A Return to “A Complexity Context to Classroom Interactions and Climate Impact on Achievement”
Joseph Cochran and Liz Johnson
doi: 10.18278/jpcs.7.2.7
Joseph Cochran and Liz Johnson
doi: 10.18278/jpcs.7.2.7
|
Download article:
|
| ||
Abstract
When JPCS published “A Complexity Context to Classroom Interactions and Climate Impact on Achievement” in 2017, the article was a cutting-edge application of ABM to classroom dynamics. Five years later, though, there have been dramatic changes to education as a result of the COVID-19 pandemic. While the technology of ABM has advanced sufficiently that reexamining of the topic may be justified, the trauma caused by the pandemic should make us question whether any such model would accurately reflect the real world. Given the isolating nature of COVID-19 and online learning, the purpose of this article is to remind us that in a classroom environment, “every interaction matters.” Effective action steps can easily be taken to dramatically strengthen interactions and thus strengthen leaning networks, which will lead to higher levels of achievement. This can be done by the means of simple strategies like increasing positive climate behavioral markers in the classroom, like using student names, checking-in with students, smiling, using polite language, laughing, and clapping. In contrast, negative behavior markers like anger, sarcasm, irritability, harsh voice, yelling, exclusion of students, bad language, physical control of students, teasing, and bullying must be eradicated.
Keywords: complexity, classroom environment, interactions, networks, COVID-19, dragon kings
When JPCS published “A Complexity Context to Classroom Interactions and Climate Impact on Achievement” in 2017, the article was a cutting-edge application of ABM to classroom dynamics. Five years later, though, there have been dramatic changes to education as a result of the COVID-19 pandemic. While the technology of ABM has advanced sufficiently that reexamining of the topic may be justified, the trauma caused by the pandemic should make us question whether any such model would accurately reflect the real world. Given the isolating nature of COVID-19 and online learning, the purpose of this article is to remind us that in a classroom environment, “every interaction matters.” Effective action steps can easily be taken to dramatically strengthen interactions and thus strengthen leaning networks, which will lead to higher levels of achievement. This can be done by the means of simple strategies like increasing positive climate behavioral markers in the classroom, like using student names, checking-in with students, smiling, using polite language, laughing, and clapping. In contrast, negative behavior markers like anger, sarcasm, irritability, harsh voice, yelling, exclusion of students, bad language, physical control of students, teasing, and bullying must be eradicated.
Keywords: complexity, classroom environment, interactions, networks, COVID-19, dragon kings
