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Apr 25, 2024 4:05:28 GMT
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Post by Deleted on Jan 24, 2020 18:00:41 GMT
hbr.org/2019/03/the-feedback-fallacy?The Feedback Fallacy "The first is that, neurologically, we grow more in our areas of greater ability (our strengths are our development areas). The brain continues to develop throughout life, but each person’s does so differently. Because of your genetic inheritance and the oddities of your early childhood environment, your brain’s wiring is utterly unique. Some parts of it have tight thickets of synaptic connections, while others are far less dense, and these patterns are different from one person to the next. According to brain science, people grow far more neurons and synaptic connections where they already have the most neurons and synaptic connections. In other words, each brain grows most where it’s already strongest. As Joseph LeDoux, a professor of neuroscience at New York University, memorably described it, “Added connections are therefore more like new buds on a branch rather than new branches.” Through this lens, learning looks a lot like building, little by little, on the unique patterns already there within you. Which in turn means learning has to start by finding and understanding those patterns—your patterns, not someone else’s. Second, getting attention to our strengths from others catalyzes learning, whereas attention to our weaknesses smothers it. Neurological science also shows what happens to us when other people focus on what’s working within us instead of remediating what isn’t. In one experiment scientists split students into two groups. To one group they gave positive coaching, asking the students about their dreams and how they’d go about achieving them. The scientists probed the other group about homework and what the students thought they were doing wrong and needed to fix. While those conversations were happening, the scientists hooked each student up to a functional magnetic resonance imaging machine to see which parts of the brain were most activated in response to these different sorts of attention.
In the brains of the students asked about what they needed to correct, the sympathetic nervous system lit up. This is the “fight or flight” system, which mutes the other parts of the brain and allows us to focus only on the information most necessary to survive. Your brain responds to critical feedback as a threat and narrows its activity. The strong negative emotion produced by criticism “inhibits access to existing neural circuits and invokes cognitive, emotional, and perceptual impairment,” psychology and business professor Richard Boyatzis said in summarizing the researchers’ findings.Focusing people on their shortcomings or gaps doesn’t enable learning. It impairs it."
No kidding.
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Post by epeanymous on Jan 24, 2020 18:07:02 GMT
Of course, when you try to implement those strategies, people claim that the current students are "snowflakes." I teach law, and it is really ingrained in our teaching profession that you grill and humiliate students; if you've ever seen a movie that involves law school, that really is the traditional culture.
I find that often my students show up genuinely not believing me when I say the point of class is to bring out their best and support them in their learning, not to catch them out and embarrass them. But my experience is that students who know you are on their side and encouraging them learn better than students who think you're there to yell at them about what they are doing wrong.
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Deleted
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Apr 25, 2024 4:05:28 GMT
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Post by Deleted on Jan 24, 2020 18:46:44 GMT
Of course, when you try to implement those strategies, people claim that the current students are "snowflakes." I teach law, and it is really ingrained in our teaching profession that you grill and humiliate students; if you've ever seen a movie that involves law school, that really is the traditional culture. I find that often my students show up genuinely not believing me when I say the point of class is to bring out their best and support them in their learning, not to catch them out and embarrass them. But my experience is that students who know you are on their side and encouraging them learn better than students who think you're there to yell at them about what they are doing wrong. We have this "education as hazing" mindset deep in our psyches - esp. in higher learning - med degrees, law degrees, phds, etc. The whole "that's what they did to me, so that's what I'm going to do to you" mindset. It sucks and it needs to go away. We know SO MUCH MORE about brain science now thanks to fMRI and thousands of studies. Let's do what works!!!! NOT WHAT IS 'TRADITIONAL'. Tradition = peer pressure from dead people. Some things we used to do are lovely and continue to be valuable. But TOO MANY are just hazing. |
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Post by epeanymous on Jan 24, 2020 18:54:35 GMT
