis for implementing effective, planned and systematic values education”(p. 9).At the Heart of What We Do: Values Education at the Centre of Schooling – The Final Report of the Values Education Good Practice Schools Project – Stage 2
“Children grow into the intellectual life around them” shared values language is essential to good practice in values education…In a values-based school the shared values language comes to inform everything that school does and says. It underpins pedagogy, (Vygotsky, 1978, p. 88)
“That intellectual life is fundamentally social, and language has a special place in it. Because the intellectual life is social, it is also relational and emotional. To me, the most humbling part of observing accomplished teachers is seeing the subtle ways in which they build emotionally and relationally healthy learning communities – intellectual environments that produce not mere technical competence, but caring, secure, actively literate human beings… language is a teacher’s most powerful teaching tool” (Peter Johnston, Choice Words: How our language affects children’s learning 2004) Recommended by Ron Ritchhart of Project Zero – Harvard
New Zealand 2004
Bank of New Zealand post graduate award funded
Our lady of Lourdes School Palmerston North.
“WE LIVE OUR CHRISTIAN VIRTUES”
Strategy 5 variables
Hinnant, J. B., O’Brien, M., & Ghazarian, S. R. (2009). The longitudinal relations of teacher expectations to achievement in the early school years. [Peer Reviewed]. Journal of Educational Psychology, 101(3), 662-670.
Kuklinski, M. R., & Weinstein, R. S. (2000). Classroom and grade level differences in the stability of teacher expectations and perceived differential teacher treatment. [Peer Reviewed]. Learning Environments Research, 3(1), 1-34.