zaterdag 19 september 2015

Adopt a supportive style

A supportive teaching style that allows for student autonomy can foster increased student interest, enjoyment, engagement and performance. Supportive teacher behaviours include listening, giving hints and encouragement, being responsive to student questions and showing empathy for students. (Reeve and Hyungshim, 2006)

Supportive style

Non supportive style

Listening - carefully and fully attended to the student's speech, as evidenced by verbal or nonverbal signals of active, contingent, and responsive information processing.

Asking what student wants - Such as "Which problem do you want to start with?"

Allowing students to work in their own way

Allowing the students to talk

Using explanatory statements as to why a particular course of action might be useful, such as "How about we try the cube, because it is the easiest one."

Using praise as informational feedback, such as "Good job" and "That's great."

Offering encouragements to boost or sustain the student's engagement, such as "Almost," "You're close," and "You can do it."

Offering hints, such as "Laying the map on the table seems to work better than holding it in your lap" and "It might be easier to work on the bottom of the map first."

Being responsive to student-generated questions, such as "Yes, you have a good point" and "Yes, right, that was the second one."

Communicating with empathic statements to acknowledge the student's perspective or experience, such as "Yes, this one is difficult" and "I know it's sort hard to tell."


Holding or monopolizing learning materials

Giving the solutions or answers before the students had the opportunity to discover the solution themselves.

Uttering directives or commands, such as "Do it like this," "Start this way," or "Use pencil."

Making statements that the student should, must, has to, got to, or ought to do something, such as "You should keep doing that" and "You ought to . . ."

Asking controlling questions, such as "Can you move it like I showed you?" and "Why don't you go ahead and show me?"

Making statements communicating a shortage of time, such as "We only have a few minutes left."

Using praise as contingent reward to show approval of the student or the student's compliance with the teacher's directions, such as "You're smart" or "You are really good at playing with blocks."

Criticizing the student or the student's lack of compliance with the teacher's directions, such as "No, no, no, you shouldn't do that."