Of course, when you try to implement those strategies, people claim that the current students are "snowflakes." I teach law, and it is really ingrained in our teaching profession that you grill and humiliate students; if you've ever seen a movie that involves law school, that really is the traditional culture. I find that often my students show up genuinely not believing me when I say the point of class is to bring out their best and support them in their learning, not to catch them out and embarrass them. But my experience is that students who know you are on their side and encouraging them learn better than students who think you're there to yell at them about what they are doing wrong. We have this "education as hazing" mindset deep in our psyches - esp. in higher learning - med degrees, law degrees, phds, etc. The whole "that's what they did to me, so that's what I'm going to do to you" mindset. It sucks and it needs to go away. We know SO MUCH MORE about brain science now thanks to fMRI and thousands of studies. Let's do what works!!!! NOT WHAT IS 'TRADITIONAL'. Tradition = peer pressure from dead people. Some things we used to do are lovely and continue to be valuable. But TOO MANY are just hazing. YUP. I can never wrap my head around "this was done to me and I suffered so you must suffer too." Normally we recognize that as unhealthy, not desirable, and try to do better. I think the current generation of young people is less tolerant of the hazing and less likely to internalize it, and I think that's a good thing. Although I think that part of the reason they are less tolerant is that once upon a time, if you survived the hazing, you were most likely to have a comfortable career, and now people understand that things are much more uncertain and that even relatively "successful" people in a field may make less than their predecessors, pay more for housing, health insurance, and their own children's education, and still deal with more uncertainty in the "good" jobs they have. Ugh. I need to get off here and get back to writing footnotes. I'm clearly in a ranty mood today. |
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Post by auntkelly on Jan 24, 2020 20:18:04 GMT
Of course, when you try to implement those strategies, people claim that the current students are "snowflakes." I teach law, and it is really ingrained in our teaching profession that you grill and humiliate students; if you've ever seen a movie that involves law school, that really is the traditional culture. I find that often my students show up genuinely not believing me when I say the point of class is to bring out their best and support them in their learning, not to catch them out and embarrass them. But my experience is that students who know you are on their side and encouraging them learn better than students who think you're there to yell at them about what they are doing wrong. One of my favorite professors in law school once said "The trouble with the Socratic teaching method is that Socrates was a better teacher than most law professors." I think law professors (and other teachers) should ask their students a lot of questions and teach them to think on their feet and form their own opinions, but it can be done in a positive way. I don't think the point of the Socratic method of teaching (or any type of teaching) should be to humiliate people. The point should be to teach people to think for themselves and confidently share their ideas. I taught business law for ten years at a community college and my favorite moments were when one of my students answered one of my questions in a way that had never occurred to me. I always loved the look on their face when I said "That is a great answer. I wish I had thought of that." |
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Post by Merge on Jan 24, 2020 21:24:01 GMT
Y'all in higher ed should be paying more attention to us lowly elementary school teachers.  We figured this out a long time ago. It's not some magical breakthrough. Affirmation is a basic human need. Criticism is not. |
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Post by pierkiss on Jan 25, 2020 1:18:26 GMT
Y'all in higher ed should be paying more attention to us lowly elementary school teachers. We figured this out a long time ago. It's not some magical breakthrough. Affirmation is a basic human need. Criticism is not. Or come sit with your nearest behavior analyst/therapist buddy. We have a whole field and massive body of research that shows how well positive reinforcement works! 😁 |
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Deleted
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Apr 25, 2024 4:05:28 GMT
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Post by Deleted on Jan 25, 2020 14:11:02 GMT
Y'all in higher ed should be paying more attention to us lowly elementary school teachers. We figured this out a long time ago. It's not some magical breakthrough. Affirmation is a basic human need. Criticism is not. Or come sit with your nearest behavior analyst/therapist buddy. We have a whole field and massive body of research that shows how well positive reinforcement works! 😁 If only we could get this through the thick heads of the "tough love" or "don't mollycoddle" them crowd. Positive reinforcement is NOT mollycoddling. It is working w/human nature toward better outcomes! |
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Post by pierkiss on Jan 25, 2020 14:30:11 GMT
