For the better Management Strategies in The Educational Setting for Emotional Intelligence and Dynamics of Effective Student Teacher Relationship following are components for the best practices in nursing education.
Emotional Intelligence and Dynamics of Effective Student Teacher Relationship for Management Strategies in The Educational Setting
According to Goleman, the five Main Components of Emotional Intelligence are:
- Self-awareness: knowing what you are feeling, and using your awareness to make good decisions
- Handling your emotions: keeping yourself in good spirits, coping with anxiety, handling anger
- Self-motivation: persistence and zeal; getting yourself started and keeping yourself going, even in the face of setbacks and discouragement
- Empathy: reading people’s feelings without them telling you
- Social skills: handling your emotions in relationships Hundreds of articles and books have been written demonstrating the importance of Gole man’s concept of emotional intelligence in the nursing profession (Goleman 1995; Habel 2005).
Teaching Students That They Are Capable
Students who dwell on the “I can’t” messages in their heads will not succeed in the nursing class room. Lew and Bettner (1995) emphasize the importance of making students feel capable by:
- Making mistakes a learning opportunity
- Focusing on improvement, not perfection
- Building on student strengths
- Allowing students to struggle within their ability level
- Acknowledging the difficulty of the task
- Analyzing past successes, and then focusing on the present
- Breaking the task into smaller instructional parts
- Working on positive self-talk
- Celebrating achievements to change
“I can’t” messages to “I can” messages are a gradual process of change in attitude that must be accomplished over time. This includes creating an environment in which students know that they can make mistakes. It also means pointing out areas of improvement to the student and showing the student how to make step-by-step improvements.
These students also must learn positive self-talk and positive self-image. If a task is difficult, students should be taught to accept the difficulty of the task and to use problem-solving and planning skills to accomplish the task. Both realism and optimism can be combined in order to focus on student growth.
Developing a Professional Mentoring Relationship With Students
Management Strategies in the Educational Setting A positive instructor/student relationship should be built from the first day of class. Positive relationships with students have an effect on the entire class and also influence the choices that students make in their behavior. Positive relationships are a motivator to students that influences responsible behavior choices and academic achievement. Instructors must believe that all students are good and that all students can succeed.
Instructors must believe that all students can learn responsible behavior if they are not already practicing responsible behavior. Relating to your students on a personal level is important. Not only caring about them, but also showing caring by demonstrating interest in their hobbies, families, areas of research and study builds a health “rapport” with students.
A caring instructor not only demonstrates “report” talk but also “rapport” talk. Creating a classroom where you want to be and where your students want to be is much easier than teaching a classroom where students are often off task and being corrected frequently.
“Supportive” rather than “corrective” strategies build a classroom conducive to learning and a classroom that is enjoyable both to the instructor and to the student. Another aspect of supportive classroom management is effective communication skills.
Communication Skills
Communication with students means speaking fluently, pointing out key points, giving clear explanations, using examples, checking for comprehension, and highlighting lessons with clear closure. Table 7–2 provides examples for each of these categories.
To support classroom management and ensure that all aspects of effective teaching, preventative classroom management, and corrective classroom management continue throughout the entire semester or course, an effective teacher-student relationship must be established. Just as teaching involves the interplay of both “science” and “art,” effective classroom management involves the interaction between dominance and cooperation.
The Dynamics of an Effective Teacher-Student Relationship
Robert J. Marzano in his book Classroom Management That Works (2003), cites the research of Theo Wubbels and his colleagues (Brekelmans, Wubbles, & Creton, 1990; Wubbles, Brekelmans, van Tartvijk, & Admiral, 1999; Wubbles & Levy, 1993), on the dynamics of an effective teacher-student relationship.
They identify two dimensions whose interactions define the relationship between teacher and students. One dimension is dominance versus submission; the other is cooperation versus opposition. According to Marzano, the optimal teacher-student relationship is one of high dominance and high cooperation.
Quoting Wubbels and his colleagues (1999), Marzano writes: Teachers should be effective instructors and lecturers, as well as friendly, helpful, and congenial. They should be able to empathize with students, understand their world, and listen to them.
Good teachers are not uncertain, undecided, or confusing in the way they communicate with students. They are not grouchy, gloomy, dissatisfied, aggressive, sarcastic, or quick-tempered. They should be able to set standards and maintain control while still allowing students responsibility and freedom to learn (Wubbles, p. 167)
Emotional Objectivity
A final aspect of teacher disposition that should not be overlooked in creating a supportive classroom management plan is “emotional objectivity.” Marzano (2003) states as an effective classroom manager implements and enforces rules and procedures, executes disciplinary actions, and cultivates effective relationships with the students without interpreting violations of classroom rules and procedures, negative reactions to disciplinary actions, or lack of response to forge relationships as a personal attack.
These instructors act as professionals and look upon learners as people with whom they interact on a daily basis. They do not overreact. They do not see the students as “the enemy.” In addition, they do not take misbehavior personally. This means maintaining a balance between psychological distance and aloofness.
It means carrying out classroom duties without becoming emotionally involved regarding the outcomes. This means taking the “middle ground” and not “personalizing” the actions of students. A healthy emotional tone is a characteristic of many theories of classroom management including COMP (Evertson, 1995) and others.
Conclusion
Understanding and practicing the four pillars of classroom management are key components of managing teaching and learning. Strategies for increasing learning, motivation, responsibility, and achievement are addressed throughout this series of 5 topics (links given below).
As teachers it is important to connect with the students, plan an effective environment for learning, and to model and encourage professional mentoring relationships. The unique interactions between teacher and students form the basis of effective teaching
Social Link: https://www.facebook.com/nurseseducator