Seminar description:
Despite many investments and innovations, disruptive student behavior in the classroom remains a wicked problem with adverse consequences for both the student and the teacher. Such as stress, reduced enjoyment of work and learning, and a drop in school success. Teachers' perspectives, interpretations, attributions, and choices largely determine whether the classroom is a transformative teaching-learning environment for students with problematic behavior. Perspective-taking might improve teachers coping with challenging classroom behavior.
During this seminar, Astrid Ottenheym would like to present and discuss an NRO- Ph.D. explorative research on multi-perspective-taking by teachers in coping with disruptive classroom behavior. In combination with teacher coping and disruptive behavior, perspective-taking is a relatively new field of study.
About the speaker:
Astrid Ottenheym-Vliegen (ORCID: 000-0003-4742-2481) background is in health care and education. She is a managing director of the Educational District Noord-Kennemerland for special needs (www.ppo-nk.nl). Additionally, she is an ambassador and advisor of the National Innovation Network to create cooperation between education, youth care, day-care, and governments: Aanpak Met Andere Ogen (https://www.aanpakmetandereogen.nl). The essential question in her work is how to create an inclusive ecosystem with a strong pedagogy for all participants. Next to that, she is a Ph.D. student at Donders Institute Radboud UMC about the subject of this seminar. Finally, she is a frequently asked speaker about Inclusion, the transition of education in a combination of youth care, creating equal opportunities in education, and her research topic, and as the founding mother of the method WegWijsinGedrag®. More information: https://www.linkedin.com/in/astridottenheym/
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