Adapting teaching methods to help Millenials...constant positive reinforcement.

[jtuck004]

This was an article posted in the Spokane Business Journal on April 9, 2015, but I used another link that doesn't require an account.

Interesting. It describes the author's suggestion for a constant and steady positive reinforcement in the classroom so that learning is not interrupted by having to deal with the negative emotions that might accompany making sure you don't upset the little tykes, so they can stay on task.

This is valuable, because as soon as they leave school they will be thrust into a world which provides positive reinforcement from every angle, and they need to know how to cope with that, eh?

Newswise — WASHINGTON, DC (September 23, 2014) – How students feel about classes has a direct impact on how much they learn in them, and Millennial generation students expect a classroom environment that is emotionally supportive. Thus, according to a study published recently in the National Communication Association’s journal, Communication Education, teachers should consider adapting their teaching style around this expectation in order to enhance students’ learning.
Frequently described as requiring a steady stream of positive reinforcement, Millennials may assume that their classroom experiences will provide them with confirmation. According to the study’s authors, teachers may either empathize with or become frustrated by these expectations, but in order to maximize the learning that occurs in the classroom, they should consider evolving their classroom strategies so that they not only help students to learn, but also help them to feel better about the learning experience.
...
The study revealed that two types of confirming behaviors are most likely to produce positive emotional responses: demonstrating interest in the student learning process and having an interactive teaching style. In response to these teacher behaviors, students’ interest in a subject, and their perceptions of emotional support, both tend to increase. According to broaden-and-build theory, which formed part of the basis for the study, these positive perceptions lead students to expand their thought processes, which in turn improves their ability to stay focused and learn the course material.
“Emotions play a significant role in our everyday life, and the classroom is no exception,” says Alan K. Goodboy, an Associate Professor at West Virginia University and the study’s co-author. “When teachers communicate with students in a way that confirms their performance in class, it helps students feel better about their learning experiences and, ultimately, challenges them to continue improving.”
Another benefit attributed to the confirming behaviors used by teachers is a reduction in the amount of energy students must expend to hide negative emotions in class. When students feel that they have not been validated, they tend to spend energy maintaining socially acceptable masks, rather than studying or learning.

http://www.newswise.com/articles/view/623579/?sc=dwhn