11

Theory to Practice : Rhetoric to Theory to Practice : Rhetoric to ActionAction

Education is fundamentally an imaginative act Education is fundamentally an imaginative act of hopeof hope

(Purkey et al, 1996)(Purkey et al, 1996)

22

The call for better education in The call for better education in our schools now seems almost our schools now seems almost universal . . . The central element universal . . . The central element of quality education is of course, of quality education is of course, the teacher. Knowledgeable the teacher. Knowledgeable teachers are the core of an teachers are the core of an effective school program. effective school program. (Stevenson, 1987, p. v)(Stevenson, 1987, p. v)

33

. . . . . . educational institutions need educational institutions need to reach the broadest numbers of to reach the broadest numbers of students and that they must students and that they must therefore be responsive to therefore be responsive to different forms of learning, different forms of learning, performance, and understanding. performance, and understanding. (Gardner, 1991, p. 18)(Gardner, 1991, p. 18)

44

. . . too many educational systems . . . too many educational systems develop mission statements of develop mission statements of eloquent rhetoric without following eloquent rhetoric without following through with the necessary through with the necessary supports to enable each and every supports to enable each and every school to “live” that rhetoric. Or school to “live” that rhetoric. Or worse still, they adopt practices worse still, they adopt practices that run counter to their that run counter to their recommended goals. recommended goals. (Maaka, 1999, p. 8)(Maaka, 1999, p. 8)

55

INVITATIONAL INVITATIONAL EDUCATIONEDUCATION

http://www.invitationaleducation.nethttp://www.invitationaleducation.net A theory of practice that addresses the A theory of practice that addresses the

total educational environment – total educational environment – SocialSocial , , PhysicalPhysical, , CognitiveCognitive, , SpiritualSpiritual, , EmotionalEmotional

A process for communicating caring and A process for communicating caring and appropriate messages intended to summon appropriate messages intended to summon forth the realisation of human potential as forth the realisation of human potential as well as for identifying and changing those well as for identifying and changing those forces that defeat and destroy potentialforces that defeat and destroy potential

66

Invitational education is a Invitational education is a democratically-based self-concept democratically-based self-concept theory for working with people and theory for working with people and constructing positive school cultures.constructing positive school cultures.

77

SOCIALSOCIAL PHYSICALPHYSICAL

COGNITIVECOGNITIVEEMOTIONEMOTION

SELFSELF

Soci

o-H

istor

ical

Culture / Ethnicity

Family

THE DEVELOPING PERSON

DOMAINS AND CONTEXT OF

SPIRITUALSPIRITUAL

88

Social Health, Mental Social Health, Mental Health Health

and the 6 R’sand the 6 R’s

Social Health, Mental Social Health, Mental Health Health

and the 6 R’sand the 6 R’s RealityReality

ResponsibilityResponsibility

Right/WrongRight/Wrong

RelationshipsRelationships

ResilienceResilience

RespectRespect

99

Foundations of Invitational Foundations of Invitational TheoryTheory

A humanistic, person-centred A humanistic, person-centred approach to motivation of approach to motivation of human behaviourhuman behaviour

1010

The Perceptual TraditionThe Perceptual Tradition (Combs, 1962)(Combs, 1962)

People are not influenced by events so much as People are not influenced by events so much as their perceptions of eventstheir perceptions of events

Human behaviour is the product of the unique ways that Human behaviour is the product of the unique ways that individuals view the worldindividuals view the world

Behaviour is based on perceptionsBehaviour is based on perceptions

Perceptions are learnedPerceptions are learned

Perception can be reflected uponPerception can be reflected upon

1111

Self-Concept TheorySelf-Concept Theory (Journard, 1968; Rogers, 1968; Purkey, 1970)(Journard, 1968; Rogers, 1968; Purkey, 1970)

If there is one thing in the world that If there is one thing in the world that concerns every one of us, it is the self-concerns every one of us, it is the self-

conceptconcept

Learned beliefs that each person holds to be Learned beliefs that each person holds to be true about his or her personal existencetrue about his or her personal existence

Who am I?Who am I?

How do I fit in the world?How do I fit in the world?

