Subject: Classroom Behavior Model

Posted by Tim Joy on 1/7/2010
In Reply To:Classroom Behavior Model Posted by Zachary Lawrence on 1/4/2010

Message:

Fabulous discussion, folks. This is a real pleasure to follow and think through.

I want to play!

[Image 1]

I took this model to a fairly experienced student (a senior) and we talked first about the model (how this differs from STELLA) and then about the idea (he’s a senior, after all, and totally gets this). He pointed to the [Academic Progress > Pressure > Skills Gap > Progress]loop as Bill pointed out: “What exactly is the ‘skill gap’ if it’s connected to academic pressure?”

As I read the other comments, seems that others raised a similar question. We then noted the balancing loops, traced the reinforcing loops, and kept talking about academics generally. It was a fun discussion, so thanks a ton, Gene!

We wondered . . . in this representation of student response to workload and progress, what are the stocks? Is one of them Academic Pressure? If so, what drives the flow that increases it? I can imagine that lack of academic progress would do that. Seems though that Academic Standards and Skill Gap ought to be separate, part of actual instruction.

[Image 2]

Not so sure about this rendition, but I am trying to keep the similar things batched.

Am I off base here?

Thanks for the feedback.

Tim Joy