EDUC 6735 - Module 6 Discussion

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Concordia University Saint Paul *

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6735

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Psychology

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Dec 6, 2023

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The development of competencies known as 21st-century skills are garnering increasing attention. Yet, many students struggle with problems related to issues of perspective-taking, self- awareness, and self-regulation. When faced with a struggle or challenge, many students lack the skills needed to overcome adversity. All too often, we see students throwing in the towel, melting down, and just plain refusing to think critically or problem-solve. What usually precedes students voicing their "I cannot do this” mentality is that their frustration levels have gotten the best of them. Fortunately, bringing about desired improvements in thinking lies in the teacher's ability to understand and supply meaningful ways to support students. One of the first ways teachers can help learners deal with their frustrations involves empowering students to use mediation techniques to solve problems or deal with challenges (Walden University, 1996b). Mediation is a positive process that requires one to step back, reassess a situation, and focus on a realistic analysis of options that will result in mutually acceptable or beneficial solutions. Likewise, teachers can create classrooms that are conducive to responsive behaviors. Thoughtful environments “create an atmosphere of trust, allow for risk-taking, and are experimental, creative, and positive” (Costa & Kallick, 2008, p. 99). Part 1: Empowering Students to Solve Problems Using Mediation Techniques Although mediation techniques are often used as a form of conflict resolution between two parties, the skills associated with them can also be utilized to teach students how to deal with frustration. For example, this year, more than ever, many of my sixth-grade students are struggling with math. I attest this to our state’s mandate for closing schools and implementing distance learning. While learning from home, many students made little to no progress in their learning, especially students from disadvantaged homes (Engzell et al., 2021). It is not uncommon for my low to middle achieving math students to truly become frustrated this year. It seems that since students have returned to school, I have had to spend quality time reassuring them that they are capable of completing sixth-grade math. Just yesterday, I had a girl that started crying at her desk over a word problem. I saw this as an excellent opportunit y for “in the moment ” mediation (Walden University, 1996 b). Although she had been previously taught all of the skills to solve this problem, the sight of the word problem made her instantly feel overwhelmed. The first thing I did was remove her from the situation so that she could calm down. Once she calmed down, we were able to look at the problem and discuss what was important information and what could be thrown out. As I guided her through this process, asking questions and scaffolding as needed, I listened empathetically, trying to understand what was indeed causing my student’s frustration. As well, I at tempted to insert moments of humor to help my student relax. “ Laughing has been found to have positive effects on stress hormones and provokes higher-level thinking skills ” (Costa & Kallick, 2008, p. 35). After about five minutes, my student figured out how to solve the math problem virtually on her own. Upon completion, we talked about how she could use mediation skills the next time she felt frustrated. Part 2: Creating a Trusting Environment by Using Response Behaviors to Allow for Risk Taking Students benefit from positive relationships with trusted adults. There is nothing more important than a safe, positive, nurturing classroom environment. Learning can only occur if

students feel comfortable and secure in their learning spaces (Holley & Steiner, 2005). Like any other teaching practice, creating a classroom culture where students and teachers trust each other takes time and commitment. Some people believe that these trust relationships just happen naturally, and with some students, perhaps they do. However, often teachers need to develop skills to strengthen their interactions with all students. As mentioned in the Responsive Behavio rs video, I like to follow and implement the SPACE (silence, providing data, accepting nonjudgmentally, clarifying, and empathizing) classroom response behaviors (Walden University, 1996a). Recently, my students participated in a history debate. Working in teams, students spent the hour taking turns, arguing whether or not the colonies should have declared independence from Great Britain. This was an excellent opportunity for students and myself to practice our responsive behaviors. My students did not know the topic of the debate initially; thus, it was important that I gave them time to think about the topic before engaging in the debate. Because my students were be required to write a persuasive essay after the debate about their perception of the topic, we had discussions about how important it was to listen for understanding. Likewise, before beginning the debate, we discussed how important it was to be accepting and non-judgmental of each other, especially when presenting information during a debate. We also talked about how our perceptions differed and that it was okay to think differently. I made sure to explain that what was important was clarifying their viewpoints by providing reason. References Costa, A. L., & Kallick, B. (Eds.). (2008). Learning and leading with habits of mind: 16 essential characteristics for success . Association for Supervision and Curriculum Development. Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceeding of the National Academy of Sciences of the United States of America, 118 (17), 1-7. https://doi.org/10.1073/pnas.2022376118 Holley, L. C., & Steiner, S. (2005). Safe space: Student perspectives on classroom environment. Journal of Social Work Education, 41 (1), 49-64. Walden University. (1996a). Responsive behaviors [Video file]. Walden University Blackboard. https://class.waldenu.edu Walden University. (1996b). The mediation process [Video file]. Walden University Blackboard. https://class.waldenu.edu

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