Increasing Student Confidence to Increase Overall and Lasting Success

Center for Teaching Excellence Faculty WorkshopMonday, April 14 at 2:00 p.m.

Presented by Susan Houts

Assistant Professor; EFSC

Agenda

Fear

Power

Agenda

FearOur fearsTheir (our students’) fearsWhat fear FEELS likeDefinition of fearHow fear interferes with success

Fear• What are you afraid of?

• What makes you feel fear?

• What makes us afraid?

Consider: are these asking the same thing?

Fear: finding ours5 minute Activity:

In silence on a separate sheet, put in writing

your fears as a….

Fear - Us

Fold it up.

Save for later.

On another sheet

In ADDITION to all of those fears,

what do our STUDENTS fear?

4 minute group discussion

Fear - THEM

Fear:So What?On another sheet of paper:

What does fear FEEL like? (2 minutes)

Physiologically.

Physically.

Mentally.

Definition of Fear

A distressing emotion aroused by a by a perceived threat.

Basic survival mechanism occurring in response to a specific stimulus, such as pain or threat of danger.

Set of other innate emotions such as joy, sadness, anger.

Should be distinguished from related emotional state of anxiety, which typically occurs without any external threat.

Princeton.edu

Full article Fear is a distressing emotion aroused by a perceived threat. It is a basic

survival mechanism occurring in response to a specific stimulus, such as pain or the threat of danger. Some psychologists such as John B. Watson, Robert Plutchik, and Paul Ekman have suggested that fear belongs to a small set of basic or innate emotions. This set also includes such emotions as joy, sadness, and anger. Fear should be distinguished from the related emotional state of anxiety, which typically occurs without any external threat. Additionally, fear is related to the specific behaviors of escape and avoidance, whereas anxiety is the result of threats which are perceived to be uncontrollable or unavoidable.[1] Worth noting is that fear almost always relates to future events, such as worsening of a situation, or continuation of a situation that is unacceptable. Fear could also be an instant reaction to something presently happening.

Fear: More than “Fight or Flight” Fight or Flight is initial, unspecific physiological response.

Followed by slower, more detailed psychological assessment of the situation.

Individual becomes conscious of feeling afraid.

Sensory stimulus is recognized as potentially dangerous; neurons from sensory organ sends signal directly to amygdala.

Amygdala stimulates discharge of hormone that secretes cortisol to create an increase of glucose production giving fuel to brain and muscles. www.serendip.brynmawr.edu

Fear: So what?Behavioral responses to fear: Escape and Avoidance.

Also… anger, depression, over or unhealthy eating and drinking, the DVRing of reality tv shows, health problems, blame….

…none of these lead to success.

Group Discussion

What do ESCAPE and AVOIDANCE look like in the

classroom?

Group DiscussionWhat do ESCAPE and AVOIDANCE look like in the classroom?

Absences

Not turning in work

Not showing up to class

Cell phone usage

Disrespectful Behaviors

FearWhat does FEAR keep

us from doing in OUR lives?

FearAdults do not do things they are not good at.

Why not?

Lack of confidence. No one wants to fail.

If we like it, we’ll be good at it.

Personal Story: I’m afraid of ART?

Fear vs. MotivationIn the Classroom

Students who are NOT GOOD at your discipline

do not want to fail.

Students who are NOT GOOD at your discipline

may be afraid.

Susan’s Thesis: Therefore…

Students who are NOT GOOD at your discipline are LESS LIKELY to succeed.

Because they are AFRAID to further fail.

Wait… What?“So, Susan,

Why don’t they just try harder?”

Re-Open your List of Fears.Re-Open your list of what FEAR FEELS like.

That’s why.

