2. THE INTEGRATED CLASSROOM Objectives: Outline defining
characteristics of the NHHSA Integrated Classroom.
3. THE INTEGRATED CLASSROOM Objectives: Outline defining
characteristics of the NHHSA Integrated Classroom Cover principles
of congruence, empathy, leadership, and process orientation
4. THE INTEGRATED CLASSROOM Objectives: Outline defining
characteristics of the NHHSA Integrated Classroom Cover principles
of congruence, empathy, leadership, and process orientation
Person-centered vs. Traditional approaches to education
5. THE INTEGRATED CLASSROOM Can be thought of as a unique
classroom environment in which learning takes place as a result of
positive student-student and student-teacher interactions.
6. THE INTEGRATED CLASSROOM Can be thought of as a unique
classroom environment in which learning takes place as a result of
positive student-student and student-teacher interactions. More
than simply a room occupied by students of various ages and grade
levels.
7. THE INTEGRATED CLASSROOM Can be thought of as a unique
classroom environment in which learning takes place as a result of
positive student-student and student-teacher interactions. More
than simply a room occupied by students of various ages and grade
levels. Social integration cooperation and association between
individuals.
8. THE INTEGRATED CLASSROOM Can be thought of as a unique
classroom environment in which learning takes place as a result of
positive student-student and student-teacher interactions. More
than simply a room occupied by students of various ages and grade
levels. Social integration cooperation and association between
individuals. An environment conducive to learning should be
inspiring and motivational.
9. THE INTEGRATED CLASSROOM Can be thought of as a unique
classroom environment in which learning takes place as a result of
positive student-student and student-teacher interactions. More
than simply a room occupied by students of various ages and grade
levels. Social integration cooperation and association between
individuals. An environment conducive to learning should be
inspiring and motivational. Students are motivated and inspired
most by: (1) fear of punishment (2) personal goals (3) emotional
state.
10. DEFINING CHARACTERISTICS Primacy of the student-teacher
relationship Positive and constructive peer-to-peer interactions
Self-paced, mastery-based study Relaxed environment Positive &
constructive student-teacher relationship; teacher assumes socially
dominant role Emphasis on self-development, commitment to goals,
process (rather than results) orientation Guided, rather than
regulated study processes
11. LEARNER-CENTERED FACETS CONTRASTED WITH TRADITIONAL
APPROACHES Learner-centered approaches Traditional approaches
Person centered Self-directed Democratic Child-centered Process
(how) Constructing understanding Inquiry-based Thinking
Relationship Experiential methods Cooperation Active Learning
Criterion referencing Showing Facilitating Liberatory pedagogy
Curriculum-centered Teacher-directed Hierarchical Teacher-centered
Content (what) Covering subject matter Knowledge-based Memorizing
Instruction Lecture Competition or individualism Passive Teaching
Norm referencing Telling Professing Banking model
12. LEARNER-CENTERED FACETS CONTRASTED WITH TRADITIONAL
APPROACHES Learner-centered approaches Traditional approaches
Person centered Self-directed Democratic Child-centered Process
(how) Constructing understanding Inquiry-based Thinking
Relationship Experiential methods Cooperation Active Learning
Criterion referencing Showing Facilitating Liberatory pedagogy
Curriculum-centered Teacher-directed Hierarchical Teacher-centered
Content (what) Covering subject matter Knowledge-based Memorizing
Instruction Lecture Competition or individualism Passive Teaching
Norm referencing Telling Professing Banking model
13. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS The ideal student-teacher relationship facilitates a
positive emotional state within the student.
14. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS The ideal student-teacher relationship facilitates a
positive emotional state within the student. For educational
purposes: Receptivity & Submissiveness
15. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS The ideal student-teacher relationship facilitates a
positive emotional state within the student. For educational
purposes: Receptivity & Submissiveness Optimism &
Affection
16. PLUTCHIKS WHEEL OF EMOTIONS
17. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS The ideal student-teacher relationship facilitates a
positive emotional state within the student. For educational
purposes: Receptivity & Submissiveness Acceptance >>
Trust >> Admiration Optimism & Affection
18. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS The ideal student-teacher relationship facilitates a
positive emotional state within the student. For educational
purposes: Receptivity & Submissiveness Acceptance >>
Trust >> Admiration Optimism & Affection Interest
>> Anticipation >> Vigilance
19. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Empathy In humanistic psychology, described as the ability
to see things from someone elses perspective; i.e., to understand
and accept the inner world of another.
20. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Empathy In humanistic psychology, described as the ability
to see things from someone elses perspective; i.e., to understand
and accept the inner world of another. Not necessarily synonymous
with sympathy.
21. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Empathy In humanistic psychology, described as the ability
to see things from someone elses perspective; i.e., to understand
and accept the inner world of another. Not necessarily synonymous
with sympathy. Rule of thumb: Seek first to understand, then be
understood.
22. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Empathy In humanistic psychology, described as the ability
to see things from someone elses perspective; i.e., to understand
and accept the inner world of another. Not necessarily synonymous
with sympathy. Rule of thumb: Seek first to understand, then be
understood. Congruence Put simply, this refers to realness or
genuineness on behalf of the instructor.
23. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Congruence Alignment of thoughts, words, and actions.
24. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Congruence Alignment of thoughts, words, and actions.
Alignment of internal (subjective) and external (objective)
experiences
25. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Congruence Alignment of thoughts, words, and actions.
Alignment of internal (subjective) and external (objective)
experiences Lack of inhibition
26. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Congruence Alignment of thoughts, words, and actions.
Alignment of internal (subjective) and external (objective)
experiences Lack of inhibition Putting your natural personality on
the line
27. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Congruence Alignment of thoughts, words, and actions.
Alignment of internal (subjective) and external (objective)
experiences Lack of inhibition Putting your natural personality on
the line Be as fearless with this as possible
28. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Congruence Alignment of thoughts, words, and actions.
Alignment of internal (subjective) and external (objective)
experiences Lack of inhibition Putting your natural personality on
the line Be as fearless with this as possible Allow your
personality to be scrutinized by your students
29. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Be responsive, not reactive
30. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Be responsive, not reactive Students will lose respect for
teachers who are too emotionally reactive to them just as any
subordinate individual will do for someone who is (typically)
socially dominant.
31. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Be responsive, not reactive Students will lose respect for
teachers who are too emotionally reactive to them just as any
subordinate individual will do for someone who is (typically)
socially dominant. The emotional state of the student is not given
permission to determine the frame of their interaction, the
emotional context (the affective part of affective + cognitive
facilitation).
32. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Be responsive, not reactive Students will lose respect for
teachers who are too emotionally reactive to them just as any
subordinate individual will do for someone who is (typically)
socially dominant. The emotional state of the student is not given
permission to determine the frame of their interaction, the
emotional context (the affective part of affective + cognitive
facilitation). Whatever situations arise in the classroom, the
instructor ought to always be calm, assertive, and sensitive to the
needs of his/her student without being reactive to them. This means
instructors should not, for example, feel easily (if ever!)
insulted or offended by their students.
33. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Be responsive, not reactive Students will lose respect for
teachers who are too emotionally reactive to them just as any
subordinate individual will do for someone who is (typically)
socially dominant. The emotional state of the student is not given
permission to determine the frame of their interaction, the
emotional context (the affective part of affective + cognitive
facilitation). Whatever situations arise in the classroom, the
instructor ought to always be calm, assertive, and sensitive to the
needs of his/her student without being reactive to them. This means
instructors should not, for example, feel easily (if ever!)
insulted or offended by their students. In controversial
intellectual conversations, be as emotionally neutral as possible,
especially if you give your own thoughts on the issue.
34. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Process Orientation A state of mental presence to the
moment at hand the here-and-now.
35. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Process Orientation A state of mental presence to the
moment at hand the here-and-now. Not necessarily synonymous with
intense focus or concentration; you could be in a state of relaxed
or environmental awareness.
36. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Process Orientation A state of mental presence to the
moment at hand the here-and-now. Not necessarily synonymous with
intense focus or concentration; you could be in a state of relaxed
or environmental awareness. Process orientation should be
understood as an association of positive emotions with the task at
hand.
37. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Process Orientation A state of mental presence to the
moment at hand the here-and-now. Not necessarily synonymous with
intense focus or concentration; you could be in a state of relaxed
or environmental awareness. Process orientation should be
understood as an association of positive emotions with the task at
hand. Presence Positivity Action
38. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Setting the Frame of an Interaction
39. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Setting the Frame of an Interaction Setting the frame
means that you determine the terms of the interaction i.e., the
topic under consideration and the emotional framework (what
emotional responses are acceptable/appropriate to the situation;
students will, if they respect your position as the dominant one,
imitate).
40. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Setting the Frame of an Interaction Setting the frame
means that you determine the terms of the interaction i.e., the
topic under consideration and the emotional framework (what
emotional responses are acceptable/appropriate to the situation;
students will, if they respect your position as the dominant one,
imitate). Any deviations should typically be only those youve
allowed or find acceptable.
41. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Setting the Frame of an Interaction Four Phases 1) State
transference 2) Rapport 3) Comfort 4) Momentum
42. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Setting the Frame of an Interaction Four Phases 1) State
transference Your emotional state predominantly influences
theirs
43. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Setting the Frame of an Interaction Four Phases 1) State
transference Your emotional state predominantly influences theirs
Whatever you feel, they feel.
44. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Setting the Frame of an Interaction Four Phases 1) State
transference 2) Rapport
45. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Setting the Frame of an Interaction Four Phases 1) State
transference 2) Rapport Demonstration of personal values student
accepts your value system relationship of mutual trust, acceptance,
and empathy
46. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Setting the Frame of an Interaction Four Phases 1) State
transference 2) Rapport Demonstration of personal values student
accepts your value system relationship of mutual trust, acceptance,
and empathy Story-telling (most efficient way to demonstrate
value)
47. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Setting the Frame of an Interaction Four Phases 1) State
transference 2) Rapport Demonstration of personal values student
accepts your value system relationship of mutual trust, acceptance,
and empathy Story-telling (most efficient way to demonstrate value)
Humor by expressing yourself in a humorous way you indirectly
communicate you value system.
48. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Setting the Frame of an Interaction Four Phases 1) State
transference 2) Rapport Demonstration of personal values student
accepts your value system relationship of mutual trust, acceptance,
and empathy Story-telling (most efficient way to demonstrate value)
Humor by expressing yourself in a humorous way you indirectly
communicate you value system. However, do not, EVER attempt to seek
your students validation. They should seek yours, not the other way
around.
49. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Setting the Frame of an Interaction Four Phases 1) State
transference 2) Rapport 3) Comfort
50. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Setting the Frame of an Interaction Four Phases 1) State
transference 2) Rapport 3) Comfort Compliance
51. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Setting the Frame of an Interaction Four Phases 1) State
transference 2) Rapport 3) Comfort Compliance Receptivity &
Submissiveness
52. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Setting the Frame of an Interaction Four Phases 1) State
transference 2) Rapport 3) Comfort Compliance Receptivity &
Submissiveness Displays of affection
53. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Setting the Frame of an Interaction Four Phases 1) State
transference 2) Rapport 3) Comfort Compliance Receptivity &
Submissiveness Displays of affection Not sure whether youve
established Rapport and Comfort with a student? Try giving him/her
a compliance test; evaluate their reaction.
54. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Setting the Frame of an Interaction Four Phases 1) State
transference 2) Rapport 3) Comfort 4) Momentum
55. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Setting the Frame of an Interaction Four Phases 1) State
transference 2) Rapport 3) Comfort 4) Momentum You have established
the dynamics you want and you are in a position to facilitate the
learning process.
56. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Setting the Frame of an Interaction Four Phases 1) State
transference 2) Rapport 3) Comfort 4) Momentum You have established
the dynamics you want and you are in a position to facilitate the
learning process. Facilitation, in this context, means nothing more
than that you orchestrate the conditions necessary and sufficient
to your students learning.
57. DEVELOPING A LEARNER-CENTERED RELATIONSHIP WITH YOUR
STUDENTS Setting the Frame of an Interaction Four Phases 1) State
transference 2) Rapport 3) Comfort 4) Momentum You have established
the dynamics you want and you are in a position to facilitate the
learning process. Facilitation, in this context, means nothing more
than that you orchestrate the conditions necessary and sufficient
to your students learning. How does this work? When youve
progressed through the previous 3 stages, your students will listen
to what you have to say and respond emotionally and intellectually
to it (cognitive + affective reactivity).
58. ESSENTIAL CHARACTERISTICS OF AN NHHSA INSTRUCTOR
Energy
59. ESSENTIAL CHARACTERISTICS OF AN NHHSA INSTRUCTOR Energy If
you dont feel energetic when you get to work, thats something YOU
need to work on!
60. ESSENTIAL CHARACTERISTICS OF AN NHHSA INSTRUCTOR Energy
Humor
61. ESSENTIAL CHARACTERISTICS OF AN NHHSA INSTRUCTOR Energy
Humor Task orientation and drive
62. ESSENTIAL CHARACTERISTICS OF AN NHHSA INSTRUCTOR Energy
Humor Task orientation and drive You should exhibit a natural
curiosity, passion, and aptitude for your subject area.
63. ESSENTIAL CHARACTERISTICS OF AN NHHSA INSTRUCTOR Energy
Humor Task orientation and drive Sociability and
lightheartedness
64. ESSENTIAL CHARACTERISTICS OF AN NHHSA INSTRUCTOR Energy
Humor Task orientation and drive Sociability and lightheartedness
Work on your ability to not always take yourself so seriously. Your
students will appreciate and love you for it (your personal social
circle might too).
65. ESSENTIAL CHARACTERISTICS OF AN NHHSA INSTRUCTOR Energy
Humor Task orientation and drive Sociability and lightheartedness
Respectability
66. ESSENTIAL CHARACTERISTICS OF AN NHHSA INSTRUCTOR Energy
Humor Task orientation and drive Sociability and lightheartedness
Respectability Rather than being authoritative, earn your students
respect!
67. ESSENTIAL CHARACTERISTICS OF AN NHHSA INSTRUCTOR Energy
Humor Task orientation and drive Sociability and lightheartedness
Respectability Confidence & Competence
68. ESSENTIAL CHARACTERISTICS OF AN NHHSA INSTRUCTOR Energy
Humor Task orientation and drive Sociability and lightheartedness
Respectability Confidence & Competence Self-sufficiency