Or come sit with your nearest behavior analyst/therapist buddy. We have a whole field and massive body of research that shows how well positive reinforcement works! 😁 If only we could get this through the thick heads of the "tough love" or "don't mollycoddle" them crowd. Positive reinforcement is NOT mollycoddling. It is working w/human nature toward better outcomes! So my husband has a PhD in applied behavior analysis. He started coaching varsity and middle school track and cross country 5 years ago. All previous coaches have used threats and tough love to get their runners to perform. My husband flipped it, and uses positive reinforcement, and uses a pretty extensive data collection method so the kids can actually SEE their progress (they are responsible for the data). Parents and admin were extremely resistant to this his first 2 years. They didn’t understand why he wasn’t out there screaming at them to do better. Admin was fielding complaints from the parents about how terrible it was that their kids had to keep all this data. He constantly had (and still does with the new kids) to justify his methods and back them up with actual studies. You know what? Every single one of those kids has increased their performance over what they did the previous year. Some make huge strides, and some only make small gains. But they’re ALL improving (minus the couple who just flat out don’t follow the program. Those kid’s performance stays the same). This past season he took 3 kids to State in XC (we don’t have enough for team qualifications). 3 individuals is a big deal at a tiny school. Especially when previous coaches would maybe get to take 1. Also, the kids are having a fucking blast while they are RUNNING. Half of the team hates the actual running. But they go and do it, and they have big Ol’ smiles on their faces after they finish their races. It really helps that he makes the practices as fun as possible. He has a scheduled fun run every single week of the season. My favs have been our color run, the prom run, and the Drenched rum. There are some other really fun team building Activities he has thrown in there too. All of it works to promote a positive, fun atmosphere that the kids want to participate in. Participation for XC has grown from 3 runners his 1st year to I think 37 this past year. It is fascinating watching kids who were primary in other sports ditch those to be primary in XC. He has been so successful that the admin are asking the other coaches to use some of his techniques with their athletes. There is quite a bit of resistance (esp with football-they are not open to different coaching techniques). Some coaches have reached out to ask how he does what he does, esp because they have noticed that they are losing their athletes to XC. |
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Deleted
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Apr 25, 2024 4:05:28 GMT
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Post by Deleted on Jan 25, 2020 15:21:40 GMT
If only we could get this through the thick heads of the "tough love" or "don't mollycoddle" them crowd. Positive reinforcement is NOT mollycoddling. It is working w/human nature toward better outcomes! So my husband has a PhD in applied behavior analysis. He started coaching varsity and middle school track and cross country 5 years ago. All previous coaches have used threats and tough love to get their runners to perform. My husband flipped it, and uses positive reinforcement, and uses a pretty extensive data collection method so the kids can actually SEE their progress (they are responsible for the data). Parents and admin were extremely resistant to this his first 2 years. They didn’t understand why he wasn’t out there screaming at them to do better. Admin was fielding complaints from the parents about how terrible it was that their kids had to keep all this data. He constantly had (and still does with the new kids) to justify his methods and back them up with actual studies. You know what? Every single one of those kids has increased their performance over what they did the previous year. Some make huge strides, and some only make small gains. But they’re ALL improving (minus the couple who just flat out don’t follow the program. Those kid’s performance stays the same). This past season he took 3 kids to State in XC (we don’t have enough for team qualifications). 3 individuals is a big deal at a tiny school. Especially when previous coaches would maybe get to take 1. Also, the kids are having a fucking blast while they are RUNNING. Half of the team hates the actual running. But they go and do it, and they have big Ol’ smiles on their faces after they finish their races. It really helps that he makes the practices as fun as possible. He has a scheduled fun run every single week of the season. My favs have been our color run, the prom run, and the Drenched rum. There are some other really fun team building Activities he has thrown in there too. All of it works to promote a positive, fun atmosphere that the kids want to participate in. Participation for XC has grown from 3 runners his 1st year to I think 37 this past year. It is fascinating watching kids who were primary in other sports ditch those to be primary in XC. He has been so successful that the admin are asking the other coaches to use some of his techniques with their athletes. There is quite a bit of resistance (esp with football-they are not open to different coaching techniques). Some coaches have reached out to ask how he does what he does, esp because they have noticed that they are losing their athletes to XC. Tell him a random pea on a random board is proud of his methods, his perseverance and his intelligence. Then shake his hand from me and tell him thank you for making the world a better place, one step at a time. |
