Arkansas Student Success Symposium Conway, ARMarch 27, 2013 Laurie L. Hazard www.lauriehazard.comwww.lauriehazard.com Presented by: Laurie L. Hazard, Ed.D

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<ul><li>Slide 1</li></ul> <p>Arkansas Student Success Symposium Conway, ARMarch 27, 2013 Laurie L. Hazard www.lauriehazard.comwww.lauriehazard.com Presented by: Laurie L. Hazard, Ed.D. Bryant University Smithfield, RI lhazard@bryant.edu laurie@lauriehazard.com www.lauriehazard.com Slide 2 Pedagogical Principle and Practical Solutions Laurie L. Hazard The Perennial Problem of Teaching Motivation and Addressing Procrastination Slide 3 Objectives Laurie L. Hazard Examine basic research findings Explore behavior change model Critique and understand flaws in current time management pedagogy Identify psychodynamics of procrastination from different theoretical frameworks Analyze and understand the cycle of procrastination Improve strategies for combating your students as well as your own procrastination Discover tips to implement effective pedagogical tools immediately Slide 4 Check Your Own Procrastination p. 2 Laurie L. Hazard Tasks that I am currently procrastinating about: Other tasks I can recall procrastinating about in the past: Is there a pattern - are there certain types of tasks I tend to procrastinate about? How do I know when Im procrastinating? Do I have favorite replacement activities? Slide 5 Research Laurie L. Hazard Procrastination is a self-regulatory failure that is not entirely understood (Steel, 2007). Some assert that procrastination is not a problem of time management (Marano, 2007), yet twenty percent of people identify themselves as chronic procrastinators (Marano, 2007) Self-regulatory behavior is at the heart of being successful in college (White &amp; Kitchen, 1991). The same study habits that contributed to success in high school are unrelated to college performance (Matt, Perchersky, and Cervantes, 1991) Time management practices and the ability to combat procrastination are more predictive of first-year college achievement than SAT scores and high school grades combined (Hazard, 1997). Slide 6 Psychology of Adjustment Laurie L. Hazard Definition of Psychology New students must adjust their mental processes (mindset) and behaviors (strategies) to be successful in college in four areas: Academic Social Emotional Intellectual Slide 7 Change Management: Transtheoretical Model http://www.uri.edu/research/cprc/transtheoretical.htm Dr. James Prochaska, University of Rhode Island, Cancer Prevention Research Center Laurie L. Hazard Stages of Change Pre-contemplation: no intention to change Contemplation: individual has identified the problem; pros and cons of change are weighed Preparation: individual decides there is a need to action; specific plans and potential solutions are developed Action: individual puts their plan into action and changes their behavior patterns Maintenance: Individual works to prevent relapse and consolidates gains Slide 8 Applying The Model to Time Management Laurie L. Hazard Pre-contemplation: I dont need this (first-year experience class, this study skills course, a planner), I already know how to manage my time!!!!!! Contemplation: I am so far behind in my work. I cant keep up. I dont know what to do. Preparation: I am going to: the Learning Center, Academic Center for Excellence, a workshop, see a learning specialist, ask a friend for help, ask my mom what to do! Slide 9 Applying The Model to Time Management (continued) Laurie L. Hazard Action: individual puts their plan into action and changes their behavior patterns: Prioritize To-Do Lists Goal Setting Daily, Weekly, Semester Planners Maintenance: Individual works to prevent relapse and consolidates gains The maintenance stage is rarely not reached. Slide 10 Roadblocks to Effective Time Management Practices Laurie L. Hazard The concept of time management is a misnomer Time on task is rarely addressed Motivation and self-efficacy are not typically assessed Procrastination behaviors and attitudes are not identified Psychodynamics of procrastination are not discussed Engagement is not measured Accountability is not created Slide 11 Psychodynamics To Be Considered Laurie L. Hazard Imposter Syndrome (McIntosh, 1986) Lying Component (Hazard, 2012) Types: Arousal Types: Wait for the euphoric rush Avoiders: Fear of Success/Failure Decisional: If I dont make a decision, I wont be responsible for the outcome (Marano, 2007) Slide 12 Feeling Like A Fraud Imposter Syndrome Laurie L. Hazard I still believe, confessed Mike Myers, that at any time the No-Talent Police will come and arrest me. Myers is not alone. The question is, why do so many clearly smart, capable, successful people feel like intellectual frauds who are merely impersonating a competent person? Dr. Peggy McIntosh, Wellesley College Director of the Wellesley Centers for Women Slide 13 Three Theoretical Frameworks Laurie L. Hazard Psychoanalytic Approach Sigmund Freud Phenomenological