Before moving on… I am not suggesting that you change your class structure, lesson plans,

course policies, grading scale, teaching style, learning objectives, personalities, academic freedom choices, lecture style, assessments, assignments, room location, disciplines, objectives, expectations, requirements, activities, textbooks, online learning management, deadlines……

….As I tell my students, “Excuses are a waste of time”

Greater Good: Berkley.edu “How to help kids overcome fear of failure: According to

the research on failure, students may need more than just grit to succeed.”

December 5, 2013

http://greatergood.berkeley.edu/article/item/how_to_help_kids_overcome_fear_of_failure

Fear’s ImpactA fear of failure is directly linked to your self worth, or

the belief that you are valuable as a person.

Students (and other humans!) will put themselves through unbelievable machinations in order to avoid failure and maintain the sense that they are worthy.

Martin CovingtonUC Berkley Professor

Machination: Definition

A scheming or crafty action or artful design intended to accomplish some usually evil end.

Marriam-Websterm-w.com

“The Games we Play to Avoid Failure” Covington’s years of research found that one way people protect their self-

worth is by believing they are competent and making others believe it as well.

Hence, the ability to achieve—and the quality of performance that reveals that ability—is critical to maintaining self-worth.

This is particularly true in competitive situations such as school and, later, the workplace.

In a nutshell, failing to perform means that one is not able

and, therefore,

not worthy.

Result: If a person doesn’t believe he or she has the ability to succeed—or if

repeated failures diminish that belief—then that person will begin, consciously or not, to engage in practices or make excuses in order to preserve his or her self-worth both in his or her own eyes and in the eyes of others. The more intense the effort behind the failure, the more important the excuses or defense mechanisms become.

http://greatergood.berkeley.edu/article/item/how_to_help_kids_overcome_fear_of_failure

Discussion:

The more intense the effort behind the failure, the more important

the excuses or defense mechanisms become.

How does this manifest itself in the classroom?

4 Categories of Students Success Oriented Students

Overstrivers

Failure Avoiding

Failure Accepting

http://greatergood.berkeley.edu/article/item/how_to_help_kids_overcome_fear_of_failure

Let’s Talk Power

I learned that courage was not the absence of

fear, but the triumph over it. The brave man is

not he who does not feel afraid, but he who

conquers that fear.

Nelson Mandela

Courage is being scared to death… and saddling up anyway.

John Wayne

PowerSo to give our students courage to

TRY HARD in YOUR discipline,

they must feel courageous as PEOPLE.

Let’s give them PERSONAL POWER.

The 3 Ps (and 7 Activities) of Building Confidence

1. Physiological = Body- Ted Talks: Power Posing (Amy Cuddy)

2. Psychological= Mind- Affirmation, Nametag

3. Physical = Action- Power Song, Coat of Arms, Practice!

I. Physiological Activity 1: Power Pose

Ted Talks: Amy Cuddy “Your Body Language Shapes Who You Are”

http://www.ted.com/talks/amy_cuddy_your_body_language_shapes_who_you_are.html

Amy Cuddy: Ted Talk

I. Physiological: Your Turn to Power Pose – 2 minute activity Choose a power pose.

Also a great energizer for the class!Mark McBride’s Story.

“You may feel silly right now, but your hormones are making you

powerful anyway!”

Group Discussion: Activity 1 How can you use power posing in your classroom?

II. Psychological = BrainActivities 2 & 3 Nametags and Affirmation

Activity 2: Nametag Activity (5 minutes) Your name is important!

Make a nametag for someone ELSE in your group.

Creates Team atmosphere: Speech Family; Coach vs. “Teacher”

II. PsychologicalActivity 3: Affirmation (10 minutes)

Your Affirmation is a statement of traits you do not yet have and want to have - or that you have but want to have even more - stated as if you already have them:

“I am a patient, wealthy and patient woman”

…I’m really working on patience.

Power of Affirmations Affirmations do indeed strengthen us by helping us believe in the potential of an action we

desire to manifest. When we verbally affirm our dreams and ambitions, we are instantly empowered with a deep sense of reassurance that our wishful words will become reality.

