• SLO 1.4 - Develop classroom norms for a cognitively charged, respectful, student-centered learning environment.

Vocabulary Disclaimer - By this point, you should know that there are no tests or quizzes in this class. The following is a series of words and phrases that are commonly used in this course, specifically, and more generally in education and learning and by teachers. Becoming familiar with vocabulary and concepts used by teachers and experts in the field is an important part of the learning and professional maturation process.  Ultimately, these ideas and words will become part of your register, lexicon, or part of the language you use to express yourself as an educator. While they may be somewhat unfamiliar at this stage, as you learn them, some will stick and help to form a strong conceptual understanding of teaching and learning. 

Think about the scenario of buying a used car...

But, you do want....positivity, information, pictures, honesty, records...

We need to develop our student's belief in us as an effective and caring teacher. Students' belief that they can learn from a teacher is a powerful component in influencing learning.

For both students and staff, there's a mix of excitement and anxiety in the air as students return to school for another year of learning. Much of the advice for teachers at the start of the school year centers on establishing routines and procedures, which is appropriate: Students want to know what to expect from their teachers and how the classroom will operate, and routines give students structure and predictability. But what's often missing from these early days is a discussion about something that impacts student learning in significant ways: teacher credibility.

If a teacher isn't perceived as credible, students just turn off. Frankly, we can't afford for students to turn off. We need them to engage, trust their teachers, and choose to participate in their learning. As the school year starts, remember that these four facets of teacher credibility help kids do just that.

Why is Credibility Central? Teacher credibility has a strong effect on student learning, above other factors contributing to academic improvement, such as student motivation. To put it in perspective, some studies suggest that teacher credibility has twice the impact on learning that student motivation does. 

So what is teacher credibility? Teacher credibility is students' belief that they can learn from a particular teacher because this adult is believable, convincing, and capable of persuading students that they can be successful. Students are very perceptive about which teachers can make a difference for them.

Some people suggest that teacher credibility has four components, and educators can take actions in these domains to raise their credibility:

• trust

• competence

• dynamism

• immediacy

Students want to know their teachers really care about them as individuals and have their best academic and social interests at heart—and that teachers trust them. Students also want to know that their teachers are trustworthy and reliable.

Ways to build trust:

• If you make a promise, work to keep it or explain why you couldn't.

• Tell students the truth about their performance. If they know their work is below par, they'll wonder why you're telling them otherwise.

• Don't spend too much time trying to catch students in the wrong—but be honest about the impact that their inappropriate behavior has on you.

• Examine any negative feelings you might have about specific students. Students often sense such negativity, and it compromises trust.

In addition to knowing teachers care, students want to know their teachers know their "stuff"—and how to teach that stuff. They expect an appropriate level of expertise in terms of delivery and accuracy of information. Teachers are clear with a lesson plan in mind as they engage students. Delivery is well-paced, and the information is accurate, both of which contribute to credibility.

Ways to signal competence:

• Make sure you know the content well. Be honest when a question arises that you're not sure about.

• Deliver lessons cohesively and coherently. Using an instructional framework like the gradual release of responsibility can help with this.

• Consider whether your nonverbal behaviors communicate competence. For example, putting your hands in a little steeple can convey a lot of confidence, but isn't a good position when you're first working to develop trust. Keeping your arms crossed and hands hidden communicates defensiveness, boredom, or that you're holding something in. Kids notice defensive body language and any posture or gesture that indicates you don't value what they are saying.

"Dynamism" is a sense of vivacity or progress. This aspect of teacher credibility focuses on the passion teachers bring to the classroom and to their content. It's about the ability to communicate your enthusiasm for your subject and your students. And it's about developing dynamic lessons that capture students' interest. Students notice when teachers are bored by the content or aren't really interested in the topic. Bring passion and energy to every lesson, even one on how to do homework. 

Ways to improve dynamism:

• Rekindle your passion for the content you teach by focusing on the aspects that got you excited when you were a student. Remember why you wanted to be a teacher and the content you wanted to introduce to students. Every teacher's motto should be: make content interesting!

• Consider the relevance of your lessons. Does the content lend itself to an application outside the classroom or help students become civic-minded and engaged in the community? Do students have opportunities to learn about themselves and their problem-solving abilities?

• Seek feedback from colleagues about your lesson delivery. Have them observe you, focusing on the passion you bring to the lesson and the energetic impact of those lessons more than on the strategies you use.