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Post by pierkiss on Jan 25, 2020 16:10:44 GMT
So my husband has a PhD in applied behavior analysis. He started coaching varsity and middle school track and cross country 5 years ago. All previous coaches have used threats and tough love to get their runners to perform. My husband flipped it, and uses positive reinforcement, and uses a pretty extensive data collection method so the kids can actually SEE their progress (they are responsible for the data). Parents and admin were extremely resistant to this his first 2 years. They didn’t understand why he wasn’t out there screaming at them to do better. Admin was fielding complaints from the parents about how terrible it was that their kids had to keep all this data. He constantly had (and still does with the new kids) to justify his methods and back them up with actual studies. You know what? Every single one of those kids has increased their performance over what they did the previous year. Some make huge strides, and some only make small gains. But they’re ALL improving (minus the couple who just flat out don’t follow the program. Those kid’s performance stays the same). This past season he took 3 kids to State in XC (we don’t have enough for team qualifications). 3 individuals is a big deal at a tiny school. Especially when previous coaches would maybe get to take 1. Also, the kids are having a fucking blast while they are RUNNING. Half of the team hates the actual running. But they go and do it, and they have big Ol’ smiles on their faces after they finish their races. It really helps that he makes the practices as fun as possible. He has a scheduled fun run every single week of the season. My favs have been our color run, the prom run, and the Drenched rum. There are some other really fun team building Activities he has thrown in there too. All of it works to promote a positive, fun atmosphere that the kids want to participate in. Participation for XC has grown from 3 runners his 1st year to I think 37 this past year. It is fascinating watching kids who were primary in other sports ditch those to be primary in XC. He has been so successful that the admin are asking the other coaches to use some of his techniques with their athletes. There is quite a bit of resistance (esp with football-they are not open to different coaching techniques). Some coaches have reached out to ask how he does what he does, esp because they have noticed that they are losing their athletes to XC. Tell him a random pea on a random board is proud of his methods, his perseverance and his intelligence. Then shake his hand from me and tell him thank you for making the world a better place, one step at a time. 💖💖💖😁 |
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TankTop
Pearl Clutcher
Refupea #1,871
Posts: 4,767
Location: On the couch...
Jun 28, 2014 1:52:46 GMT
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Post by TankTop on Jan 25, 2020 16:57:25 GMT
I’m just a random teacher with almost 20 years experience...
Do you know what kids need to learn?
A teacher who genuinely wants them to learn.
A teacher who genuinely wants to spend all day with kids.
A teacher who likes them.
A teacher who cares about them.
A teacher who laughs with them.
A teacher who acts like a fool with them.
A teacher who says heck with math right now we have a crisis in our room and we need to attend to hearts.
A teacher who celebrates the kid who went from 18% to 46% like it is NYE in Times Square.
A teacher who shouts from the rooftops their own mistakes.
A teacher who understands that test scores don’t define a student.
A teacher who builds relationships.
A teacher who celebrates mistakes as opportunities to grow.
A teacher who leaves room for do-overs.
I’ll be damned if I will ever walk into a classroom caring about anything else. I will take my chances and hug the kid who was just interviewed by DCS. I will take my chances and share my lunch with a kid who is hungry. I will take my chances and let kids do homework as morning work instead.
I will error on the side of being too nice, too caring, and too involved. I will smile before September.
You know what? So will a million other teachers. I am not special. I am a teacher who loves teaching.
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Deleted
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Apr 25, 2024 4:05:28 GMT
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Post by Deleted on Jan 25, 2020 17:03:28 GMT
The best, greatest engineering professor of all time would tell his students on the first day of classes, if you are getting an A in my class you are working to hard. He expected them to listen , do, fail and learn from their mistakes.
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We figured this out a long time ago. It's not some magical breakthrough. Affirmation is a basic human need. Criticism is not.
