Using Emotionally Responsive

Teaching Strategies to Support

Learning and Personal Growth

among Adult Learners

Jaye Jones, PhD, MSW Director, Lehman College Adult Learning Center (a Program of the Institute for Literacy Studies), Bronx, NY Literacy Assistance Center, New York, NY October 2013

(C) 2013 Jaye Jones, PhD

Why is ERT Important?

Acknowledges and addresses emotional triggers that may

negatively impact learning.

Supports a holistic vision of the student.

Recognizes the importance and influence of student-

teacher relationships.

Promotes open communication in the classroom.

Honors what students already know and what they bring

to the learning relationship.

Encourages self-awareness in both students and

instructors.

(C) 2013 Jaye Jones, PhD

ERT

Critical Literacy

Ecosystemic Relational Cultural

Theories that

Inform ERT:

Ecosystemic,

Critical

Literacy &

Relational

Cultural

(C) 2013 Jaye Jones, PhD

The Ecosystemic Perspective

(From http://www.embracethefuture.org.au/resiliency/images/ecological-diagram.gif)

(C) 2013 Jaye Jones, PhD

The Role of Neuroscience

A learning environment that

feels safe and emotionally

responsive reduces anxiety,

helps to “rebuild the brain”

and enhances learning

capacity

Positive and supportive

interactions promote a level

arousal that stimulates

learning (vs. “flight or fight”

response)

(C) 2013 Jaye Jones, PhD

RELATIONAL

CULTURAL

THEORY

Highlights the

importance of

connection, mutuality

and empathy in people’s

lives.

CRITICAL

LITERACY

THEORY

Identifies the

transformative aspects of

education, the need

critical dialogues and

recognizes that learners’

experiences are forms of

knowledge.

(C) 2013 Jaye Jones, PhD

Synthesizing Theories…

ERT

Multiple Perspectives

Importance of Experience

Challenging Meanings

Creating Community

(C) 2013 Jaye Jones, PhD

AWARE is…

Active Listening – listening fully by paying attention

Watchful – observant regarding student’s needs and goals

Adaptable – flexible and able to respond to challenges

Reflective – conscious of how issues like race, class, gender and other statuses impact learning and instructional relationships

Engaging - committed to building relationships with learners that are growth-promoting and strengths-based

© Jaye Jones, PhD - 2011

(C) 2013 Jaye Jones, PhD

Active Listening Active listening ensures that you hear, understand and respect the other person,

and that the other person knows you are hearing, understanding and respecting

what they say.

Pay attention

Show that you are listening

Provide feedback

Defer judgment

Respond appropriately

(adapted from http://www.mindtools.com/CommSkll/ActiveListening.htm)

(C) 2013 Jaye Jones, PhD

Watchful

Setting specific goals or rules to help structure

the teaching relationship or classroom.

Examining student expectations.

Taking into consideration past learning

experiences.

Assessment of student’s learning style.

Acknowledging student strengths/resilience.

(C) 2013 Jaye Jones, PhD

Adaptable

Flexible in dealing with difficulties or

challenges.

Able to shift working style/methods as

needed.

Knowing when to ask for help or

assistance.

(C) 2013 Jaye Jones, PhD

Reflective

Thinking about the values of both the student and

yourself (i.e., dynamic process).

Paying attention to issues of diversity and

commonality (e.g., race, culture, class, power,

educational level).

Examining the motivation behind actions.

Considering broader perceptions about adult

learning, schooling and teaching.

(C) 2013 Jaye Jones, PhD

In relationships we can feel CONNECTED or DISCONNECTED

When we are CONNECTED we feel…

Energetic

Clear about things

Able to take action

Good about ourselves

Want to be around people and meet people

When we are DISCONNECTED we feel…

Less energetic

Confused about things

“Stuck” and like we can’t move forward

Low self-esteem

Want to be alone and get away Adapted from the Relational Practice in Action Manual (Jordan & Dooley, 2001)

Engaged

(C) 2013 Jaye Jones, PhD

ERT and Outcomes

Promotes retention by increasing engagement and

promoting a community of learners.

Supports academic gains by helping students address

emotional issues that are impacting learning.

Stimulates the capacity of the brain to rebuild itself.

Enhances potential for success in the workforce by

encouraging the development of skills like self- and

relational awareness.

Likely to improve student access to necessary and/or

beneficial resources (e.g., referrals by case managers)

(C) 2013 Jaye Jones, PhD

ERT and The Common Core

Models and is aligned with many of the skills

students will need to know as the Common

Core is integrated into adult education.

Organizing

Ideas

Flexibility in

Thinking

Complex

Reasoning

(C) 2013 Jaye Jones, PhD

Fostering Emotionally Responsive

Teaching Practices

Integrate emotionally responsive strategies in teacher

training/orientation sessions.

Help teachers recognize that their impact goes beyond

instruction.

Encourage teachers to regularly evaluate their practice.

Create a student intake process that is sensitive to

socioemotional concerns.

Partner with social service agencies and programs to help

students get access to resources.

Sponsor involvement in interdisciplinary professional development

activities (e.g., counseling education, area studies).

(C) 2013 Jaye Jones, PhD

Websites

Learning and Violence

http://www.learningandviolence.net/index.

htm

Trauma Stewardship

http://traumastewardship.com/

Women Expanding Literacy Education

Action Resource Network (WE

LEARN)

http://welearnwomen.org/ (C) 2013 Jaye Jones, PhD

Thank You!

Contact: Jaye Jones

jaye.jones at lehman.cuny.edu

(and a special thanks to the students, instructors, administrators, academics and funders

who have supported this work)

(C) 2013 Jaye Jones, PhD