Pedagogy of Positive Teaching
Integrating the modality of positive teaching to balance four modes of transformational class teaching
Relationships : Stable Environment : Continuous Improvement : High Expectations
How Positive Teaching provides Integrative balance between
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Relationships – cultivating a supportive community (belonging)
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Stable environment – creating structures and processes (security)
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Continuous improvement – adapting and embracing change (growth)
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High expectations – maximising every student’s achievement (accomplishment)
High Expectations
Conveying high standards
Encouraging achievement
Focusing on individuals
Assessing performance
Providing challenge
Emphasising urgency
Continuous Improvement
Shifting leadership
Improvising
Seeing the big picture
Expecting creativity
Questioning assumptions
Examining multiple perspectives
Stable Environments
Being in control
Planning
Knowing the details
Expecting compliance
Covering required content
Expecting the right answer
Relationships
Understanding needs and interests
Encouraging collaboration
Focusing on the collective
Facilitating discussion
Building trust
Taking time to listen
Modality Toolkit
The leading theorists of this modality, based on the Competing Values Framework, are Robert E Quinn, Katherine Heynoski, Mike Thomas and Gretchen Spreitzer
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Questions for Synthesis
Questions for personal synthesis
How would you stack its four modes in order of relevance to your own personal philosophy of teaching?
Where would you place this modality in order of preference in the practice of Integrative Teaching (compared to meta-pedagogy, depth didactics, thinking in community and curriculum synergy.
Where would you place this modality in overall order of preference out of all sixteen modalities?
Questions for technical eclecticism
Which of the four component modes could enhance learning in your core Integrative practice?
How might this modality as a whole enhance any other modalities you are using?
Which techniques would you want to experiment with to improve your practice?
Questions for theoretical integration
What is the sixfold interplay between these four modes of practice?
What are the contrasts between the modes which make it difficult but still important to practice together?
Why is this modality essential to enhancing the other modalities of integrative teaching?
Questions for assimilative integration
How could the construction of this modality be improved?
How well does it correlate with other fields of practice not included in the EduSynthesis map?
Which missing aspects of theory might provide a better alternative in a map of your own practice?
What are your personal preferences for imaginative teaching as an adult learner?
How you can appreciate different uses of language for educational purposes: oral language, writing, theoretic writing, reflexive writing?
How can you enhance your own academic writing in higher education?
How can you utilise imaginative teaching resources in your practice to engage learners?
How could you include all four kinds of understanding in one framework?
Teaching Exercises
How would you stack its four modes in order of relevance to your own personal philosophy of teaching?
Mentoring Exercises
Which of the four component modes could enhance learning in your core Integrative practice?
Leadership Exercises
What is the sixfold interplay between these four modes of practice?
Sustainability Exercises
How could the construction of this modality be improved?
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