Affective Teaching Vs. Putin Method

Affective Teaching

Does emotion have a place in classroom

learning?

1What this paper is all

about…

The Story of the “Angry Principal/Teacher”

• A very common experience

What is worse than an “angry teacher”?

• The Emotionless Teacher (The Putin Method)

What does educational thinkers say?

• The key to successful teaching is to become a caring teacher

• (e.g., Berliner, 1995; Bracey, 1991; Brookover, 1981; Brown, 1971; Deutsch, 1949; Flanders, 1970; Glasser, 1969; Glidewell, 1976; Hentoff, 1966; Johnson & Johnson, 1991; Kohl, 1969; Kozol, 1967; Krishnan, 2006; Lightfoot, 1983; Lippitt & Gold, 1959; McMillan, 1980; Nyquist & Hawes, 1972; Purkey, 1983; Rogers, 1969; Schmuck & Schmuk, 1974, 1976; Silverstein, 1994; Thelen, 1960, Withall, 1949a, 1949b, 1977).

In other words…

to be somewhat Mother Theresa-like in the

classroom

What does some teachers say?

Hi Roy,My sister and I were discussing whether

teachers being “caring” is essential to learning. For instance, should teachers be personable to their students? She did not feel that it was necessity for a teacher to indicate care for his/her students, so long as the teacher provided the knowledge needed, and the inspiration to keep learning.

:-) janelle (not her real name)


• “If a teacher shows too much care towards students…students will take advantage of the teacher.”

---A lecturer

• “A caring teacher will ultimately see the sole of their students shoes.”

---A high school teacher


• “The best thing is to keep a straight face. Don’t show any emotion. It will make you vulnerable. It will make you lose control over your classroom.

---A Middle School Teacher

In other words…

to be somewhat Putin-like in the classroom

So…what is the Big Question here?

Should I become a

caring teacher or

not?

Or in other words…

Should a teacher be Putin-like OR Mother Theresa-

like?

2Methodology &

Procedures

Primary Data• Reflective-Participant-Observation

reports compiled by the researcher.• Consisted of anecdotal records of the

experiences of both the teacher/researcher and the students in a period of 2 years.

Participants• Sophomore, junior and senior

students in the Education/Psychology Department at Mission College.

• Students came from a variety of backgrounds and represented different nationalities.

• Students differ in general English proficiency and overall academic achievement

Design

teacher students

Programs, treatment & intervention based on Affective teaching principles

Data Collection• Students’ academic achievement

and feedback are recorded• Feedback obtained are in verbal and

non verbal form. This include blog comments at researcher’s website.

• Level and frequency of participation, performance in exams are noted.

Data AnalysisThe researcher engaged in content

analysis by looking at emerging themes and patterns from narrative field notes that were collected and collated during the two years time period. These themes and patterns were then coded and categorized to be presented as findings of the study.

3Results & Findings

2 Major Findings• The study enumerate the 14 most

effective ways to implement Affective Teaching.

• The study enumerate the experiences of students across areas of functioning in the classroom.

Finding 1: 14 Most Effective Ways to Implement Affective Teaching

1. Encourage 2 ways communication2. Empower students for self-

leadership3. Implement cooperative learning

strategies


4. Use Engaging Teaching Methods.5. Build mastery.


6. Use performance based tools to grade students.

7. Create anxiety free conversations.


8. Be passionate and enthusiastic.9. Communicate high and realistic

expectations.10. Build friendship.


11. Use a blend of democratic-permissive discipline approach.

12. Don’t force learning.


13. Admit mistakes and amend things when you know you are wrong.

14. Use and encourage Creativity.

Finding 2: Enumeration of Students Experience &

Performance1. Students are more cohesive in the

classroom.2. They experience personal and

collective satisfaction.3. They developed a sense of direction

to fulfill academic and non academic goals.


Performance4. Frictions were reduced.5. Students progressed academically.6. Students developed a sense of

control.7. Learning became exciting,

interesting & progressive.


Performance8. Critical and creative thinking skills

were developed and enhanced.9. Confidence was built.10. A trusting relationship between

students and teacher developed.


Performance11. Students became responsible for

their own learning.12. Boredom was removed. Motivation

for learning increased.13. Students became more inspired

and focused about their future.


Performance14. Students actively participated in

class. 15. Students imitate the affective

teaching practice of the teacher.16. Students change their attitude

towards teaching and learning.

In the light of these findings…

Let’s go back to our original question

Should a teacher be Putin-like OR Mother Theresa-

like?

The answer is…

x

4Discussion

1. Affective Teaching is a practical working model.

Affective teaching helps create caring classrooms that facilitates the development of self-esteem and satisfaction of fundamental motives.

(Fraser & Fisher, 1982; Walberg, 1979)

2. Mastery and Interpersonal Power leads to Positive

Feelings and involvement in schools.

(Argyris, 1976; Benham, 1980; Bowman, et al., 1999; Brookhart, 1997; Brookhart & DeVoge, 1999; Calonico & Calonico, 1972; Chen, et al., 1999; Dorman, 1996; Duck, 1986; Fyans; 1980; Howes, 2000; Pulvers & Diekhoff, 1999; Schmuck & Schmuck, 1992).

3. Affective Teaching entails 2 education practice

• Teachers must care enough to ensure maximum learning in students.

• Teachers must have the right orientation towards learning and teaching. He must be Learning centered as opposed to other centers.

4. Affective Teaching calls for brain research based practice

• To be learning centered, a teacher must take account of the way the brain works and learns.

5Recommendatio

ns

1. Change Attitude

(Di Martino & Zan, 2003; Hannel, 2005; Kouladis, 1987;

McDermott, 1991; Moreira, 1993; Nemser-Feinman &

Floden, 1986).

2. Find Good Role Models

Tiberghien (1993)

3. Expose teachers to relevant media

Literature, films & lectures

4. Join or Create a support group

The Story of the Caring Principal/Teacher

• Dr. Art Ong-Jumsai • Chief Administrator of the Satya Sai School, Lopburi, Thailand

6Last

words…

I have started a website to create awareness on the need for Affective

Teaching

A place where teachers can learn from each other

Join the discussion at my

blog…

www.affectiveteaching.com

Books on Affective Teaching are available at our booth

AcknowledgmentMany thanks to the students in the

Psychology/Education Department at Mission College (2003 – 2005 batches) for cooperating to make this research a success. Your patience, dedication, and

willingness to learn and grow have given birth to ideas that would change and revolutionize the face of education

in this part of the world.