arkansas student success symposium conway, armarch 27, 2013
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Presented by: Laurie L. Hazard, Ed.D . Bryant University Smithfield, RI [email protected] [email protected] www.lauriehazard.com. Arkansas Student Success Symposium Conway, ARMarch 27, 2013. Pedagogical Principle and Practical Solutions. - PowerPoint PPT PresentationTRANSCRIPT
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Arkansas Student Success SymposiumConway, AR March 27, 2013
Laurie L. Hazard www.lauriehazard.com
Presented by:
Laurie L. Hazard, Ed.D.Bryant University
Smithfield, RI
[email protected]@lauriehazard.comwww.lauriehazard.com
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Laurie L. Hazard
Pedagogical Principle and Practical
Solutions The Perennial Problem of Teaching Motivation
and Addressing Procrastination
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Laurie L. Hazard
Objectives 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
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Laurie L. Hazard
Check Your Own Procrastination p. 2
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 I’m procrastinating?
Do I have favorite replacement activities?
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Laurie L. Hazard
Research 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 & 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).
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Laurie L. Hazard
Psychology of Adjustment
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
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Laurie L. Hazard
Change Management: Transtheoretical Model http://www.uri.edu/research/cprc/transtheoretical.htm Dr. James Prochaska, University of Rhode Island, Cancer Prevention Research Center
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
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Laurie L. Hazard
Applying The Model to Time Management
Pre-contemplation: I don’t 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 can’t keep up. I don’t 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!
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Laurie L. Hazard
Applying The Model to Time Management (continued)
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…………….
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Laurie L. Hazard
Roadblocks to Effective Time Management Practices 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
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Laurie L. Hazard
Psychodynamics To Be Considered Imposter Syndrome (McIntosh, 1986)
Lying Component (Hazard, 2012)
Types: Arousal Types: Wait for the euphoric rush Avoiders: Fear of Success/Failure Decisional: If I don’t make a decision, I
won’t be responsible for the outcome (Marano, 2007)
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Laurie L. Hazard
Feeling Like A FraudImposter Syndrome
“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 CollegeDirector of the Wellesley Centers for Women
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Laurie L. Hazard
Three Theoretical Frameworks Psychoanalytic Approach
Sigmund Freud
Phenomenological Approach/Humanistic Existential Carl Rogers
Social Cognitive Approach Bandura
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Procrastinators Are Liars!Procrastinators put themselves in the position of lying to themselves and lying to others
Laurie L. Hazard
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Different Types Of Liars
Laurie L. Hazard
1. Absolute Integrity
2. Straight Shooter
3. Pragmatic Fibber
4. Pinocchio
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Absolute Integrity
About how many times per day do experts estimate that most people lie?
Laurie L. Hazard
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Straight Shooter
Differentiate between a straight shooter and a pragmatic fibber
Laurie L. Hazard
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Pragmatic Fibber
Pragmatic Fibbers lie for various purposes like to avoid conflict
Laurie L. Hazard
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Pinocchio
Students who end up in academic difficulty function in denial
Laurie L. Hazard
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Laurie L. Hazard
Roger’s Theory Self-Concept 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
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Laurie L. Hazard
Academic Adjustment: A Student’s Phenomenal Field
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.
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Laurie L. Hazard
A Student’s Phenomenal Field: Academic Self-Concept
As I’m sure you are slightly curious, what made me come to this revelation was while I was trying to apply myself, I realized I just can’t study properly on my own; I’m just not cut out for this. I have always known that, so it isn’t a big shock. Honestly, I don’t think I am, and never thought I was, going to make it through all four years of college anyway, it’s not for me. I need to just shut up and do this class, no matter how pointless I may think it is; what’s it matter anyhow, even if I learn one thing all year it wouldn’t be a total waste of time. Learning is learning, whether I know I’m doing it or not.
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Freud’s Three Parts of the Personality 1. Id
2. Ego
3. Superego
Laurie L. Hazard
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Id The Pleasure
Principle Primary Process
Thinking Childlike
behavior with the concern of getting wants and needs met
Laurie L. Hazard
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Ego
Laurie L. Hazard
The Reality Principle
Secondary Process Thinking
Role is to gratify the id safely
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Superego Perfection
Principle Family Culture Religion Values Society College or
University
Laurie L. Hazard
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Rationalization
Laurie L. Hazard
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Anxiety
Laurie L. Hazard
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Identify Your Replacement Activities
Laurie L. Hazard
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Delay Gratification
Laurie L. Hazard
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Laurie L. Hazard
A Victim or A Volunteer
Provide A Task You Are Currently
Procrastinating About
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Laurie L. Hazard
Bandura 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
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Laurie L. Hazard
Solutions 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
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Laurie L. Hazard
Top Ten Anti-Procrastination Behaviors
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
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Laurie L. Hazard
Top Ten Anti-Procrastination Behaviors (continued) 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 time—don’t steal it.
10. Enlist social support.
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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
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Resources
See pages12-15 in your packet
www.howtostudy.org
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Thank you
Laurie L. Hazardwww.lauriehazard.com
[email protected] or [email protected]
Thank you for your participation!