1212

Cognitive-Behavioural Cognitive-Behavioural ApproachApproach

(Ellis,1962, 1970; Meichenbaum, 1974, (Ellis,1962, 1970; Meichenbaum, 1974, 1977)1977)People are disturbed not by things, but by the People are disturbed not by things, but by the

views which they take of themviews which they take of them

Our thoughts shape our emotions and our actionsOur thoughts shape our emotions and our actions

Our beliefs and assumptions shape how we perceive and interpret Our beliefs and assumptions shape how we perceive and interpret eventsevents

Behaviour is mediated by the way an individual views oneself and Behaviour is mediated by the way an individual views oneself and these views serve as an antecedent and consequence of human these views serve as an antecedent and consequence of human activityactivity

Our distorted thoughts can lead to a variety of dysfunctioningOur distorted thoughts can lead to a variety of dysfunctioning

1313

Underpinnings of Invitational Underpinnings of Invitational EducationEducation

Collection of assumptions that seek to Collection of assumptions that seek to explain human phenomenaexplain human phenomena

Provides a means of intentionally Provides a means of intentionally summoning people to realise their potential summoning people to realise their potential in all human endeavoursin all human endeavours

Provides a framework for Provides a framework for PEOPLEPEOPLE in a in a variety of variety of PROGRAMS, POLICIES, PROGRAMS, POLICIES, PLACES, AND PROCESSESPLACES, AND PROCESSES

1414

Invitational Education Invitational Education AssumptionsAssumptions

Four assumptions offer a consistent Four assumptions offer a consistent “stance” through which humans can “stance” through which humans can create and maintain an optimally create and maintain an optimally inviting environment:inviting environment:

– RespectRespect– TrustTrust– OptimismOptimism– IntentionalityIntentionality

1515

RespectRespect

People are able, valuable, and People are able, valuable, and responsible and should be treated responsible and should be treated accordinglyaccordingly

1616

TrustTrust

Education should be a Education should be a cooperative, collaborative activity cooperative, collaborative activity where process is as important as where process is as important as productproduct

1717

OptimismOptimism

People possess untapped potential People possess untapped potential in all worthwhile human in all worthwhile human endeavourendeavour

1818

IntentionalityIntentionality

Human potential can best be Human potential can best be realised by creating and maintaining realised by creating and maintaining PlacesPlaces, , PoliciesPolicies, , ProcessesProcesses, and , and ProgramsPrograms,specifically designed to ,specifically designed to invite development, and by invite development, and by PeoplePeople who are intentionally inviting with who are intentionally inviting with themselves and others, personally themselves and others, personally and professionally and professionally

1919

““Five P’s”Five P’s”

Invitational Education focuses on five Invitational Education focuses on five areas that exist in every environment areas that exist in every environment and that contributes to the success and that contributes to the success or failure of each individual:or failure of each individual:

– PeoplePeople– PlacesPlaces– PoliciesPolicies– ProgramsPrograms– ProcessesProcesses

2020

PeoplePeople

Teachers, Administrators, Teachers, Administrators, Counsellor, Support StaffCounsellor, Support Staff

People create a respectful, People create a respectful, optimistic, trusting, and optimistic, trusting, and intentional (positively enhancing) intentional (positively enhancing) societysociety

2121

PlacesPlaces

Classrooms, Offices, Hallways, Classrooms, Offices, Hallways, Common Rooms, Libraries, Playing Common Rooms, Libraries, Playing fieldsfields

The physical environment offers a The physical environment offers a starting point from moving from starting point from moving from invitational theory to practiceinvitational theory to practice

2222

PoliciesPolicies

Rules, Codes, Procedures - Written or Rules, Codes, Procedures - Written or UnwrittenUnwritten

Used to regulate the ongoing functions Used to regulate the ongoing functions of individuals or organisationsof individuals or organisations

2323

ProgramsPrograms

Curricular and Co-CurricularCurricular and Co-Curricular

Focuses on the wider scope of human Focuses on the wider scope of human needs by ensuring program achieve needs by ensuring program achieve goals for which they were designed.goals for which they were designed.

