Poetter & Badiali Creating a Climate for Learning
Poetter, T.S., & Badiali, B.J. (2001). Teacher leader. Larchmont, NY: Eye on Education.
Chapter 8: Creating a Climate for Learning
- “Embedded in every class there are certain patterns of interaction bewteen teachers and students. These patterns may be the single most important factor in the teaching and learning process (p. 86).”
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Social/Emotional Climate
- “When students feel supported and intellectually challenged, they are more apt to think, inquire, and problem-solve as opposed to when they feel threatened or stressed (p. 86).”
- “The climate of a classroom is determined largely by what a teachers says…what a teacher says is a good representation of what a teacher really is (p. 86).”
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Categorizing Teacher Language:
- Category 1: Praise or Encouragement
- Category 2: Acceptant or Clarifying
- Category 3: Problem Structuring
- Category 4: Neutral
- Category 5: Directives
- Category 6: Admonishments
- Category 7: Defensive or Self Justifying
- Categorizing teachers’ language can help determine the student centeredness and teacher centeredness of the teacher.
- “What separates professionals from amateurs is knowing what impact their behaviors will have; what consequences will result from their actions (p. 91).”
- Group Interactions
- “Good teachers not only know how to e autonomous, they also know how to work closely with colleagues to identify and solve problems (pp. 91-92).”
- Initiator-contributor
- Information seeker
- Opinion seeker
- Information giver
- Opinion giver
- Elaborator
- Coordinator
- Orienter
- Evaluator-critic
- Energizer
- Procedural technician
- Recorder
- Encourager
- Harmonizer
- Compromiser
- Gatekeeper or Expediter
- Observer and commentator
- Follower
- Aggressor
- Blocker
- Recognition-seeker
- Self-confessor
- Playboy or Playgirl
- Dominator
- Help-seeker
- Special-interest pleader
- Task Roles
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Freeing Responses:
- Asking clarifying questions
- Paraphrasing
- Perception checking
- Offering information
- Active, attentive listening
- Binding Responses
- Changing the subject
- Explaining another person’s behavior
- Giving directions
- Leveling an expectation
- Denying feelings
- Personal Roles
- “Knowing the role classifications and abiding by the ground rules should enhance the chance that a group will be successful (p. 99).”
- “Conflict becomes destructive when it stops a group’s progress or interferes with completing a task (p. 100).”
- “When teachers collectively address problems and issues that are of moment to their work, they have a chance to make their practice consistent with their educational values (p. 101).”
- “Discovering or uncovering problems within the school community is one of the best things a teacher leader can do, especially when the tendency is to hide or ignore problems in the workplace (p. 101).”
- Dysfunctional Roles
- “Even the most naturally gifted individuals have to arrive at what they are doing at a very conscious level to understand not only how they can have an impact on a group, but also to recognize how to motivate others in the group (p. 97).”
- Freeing statements foster communication by keeping lines of communication open. Binding statements do the opposite, shutting down conversation. Trust is critical. Open communication depends on trust.
- Reviewing ground rules and discussing roles can enhance group productivity.
- Acknowledging and Addressing Conflict
- Study Teams