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• W36175030 abstract "Reframing refers to the process of changing the focus of situation or problem and examining it from different perspective. It involves looking the reciprocal side of problem/issue or analyzing situation from broader base. Reframing can be as simple as to make the problem the solution. Instead of thinking about 25 students competing for your attention or resources, consider them the solution by considering all of them as volunteer aides, helping each other succeed. Reframing, in essence, converts problems to challenges and opportunities. Similarly, negative interpretations can be recast as positive. There are number of perceptual/belief biases that operate to interfere with effective student-teacher relationships. How we examine and understand student behavior may be function of one or more of these particular mind-sets. Let's view each of these and see how they can be reframed to facilitate rather than hinder our student interactions. Mindset 1: If children come from negative environment, there's tendency to assume that this could lead to negative outcomes. Similarly, positive background assumes positive outcome. In spite of terrible background, some children do overcome at risk factors and carve out productive life. Obviously these children have learned how to cope with bad situation and reframed it into an opportunity. We can choose to be victim of the expectancy or self-fulfilling prophecy or rise to the occasion. Not permitting one's background to be an excuse for lack of performance or even poor performance is first step. Beyond that, we can help the child develop effective coping strategies. Too frequently teachers discount their potential influence when the child's environment is extremely adverse. Overcoming adversity builds psychological strength and stamina, much as resistance is necessary to develop muscular strength. Those who have successfully defied the odds have developed belief system worth examining and modeling. Here we have two possible strategies. First, we can delve into the potential inner resources that all students have. What have they been successful doing? Try then to anchor this to the problem they are experiencing in class. Second, we can have the student interview the model student--the one who is able to do the required task with ease. Here are few questions that could be asked of one student to the model student: a) What do you do to get ready? b) What do you do first? c) What do you do next? d) What do you see inside your head? e) What do you tell yourself? f) How do you feel? g) How do you do it, step by step? Mindset 2: There's tendency to assume that students' behavioral patterns are largely function of trait characteristics that generalize across different settings. Hence, we hear of students as a trouble maker, cheater, underachiever. When we freeze our conceptions of what students can or cannot do, we have not exercised the power of the context (e.g. different environment, different teaching strategy) to trigger change. Don't make the assumption that students cannot change simply because they don't change. Students do behave quite differently with different teachers or in different contexts. Hence, we need to reframe trait characteristic from an excuse not to act to an opportunity to effect change. Here are some questions that might help: a) Why do you suppose some students do better in one classroom rather than another, with one subject area rather than another? b) Why do students act differently toward different parents/teachers? c) How can be take what we do better in one setting and use it to improve another setting? d) Why are labels describing students (or teachers) not accurate? Mindset 3: Whenever we deal with human behavior there is always the possibility that what we're observing may not be as it appears. For example, there is no way to know for sure that student is day dreaming unless that student is honest and tells us. …" @default.
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• W36175030 title "Use of Reframing as a Classroom Strategy" @default.
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