While we are at it, consider aspects of performance and acting as a skill set. I am, among others, encouraging your not to act but to perform. (*optional enrichment)

This concept focuses on accessibility as perceived by students. Effective managers make themselves accessible, and at the same time signal to students that their learning is important.

Ways to communicate immediacy:

• Get to know something about each student. Students notice when you don't know their names or anything about their interests.

• Attend extracurricular events so that students see you outside of the classroom.

• "Teach with urgency" so students sense that their work matters and you're not wasting their time. Start the class on time and use every minute wisely. Provide tasks students can complete while you engage in routine tasks like taking attendance and have "sponge activities" ready for when lessons run short. (But note that "teaching with urgency" doesn't mean making the class stressful.)

The point is...if we share our best and in the best way, we will increase learning. Otherwise, they may not buy it! We should consider how we PERSUADE our students to participate in classroom procedures, rules, routines, activities, and LEARNING

Dr. Cialdini’s research focuses on ethics. Applying these Principles of Persuasion ethically builds stronger, long-term relationships.

1.  Reciprocity - People feel obliged to give back when they have received it. In a series of studies conducted in restaurants, servers who gave patrons a single mint along with the bill received a 3% boost in tips, and those who gave two mints received a 14% boost. If servers first gave one mint and then said something personal such as, “For you nice people, here’s an extra mint,” then they received a 23% increase in tips. Now, you may be thinking, "I don't tip more just because someone gives me a mint,” but according to science, you probably do.

2. Scarcity - The less available something is, the more people want it. In his “Science of Persuasion” video, Cialdini mentions that when British Airways announced in 2003 that it would be phasing out the twice-daily flight between London and New York on the Concorde supersonic airliner, sales the very next day took off. Nothing changed about the flight except that it had become scarce.

3. Authority - People listen to credible, knowledgeable experts. In his “Science of Persuasion” video, Cialdini mentions a study showing that physiotherapists can get more patients to comply with recommended exercises if they display their medical diplomas on the wall, and people are more likely to give change for a parking meter to a complete stranger if that requester is wearing some type of uniform. Why? Because in both instances, the person making the request seemed credible.

4. Consistency - People want to be consistent with what they have previously said or done. To demonstrate this, Cialdini cites a famous set of studies in which residents of a neighborhood were asked to erect a wooden sign in their yards to encourage safe driving. In one neighborhood, very few residents agreed to put up the sign, but in a similar neighborhood nearby, four times as many people agreed to put up the sign. Why? Ten days previously, those in the second neighborhood had been asked to put a small postcard-sized sign in their front windows to support safe driving, and because it was such a small ask, many people agreed to do it. Because of that initial commitment, many more people said yes when they were later asked to put up the larger wooden sign. To use this strategy most effectively, try to gain small, voluntary, and public commitments first; it works even better if those commitments are in writing.

5. Liking - This one is simple—people prefer to say yes to people who they like. So, if you want to be more persuasive, it’s important to take a hard look at how likable you are. For some people, this is pretty easy, but for others, especially introverts who may be perceived as aloof or pretentious, it will take a little effort. There are three important factors that determine whether we like someone: we like people who are similar to us, we like people who give us compliments, and we like people who cooperate with us. Keep in mind that this isn’t a judgment of whether or not you’re a good person—it’s about evaluating the kind of impression your behavior leaves.

6. Consensus - People do what other people are doing. Cialdini cites research that when the sign that is now common in hotel rooms reading, "Please reuse your towels because it helps the environment" was replaced with a sign that read something like, "75% of our guests reuse their towels; please do so as well," then the percentage of guests who reused towels increased by 26%. When the sign said, "75% of the guests who stayed in this room reused their towels," the increase was 33%. So, the consensus effect is amplified by how similar the other people who are exhibiting the desired behavior are to us.

Perhaps one of the most significant pieces is your tone of voice.  What is it about some people that makes us want to follow them?  What are some of the qualities of our greatest leaders? 

Just watch a few 10-20 seconds or more of the following videos. Each of the speakers is a captivating person in their own right and style.  

Make note that prosocial behaviors like gratitude, empathy, and kindness can have impacts on student learning. (*optional enrichment) 

Consider...

• what is this teacher doing to set a positive and effective classroom environment? 

• Are they DOING anything that would lead you to believe they are intentionally creating a culture?

• The teacher exhibits respect for students.

• Students exhibit respect for each other.

• Teachers and students care about and for one another.

• The classroom is characterized by high cognitive energy (students are using their minds!).

• Learning is important and that it is an essential priority. 

• There are high expectations for all students.

