Session 6

1. Session 6 Teacher Communication/ Nonconscious learning

2. Teacher Communication • If you had to decide to send your child to either of the two schools below, which one would you pick? • A) a school beautifully appointed with wonderful resources, great view, good technology, great playground and an average teacher • B) an average school, even a bit on the run down side with great teachers

3. Teacher Communication • When students are treated well, their brains produce feel good chemicals and commonly make decisive statements like, “I Like Learning.”

4. Teacher Communication • Teachers are not merely influenced by overall school climate; they create their own microclimates in classrooms. Learners in a positive, joyful environment are likely to experience enhanced learning, memory and self-esteem. • Why is this? Mirrors Neurons systems

5. Teacher Communication • Mirror Neuron System ( Rizzolati, and Gallasse) discovered using a subset of brain cells by accident (using magnetic imagery machines) • Were studying the brains of monkey as they preformed complex actions/ tasks • They found that as they performed these tasks a certain subset of neurons fire • However they also discovered that monkeys who were watching other monkeys do the same tasks, that their brains fired the same as if they were doing it

6. Teacher Communication • They deduced that this is the basis of imitation learning related to • Social learning, the contagious yawning, mob behaviors, copy cat crimes • They also say this is why students pickup on students emotions • As people get older, they are less susceptible to these behaviors unless their frontal lobes are damaged • However, teenagers and young children have not outgrown this.

7. Teacher Communication • In the classroom, it is now believed that students pickup on and are affected by a teacher’s mood far more than previously believed.

8. Teacher Communication • Teachers who smile, use humor, have a joyful demeanor and take a genuine pleasure in their work generally have high performing learners. • Or is it vive versa?

9. Teacher Communication • Does it ever seem like when you are in a good mood, your students are in one as well?

10. Teacher Communication • Expectations increase the likelihood of certain behaviors which in turn may influence the outcome

11. Teacher Communication

12. Teacher Communication • Rosenthal and Jacobson did a famous study in which they told teachers that 20 % of their class that they randomly selected had “unusual potential for academic Growth.” • Eight months later, these students showed significant academic growth compared to those not identified.

13. Teacher Communication • The result of this study were reproduced reliably • Can be done the opposite as well, tell someone that the person is bad and the teacher will see bad.

14. Teacher Communication • A teacher smile or lack there of, communicates more than you can imagine • Can you think of any examples of when you were feeling down and students were at their worst? • On bad days, you need to get entered, put on a good face, • Teaching is acting

15. Teacher Communication • How do you draw the line between an authority figure and being gentle and not turning the students off?

16. Teacher Communication • Some jobs have automatic authority • Police • Military • Clergy • Doctors • But teachers do not have this- actually, sometimes it is the opposite

17. Teacher Communication • A teachers respect is earned by their ability to win over the students’ respect • Your respect is judged by your actions as well as your content message • When successful students will do what you ask, because they believe and trust in you.

18. Teacher Communication • Things you can do as a teacher that will increase credibility • Model respect, respect your learners and they will be respectful of you • Share your experience. How long have you been in the profession, and what has been instruments for your growth • Talk about your mentors and role models • Volunteer to work on district, state or national projects or committees • Become know as a your organizations spokesperson on a particular subject-preferably your area of expertise • Attend continuing education courses

19. Teacher Communication • Things you can do as a teacher that will increase credibility (continued) • Attend continuing education courses, conferences and workshops. Present at them if possible • Keep your promises and commitments • Use positive language- never vulgarity, profanity, Interrupt al racist or sexist remarks made by anyone in your presences • Contribute articles to periodicals, anthologies, or scholarly journals for publications consideration

20. Teacher Communication • Although we are only able to process one incoming sensory message at a time, the subconscious works overtime translating all the other sensory data. • Your body/ mind has the ability to completely focus on one thing, like a movie, concert, driving and later you remember details you were not focused on?

21. Teacher Communication • You have also heard that people that when you communicate you give off verbal as well as nonverbal communication and that people believe on the nonverbal more.

22. Teacher Communication • Your learners are the same, you need to say the same thing with your body as well as your words. • Your students are aware of both and are the nonverbal has more of an impact

23. Teacher Communication • Does your appearance/dress effect your students performance? • What do you think?

24. Teacher Communication • John Molloy (1988) did a study to determine the impact of teacher dress on students learning. Malloy fund that teachers that dressed better, experienced fewer student discipline problems and better work habits. • He also found that the socioeconomic background of the students effected the type of clothing the students responded to

25. Teacher Communication • John Malloy’s research was not taking seriously in education circles, but was a big hit in business circles • PE Teacher- black sweat suits • Would you feel comfortable with a doctor that dressed like a bum?