Affirmations are proven methods of self-improvement because of their ability to rewire our brains. Much like exercise, they raise the level of feel-good hormones and push our brains to form new clusters of "positive thought" neurons (http://www.arlenetaylor.org/brain-care/953-affirmation).

In the sequence of thought-speech-action, affirmations play an integral role by breaking patterns of negative thoughts, negative speech, and, in turn, negative actions.

Dr. Carmen Harra HuffingtonPost.com

Affirmation Activity Step 1:As a classroom team, create list of positive traits to succeed in that class.

Math:

Speech:

Communication:

Science:

Example: Speech Traits

Affirmation Activity Step 2:Write Personal Affirmation Examples for your classroom:

- I am a ____,_____ and _____ Math Student

- I am a ____, _____ and _____ College Student

- I am a ____,_____ and ______ Writer

- I am a ____,_____ and ______ Man/Woman.

Affirmation Activity Step 3:Write affirmation on back of nametag Helps students learn each other’s names.

Connects them to another part of the team.

Faces affirmation toward them!

Affirmation Activity Step 4: “Yes I am”

Activity 2 and 3 Discussion How can you use nametags in your classroom?

How can you use affirmations in your classroom?

The 3 Ps (and 7 Activities) of Building Confidence1. Physiological = Body

- Ted Talks: Power Posing (Amy Cuddy)

2. Psychological= Mind- Affirmation, Nametag

3. Physical = Action- Coat of Arms, Power Song, Writing Goals, Practice

III: Physical Activity 4: Coat of Arms

Activity 5: Power Song

Activity 6: Write down goals

Activity 7: Practice!

Upper Left: Draw/write the most important thing in your life.

Upper Right: Draw/write what you want to be/do in life.

Center Left : Draw/write one thing you are REALLY good at doing.

Center Right : Draw a symbol or word that makes you feel powerful.

Bottom Left: Draw/write a symbol that represents your cultural background.

Bottom Right: Draw/write an animal that you feel represents you in your best form.

Name: Write your name or one word that describes you (confident, funny, etc.)

10 minutes: Make your Coat of Arms

Activity 5: Power SongMusic has strong emotional impact.

(I was going to do research, but thought… Duh!)

Activity:- Print/Write lyrics of your power song- Put in power folder.- Hear it in your head before an evaluative task

Activity 6: Write Down Goals “Writing about two paragraphs outlining your goals will help you feel more confident and

energetic” says Gavin Kilduff, assistant professor at NYU.

Those who did showed “greater initiative during initial group discussions and appeared more competent to teammates.” Adam Galinsky, Columbia Business School.

Once you project confidence to the group and its members perceive you well, the effect can be lasting.

USA TodayNov 10, 201

http://www.usatoday.com/story/money/columnist/bruzzese/2013/11/10/on-the-job-goals-confidence/3464245/3

Group Discussion: Activity 6 How can you use writing down goals before group work in your classroom?

Activity 7: PRACTICE! Start with a place of success. The branch out.

Sports, Video Games, Math = to get good at the skill, you must do the skill more than once!

Fear and PowerFinal Thoughts

1) Instead of just talking about our disciplines in our classrooms, let’s consider talking about

Fear, Power and Courage

2) Empowered Students = Motivated Students = Successful Students.

3) Empowered People (including us) = Better World

Power Folder Activities to Increase Student Confidence Activity 1: Power Pose (Physiological)

Activity 2: Nametag (Psychological)

Activity 3: Affirmation (Psychological)

Activity 4: Coat of Arms (Physical)

Activity 5: Power Song (Physical)

Activity 6: Writing Goals (Physical)

Activity 7: Practice!

And Laughter Always Works

Increasing Student Confidence to Increase Overall and Lasting Success

Center for Teaching Excellence Faculty WorkshopMonday, April 14 at 2:00 p.m.

Presented by Susan Houts

Assistant Professor; EFSC