Approach/Humanistic Existential Carl Rogers Social Cognitive Approach Bandura Slide 14 Procrastinators Are Liars! Procrastinators put themselves in the position of lying to themselves and lying to others Laurie L. Hazard Slide 15 Different Types Of Liars Laurie L. Hazard 1. Absolute Integrity 2. Straight Shooter 3. Pragmatic Fibber 4. Pinocchio Slide 16 Absolute Integrity About how many times per day do experts estimate that most people lie? Laurie L. Hazard Slide 17 Straight Shooter Differentiate between a straight shooter and a pragmatic fibber Laurie L. Hazard Slide 18 Pragmatic Fibber Pragmatic Fibbers lie for various purposes like to avoid conflict Laurie L. Hazard Slide 19 Pinocchio Students who end up in academic difficulty function in denial Laurie L. Hazard Slide 20 Rogers Theory Self-Concept Laurie L. Hazard The thoughts, feelings, attitudes and behaviors that encompass who we are. Rogers called this the phenomenal field. Changes over the lifespan Openness to Experience/Remove Obstacles Toward growth I am FILL IN THE BLANK Academic self-concept Slide 21 Academic Adjustment: A Students Phenomenal Field Laurie L. Hazard I quickly learned that the rigorous academic program would require more time and effort than my other school. Not to mention a complete overhaul of my studying techniques. The first thing that hit me was that I was no longer able to get the most potential of studying when I try to study in my room. I would need to go to the Library or any quiet study lounge. Slide 22 A Students Phenomenal Field: Academic Self-Concept Laurie L. Hazard As Im sure you are slightly curious, what made me come to this revelation was while I was trying to apply myself, I realized I just cant study properly on my own; Im just not cut out for this. I have always known that, so it isnt a big shock. Honestly, I dont think I am, and never thought I was, going to make it through all four years of college anyway, its not for me. I need to just shut up and do this class, no matter how pointless I may think it is; whats it matter anyhow, even if I learn one thing all year it wouldnt be a total waste of time. Learning is learning, whether I know Im doing it or not. Slide 23 Freuds Three Parts of the Personality 1. Id 2. Ego 3. Superego Laurie L. Hazard Slide 24 Id The Pleasure Principle Primary Process Thinking Childlike behavior with the concern of getting wants and needs met Laurie L. Hazard Slide 25 Ego Laurie L. Hazard The Reality Principle Secondary Process Thinking Role is to gratify the id safely Slide 26 Superego Perfection Principle Family Culture Religion Values Society College or University Laurie L. Hazard Slide 27 Rationalization Laurie L. Hazard Slide 28 Anxiety Laurie L. Hazard Slide 29 Identify Your Replacement Activities Laurie L. Hazard Slide 30 Delay Gratification Laurie L. Hazard Slide 31 A Victim or A Volunteer Laurie L. Hazard Provide A Task You Are Currently Procrastinating About Slide 32 Bandura Laurie L. Hazard Social Cognitive Approach Cognitive Dissonance Select A Goal Monitor A Target Behavior Change Settings Establish Effective Consequences: Self-Chosen Incentives Consolidating Gains: gradually remove need for artificial support Social Support and Creating Accountability Slide 33 Solutions Laurie L. Hazard Awareness of Behaviors That Produce Problems in Time Management (p. 3) Anti-Procrastination Behaviors and Habits (p. 4-5) Pay Attention To the Ways In Which Lies Function In Your Life (Lie Log Activity, p. 6) Practice Behavior Change (p. 7) Stop Putting It Off! A Five-Step Plan for Die Hard Procrastinators (p. 7) Enlist Social Support (p. 8-11) http://www.lauriehazard.com/files/Hazard_FoundationsForLearning.pdf Slide 34 Top Ten Anti-Procrastination Behaviors Laurie L. Hazard 1. Study in a regular place at a regular time. 2. Study during your periods of maximum alertness. 3. Limit your blocks of study time to no more than two hours at a time on any one course. 4. Set specific goals for each study unit. 5. Plan enough studying time to do justice to each subject Slide 35 Top Ten Anti-Procrastination Behaviors (continued) Laurie L. Hazard 6. Attempt to complete all assignments as soon as possible after your class. 7. Provide for a spaced review. 8. Plan a schedule of balanced activities. 9. Trade timedont steal it. 10. Enlist social support. Slide 36 Five-Step Plan Laurie L. Hazard Expect difficulties Do a cost-benefit analysis Little steps for big feats Tune out negative thoughts Give yourself credit David D. Burns, M.D. From The Feeling Good Handbook written by David D. Burns, M.D. The essay is titled, Stop Putting it Off!: A five-step plan to get even the most die-hard procrastinator moving again. Stop Putting it Off!: A five-step plan to get even the most die-hard procrastinator moving again Slide 37 Resources See pages12-15 in your packet www.howtostudy.org Slide 38 Thank you Laurie L. Hazard www.lauriehazard.com lhazard@bryant.edulhazard@bryant.edu or laurie@lauriehazard.com Thank you for your participation! </p>