• Those high expectations are supported through both verbal and nonverbal behaviors.

• Teachers and students value learning and hard work.

• Whatever is being learned or studied is important. 

• Expectations for learning and achievement.

• Students receive the message that work is challenging and valuable.

• Students receive the message that they are capable of success.

• Students have pride in their work.

• Expectation and recognition of quality.

• Expectation and recognition of effort and persistence.

• Confidence in students’ ability evident in teacher’s and students’ language and behaviors.

• All students are expected to participate in some way (verbally, written, group work, etc.)

Scenario - Have a look at this 90s classic film. This "Hollywood" clip of the teacher character LouAnn Johnson in Dangerous Minds clip (min 7-22) is an interesting example of some basic "first-day" jitters. (Just know that this is NOT REAL and that we are not holding this example up as "good teaching". This is just a teaching and learning opportunity.)  

As a teacher, you need to consider how you will be perceived by your students. The actions you take and the decisions you make will influence students greatly. This influence can have a significant impact on students learning. Harry Wong says, "As you are perceived, so shall you be treated."

Please think about a couple of things for Day 1 - Notice the way she carries herself, the things she says, and the actions she takes. How does she attempt to build her authority in this challenging environment?

Now, for Day 2 - Now, notice her conduct. How does her behavior change? What is she doing differently that you might take away?

Actions - Using audio, video or text, please respond to the following learning prompts and actions: 

1. Name two behaviors that differ from Day 1 vs. Day 2.

2. For each of the differences in behavior, develop a reason for how/why you think she changed.

3. State your brief 2-sentence reaction to the real Louanne Johnson explaining her Teaching Philosophy. Don't be afraid to be critical, but please watch this ENTIRE clip. 

Side Note (*optional enrichment)  - Watch the whole film for the curious and see what you think. To be honest, know that some people are pretty critical of this film, and others sort of fit into what, in academia and BIPOC (Black, Indigenous, People of Color) communities, is known as the "white savior" trope. If you are interested, here are some critiques:

• Dangerous Tropes

• A Critical Look at the White Savior Trope in Urban Education

• White Saviroism in Education Hides in Plain Sight

• Dangerous Minds at 20: Has the ultimate White Savior Film Aged Well?

Scenario - As a teacher, you will be one day faced with the challenge of introducing yourself, your classroom, and your curriculum to your students. The very first time this happens can be quite an intimidating event. You will need to think long and hard about what is appropriate to share and what is appropriate to do on the first days of school. Begin to think of this "speech" like the rest of your teaching, a series of interactive activities to get your students to think about what is important to do and accomplish each day in school. 

Actions - Using Audio, Video, or PPT, create an opening day speech that addresses the foundations of your values, worldview, and strengths. The origins of these things, whether it is people, experiences, knowledge, or positions that you have held.  Please share some activities and curriculum that might be important to share with students to reinforce your values and get them excited about what they will be learning from you over the school year. This will include some basic ideas on activities, structures, rules, and organization. Also, in an effort to express your interest in making your classroom meaningful and interesting, make sure to include a stimulating or thought-provoking introduction.  Finally, please upload your audio or video file as ED_285_ODP_lastnamefirstinitial_SPEECH. 

Check out this blog for ideas - https://christinatorres.org/2016/08/08/a-letter-to-my-kids-on-my-first-day/ or http://kerrischweibert.com/blog/make-the-first-day-of-school-worth-showing-up-for/ or this example video for this assignment. 

GUIDING QUESTIONS (DO NOT answer directly):

• Why would anyone listen to you?

• What have you done?

• Where do you come from?

• How do you look at the world in a way that is beneficial to your students?

• Who are the people you have learned from?

• What experiences have you had as a professional?

• What will you do with your students to make them follow you?

• What can students expect from your classroom?  

PROFESSIONAL ADVICE ON DAY ONE - http://vimeo.com/46090395 (*optional enrichment) 

Here is a range of perspectives on THE FIRST DAY...

• Supplemental Video - Dangerous Minds (Day 1 vs. Day 2)

• Classroom Management tips 

• Teacher Blog- http://kerrischweibert.com/blog/make-the-first-day-of-school-worth-showing-up-for/ 

• What do students wish their teacher knew?

Please return to Lamakū and complete the following: 

1. Discussion - Dangerous Minds

2. Assignment - Opening Day Project #4 - Opening Speech

Approximate Time Commitment - 2-3 hour

Chapter 2.1 - Managing Procedures and Routines (Link to Google Sites)