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Developing Interpersonal & Intrapersonal skills for a Positive Classroom Culture
Transcript of Developing Interpersonal & Intrapersonal skills for a Positive Classroom Culture
Shared understandings of the role that classroom culture plays in students attaining outcomes. The experience of teaching conflict resolution The experience of teaching intrapersonal skills the experience of teaching cooperative learning strategies Conflict Resolution Seminal work, such as that of Piaget and Vygotsky, established the importance of both extrinsic and intrinsic factors on young people (Hazel & Monfries, 2005). Improving Intrapersonal Skills Cooperative Skills Cooperative Skills Cooperative Skills Cooperative Skills Cooperative Skills Cooperative Skills Cooperative Skills Cooperative Skills Cooperative Skills Recommendations on Explicitly Teaching these Skills: Find resources
Using puppets During our practicums we all encountered students with low inter/intra personal skills. These students:
Were constantly distracted by social problems.
Reported difficulty communicating with others.
Regularly engaged in discipline processes. Developing students self-regulation and self-responsibility skills (Johnson, Johnson, Dudley, Burnett, n.d.).
Providing students with life long skills and meaningful strategies when dealing with conflicts (Johnson, Johnson, Dudley, Burnett, n.d.).
Creates positive and significant learning environments that support student wellbeing (Jones, 2004).
Empowers students (Johnson, Johnson, Dudley, Burnett, n.d.).
Provides teachers with more time as students develop conflict strategy skills. Benefits of conflict resolution strategies Conﬂict resolution education “models and teaches, in culturally meaningful ways, a variety of processes, practices and skills that help address individual, interpersonal, and institutional conicts, and create safe and welcoming communities” (Jones, 2004) Improves self-esteem and feelings of self worth (Pantiz, 1999 & Slavin, 1980).
Develops high level reasoning skills (Natasi & Clements, 1991).
Student interaction and networking is improved (Pantiz, 1999). Natasi, B. K., & Clements, D. H. (1991). Research on cooperative learning: Implications for practice. School Psychological Review, 20(1), 110-131.
Panitz, T. (1999). The motivational benefits of cooperative learning. New Directions for Teaching and Learning, 78(1), 59-67.
Slavin, R. E. (1980). Cooperative learning. Review of Educational Research, 50(2), 315-342.
Talmage, H., & Pascarella, E. T. (1984). The influence of cooperative learning strategies on teacher perceptions of the learning environment, and academic achievement. American Educational Research Journal, 21(1), 163-179.
Johnson, D., Johnson, R., Dudley, B. & Burnett, R., (n.d.). Teaching Students to be Peer Mediators. References Empowers students.
Raises self-esteem, self-worth and wellness
Overflow positively impacts student learning and social interactions. Conflict Resolution Articles:
Johnson, D., Johnson, R., Dudley, B. & Burnett, R., (n.d.). Teaching Students to be Peer Mediators. - Peacemaker ideas and mediators strategies.
Jones, T., (2004). Conflict Resolution Quarterly. Conflict Resolution Education:The Field, the Findings, and the Future. 22(1-2), 233-267. - How to make a positive and supportive learning environment.
http://olc.spsd.sk.ca/DE/PD/instr/strats/coop/ - Useful strategies for cooperative learning.