The implications for science teachers from this research area would be to structure much of the science class cooperatively with the teacher only teaching enough to get the groups operating and then monitoring and interacting with small 2 to 4 students cooperative groups.
It may be useful to encourage all the students to verbalize significant content in the groups and to encourage constructive argument. Such grouping should improve the attitudes toward science of student populations not presently positive about science. We need to acknowledge the academic influence students have with each other, and enlist the help of students to set norms in schools so students will encourage each other to learn in science.
In this way, the classroom will become a place where students care about each other's learning and are successful. Johnson, D. Bickman Ed. Applied Social Psychology Annual, 4. Learning together and alone: Cooperative, competitive and individualistic learning.
Circles of learning. Psychological Bulletin, 89, What can you learn about the connection and care happening in this photograph?
Resources and environmental factors are useful only when they enrich and empower the growth of human interactions between children and adults. So think about the photos of the play areas with no people in them. Those beautiful materials are the inactive ingredients. They are really only useful if they help us to connect, to interact in a positive way. And think back on the caregiver in China and think of the materials they were using.
You know, was that pen with the tissue on it particularly important? Not really, right? Human relationships are primary in all of living. And research supports this over and over again. So we know that no matter what sort of stress or adversity a child has been through, children who develop this resilience, so this ability to bounce back from stress and trauma, they have had at least one stable and committed relationship with an adult. And that adult or one of those adults is you.
You are critical to their emotional well-being to their developing this sense of belonging, this sense of safety in the world. So we have to ask ourselves, what makes up our relationships? Just think of your answer to that question. Some people say trust. Some people say being seen. Respect, honesty. And when we take these larger relational values down to their most basic components, we can see that we build trust through our everyday interactions.
We can see that we, you know, we show people that we see them through our everyday interactions. We build mutual trust and respect through our everyday interactions. So when we really break it down, our relationships are built upon these ordinary, everyday interactions that we share. So that brings us to what does that even mean? What does it mean to interact? So I want you to think about the first word that comes to mind when you hear that word interact.
Some people say things like connect, give and take, respond, relate to, communicate. How can you even tell? What does it mean to have a good child-adult interaction? So just hold that in mind as we move forward. And if you need to take a break from this video, this is a great time during the workshop to kind of pause the video, get up and move around, take a break, take care of anything that you need to take care of.
You do this all the time, every day — adult-child-activity. And the activity really could be anything. Here it is.
It looks like maybe a face painting experience, but it could be blowing bubbles together. So the heart of a positive interaction is really this triangle, adult-child-activity. Also, during Dr. This is a tool for noticing and appreciating human interactions. This is more of a noticing tool, a tool to help us understand the interactions that we experience as human beings and as caregivers as children. So with this tool, we can ask ourselves, what are we noticing about our interactions?
How are we managing positive interactions during challenging times? So rather than focusing on doing right or doing wrong, this is really a tool that helps us notice what we are already doing to connect — what we are already doing to promote reciprocity, to promote inclusion, and to offer opportunities for children to grow.
So these are the four areas that Dr. Li and his research team observed in human interactions. Connection is this being mutually in tune, so connecting, interacting with mutually positive or appropriate emotions.
So being present, being in tune with one another. If a child is sad, we might approach the child with a neutral expression, maybe a softer voice. We would be connecting and attuning together with what that child is going through. Reciprocity is serve and return. So you can think of this tennis match, and one person serves the ball, kind of serves, an invitation to interact, and the other returns it. And that game continues really for as long as the participants wanted to.
And this kind of back and forth, you could use your body, you could use, you know, your speech. But this reciprocity, this serve and return really also lights up the important areas that the brain dedicated to social connection for young children. So think about these two, connection and reciprocity.
And we will take a look at a video of an interaction between a physical therapist and a child. So what did you notice about this interaction? Think about that. And how do you know that the physical therapist is connecting with the child? In what ways does reciprocity really play out in this interaction? So you may have noticed there was a lot of eye contact on both ends, right?
They are really in tune with their eye contact, the child, and the physical therapist. So we can see that serve and return really shining in this interaction. So you might be putting more emphasis on your tone, your body language, your eye contact. You might be more mindful of relaxing your body and hands so children can use your body language cues of calm from your whole body. And, again, these are tools we can use at all times. So when you see these elements of connection and reciprocity play out in this interaction, you can see how these small tools that you use each day form these important elements of connection and reciprocity.
And as you can see, when we look at kind of the breakdown of each of these elements, we can see three different columns, X, Y, and Z. So if we look under connection, the red portion, we can see in the X area, the adult and the child are facing each other and are experiencing friction, right?
We can all remember times when this was the case. In the y area, we might be mismatched. The adult and the child are mismatched. Rohrke would greet myself and my friends with a warm welcome and smile each day. These moments matter. It starts by being intentional about the words we use and the way we follow up on them with our actions. There is no getting around the fact that your actions and words are so important. Every interruption can be a touchpoint if you do three things in response to addressing an issue: listen, frame, and advance.
We call it the touchpoint triad. Listen to the interruption, frame the issue in some way, and advance the conversation. That's how you handle a touchpoint -- and you can do it in twenty seconds.
It's all about being very alert to these conversations and making the most of them instead of dismissing them so you can get back to work. GMJ: Can you give me an example of how this works in the real world? Conant: Let's say you encounter someone in the hall, and he has something to say to you. The first thing to do is listen intently.
Then you make sure you understand whose issue it is. Is it his issue, is it your issue, or is it an issue the two of you share? After you've listened intently for twenty seconds or however long it takes, frame the issue. You could say something like, "OK, as I understand it, this is what you're saying, and this is the situation we're facing. If he needs your approval for something, you can say, "Go ahead" or "Wait a minute, please check with so and so.
But in every touchpoint, you want to advance things forward in some meaningful way. GMJ: Listening, framing, and advancing sounds like it takes a lot of analytical energy and willingness to help.
How do you find the energy and stay focused? Conant: We recommend that you go into every interaction with a mindset of how you can help. So after you listen, frame, and advance, at some point, ask yourself or the other person how that interaction went. Is there anything more you can do for him? It's that simple. If you want people to be engaged in your company, you've got to be very engaged in those interactions. I would suggest it's better to bring energy to it than not.
I find that when I practice this -- listen, frame, advance -- I look at it as an opportunity to be helpful every time I talk to someone. It gives me energy to get into the interaction.
Conant: To answer that, let me start with the four A's that we suggest people bring to these interactions. You need to be alert, abundant, authentic, and adaptable.
0コメント