26. Teacher Communication • What is the line between control for learning and controlling too much that causes stress.

27. Teacher Communication • Excessive control by a teacher increases stress and reduces learning • If students are predominantly self motivated, they must be given the opportunity to focus on areas of their own interest • Learner must be stakeholders • The new model of teaching is analogous to offering substance for the learners to fill his or her own containers, it reframes the teachers as more of a learning coach

28. Teacher Communication • Chang ( 2001)- found, not surprisingly, that students learn better when they find the information of personal use to them

29. Teacher Communication • Need to get students to have a positive attitude about learning More effective communication can help with this , use the SAT approach for more effective learning Suggest Ask Tell

30. Teacher Communication • Suggest- this method provides a strong perceived choice- i.e.. You might like to use your colored pens for taking notes • Ask- make a request in a way that encourages students to follow- i.e. would you please use your colored pens for taking notes • Tell- this is primarily used to provide instructional directions- it simply give learners a direct statement in an expectant tone-i.e...- using your colored pens, please write this down..

31. Teacher Communication • Less effective Communication Methods • Hope- this request is not verbalized: rather it is simply assumed that learners will comply- The thought is actually outside their awareness, Since the learners do not know about it, there is no perceived choice • Imply-the request is never made, rather it is talked around in hope the learners will infer from implication. Because there is no overt recommendation, there is minimal perceived choice.

32. Teacher Communication • Less effective Communication Methods ( continued) • Demand/threaten- this is an order, delivered in a way that the learners have minimal or no perceived choice. This method should be reserved for occasion when a person’s safety is in danger • Force- this is to be used only in and emergency. Learners have no perceived choice; no other option is available to them. This is inacceptable unless lives and property are stake stake.

33. Teacher Communication • Controlled and quiet environments are not the most ideal environment for learning? • Valle (1990) found 50 % needed extensive mobility while learning- of the remaining, 25 % needed occasional mobility- and the remaining need some mobility

34. STOPPED

35. Teacher Communication • TPR – Total Physical Response – is an approach to teaching language requiring immediate physical responses . • TPR • https://www.youtube.com/watch?v=1Mk6RRf4kKs

36. Teacher Communication • Try to associate new information with physical movements

37. Teacher Non Conscious Learning • Your Nonconscious Mind acts before your conscious mind does • Research has shown that 99% of learning is nonconscious- is from non intended stimuli that far exceeds that derived from traditional delivered content or what was outlined by the lesson plan.

38. Teacher Non Conscious Learning • Take group projects- students are learning all types of things no intended. Some good some bad- learning content/ correct and in correct- about others in the group?

39. Teacher Non Conscious Learning • What is nonconscious learning? • it refers to something that we learn that we do not pay attention to in the moment

40. Teacher Non Conscious Learning • Some principles about Nonconscious learning: • Acknowledge the minds enormous capacity for reception • Everything suggest something to our complex minds- what the teachers wear, the environment is like, presentation of material • Conscious direct learning drops over time, the use of suggestion actually increases learning over time.

41. Teacher Non Conscious Learning • Some principles about Nonconscious learning: • All communication takes place on a conscious and non conscious level at the same time, teachers need to be aware of both • Teachers must be trained regarding their nonverbal message

42. Teacher Non Conscious Learning • Some principles about Nonconscious learning: • Categorize the value of visuals, music, stories , myths metaphors and movements • All stimuli to the brain are coded, symbolized, generalized and multi processed in ways that has yet to be understood

43. Teacher Non Conscious Learning • Address perceptions, biases and barriers before learning. • Once we recognize our strengths and weaknesses we can achieve dramatic results

44. Teacher Non Conscious Learning • Remember that the teacher may be focusing on content, learners are absorbing much more than just what your saying • They are also listening to your utterings and observing your facial expression • Be aware of your nonverbal messages and that they are congruent with what is intended

45. Teacher Non Conscious Learning • Examples of ways to use positive suggestions • While I do not expect to make scientist out of you, I do expect to provide you with the basics. • You might be surprised by how interesting science can be; many students ask me to give them more resources.

46. Teacher Non Conscious Learning • Examples of ways to use positive suggestions • Don’t forget to do your homework • Be sure to remember to do the word problems tonight at home. We will go over the answers tomorrow

47. Teacher Non Conscious Learning • Examples of ways to use positive suggestions • Hey guess what? There are only 45 days of school left until school is out. • Bummer, only 45 days are left for us to be together in this classroom. The good news, though, is there are only 153 days until school starts again, and you’ll be in a higher grade

48. Teacher Non Conscious Learning • Examples of ways to use positive suggestions • If you do not complete any of the four basic requirements, you can expect to fail this course. There are no exceptions. • Complete all four requirements for this course, and you can expect to pass. Anything less, however, means a no-pass grade.

49. Teacher Non Conscious Learning