2424

ProcessesProcesses

The spirit or atmosphere of the way The spirit or atmosphere of the way things are donethings are done

Addresses such issues as cooperative Addresses such issues as cooperative spirit, democratic activities, spirit, democratic activities, collaborative efforts, ethical collaborative efforts, ethical guidelines, and humane activitiesguidelines, and humane activities

2525

2626

Levels of FunctioningLevels of Functioning

Invitational Education identifies Invitational Education identifies four level of functioning in four level of functioning in personal and professional living:personal and professional living:

– Intentionally DisinvitingIntentionally Disinviting– Unintentionally DisinvitingUnintentionally Disinviting– Unintentionally InvitingUnintentionally Inviting– Intentionally InvitingIntentionally Inviting

2727

Intentionally DisinvitingIntentionally Disinviting

Deliberately discouragingDeliberately discouraging

Busy with other obligationsBusy with other obligations

Focused on students’ shortcomingsFocused on students’ shortcomings

2828

Unintentionally Unintentionally DisinvitingDisinviting

Well-meaning, but condescendingWell-meaning, but condescending

Obsessed with policies and proceduresObsessed with policies and procedures

Unaware of students’ feelingsUnaware of students’ feelings

2929

Unintentionally InvitingUnintentionally Inviting

Well-liked and reasonably effectiveWell-liked and reasonably effective

Inconsistent and uncertain in decision-Inconsistent and uncertain in decision-makingmaking

3030

Intentionally InvitingIntentionally Inviting

Optimistic, respectful, and trustworthyOptimistic, respectful, and trustworthy

Able to affirm, yet guide studentsAble to affirm, yet guide students

3131

Four DimensionsFour Dimensions

The goal of Invitational education is The goal of Invitational education is to encourage individuals to enrich to encourage individuals to enrich their lives in each of the four basic their lives in each of the four basic dimensions:dimensions:

– Being personally inviting with oneselfBeing personally inviting with oneself– Being personally inviting with othersBeing personally inviting with others– Being professionally inviting with Being professionally inviting with

oneselfoneself– Being professionally inviting with othersBeing professionally inviting with others

3232

3333

Inviting OneselfInviting Oneself Practice being inviting on your own behalfPractice being inviting on your own behalf Make a habit of having some “alone time”Make a habit of having some “alone time” Take good care of your healthTake good care of your health Celebrate yourselfCelebrate yourself Establish/continue a relationship with a Establish/continue a relationship with a

colleague in order to share experiencescolleague in order to share experiences Join a professional groupJoin a professional group Submit an idea to a professional journal for Submit an idea to a professional journal for

publication publication

3434

Principles Of An Inviting Principles Of An Inviting SchoolSchool

People are able, valuable, and responsible and should People are able, valuable, and responsible and should be treated accordingly.be treated accordingly.

Educating should be a collaborative, cooperative Educating should be a collaborative, cooperative activityactivity

The process is the product in the making.The process is the product in the making. Focus on effort rather than ability: To become Focus on effort rather than ability: To become

absorbed with learning than being preoccupied with absorbed with learning than being preoccupied with their performance.their performance.

People possess untapped potential in all areas of People possess untapped potential in all areas of worthwhile human endeavour.worthwhile human endeavour.

This potential can be realised by PLACES, POLICIES, This potential can be realised by PLACES, POLICIES, PROGRAMS, AND PROCESSES specifically designed to PROGRAMS, AND PROCESSES specifically designed to invite development and by PEOPLE who are invite development and by PEOPLE who are intentionally inviting with themselves and others intentionally inviting with themselves and others personally and professionally.personally and professionally.

3535

Inviting School SuccessInviting School Success

Democratically oriented, perceptually Democratically oriented, perceptually anchored, self-concept approach to anchored, self-concept approach to the educative processthe educative process

The enhancement ofThe enhancement of – Self-ConceptSelf-Concept– Self-EsteemSelf-Esteem– Self EfficacySelf Efficacy

3636

KNOWLEDGE OF SELFKNOWLEDGE OF SELF

IS AS IMPORTANT AS IS AS IMPORTANT AS

KNOWLEDGE OF KNOWLEDGE OF CURRICULUMCURRICULUM

3737

Quality teaching, "inviting" students to succeed in intellectual, social, and personal pursuits, will not be enhanced by a teacher, irrespective of his or her overall academic ability, if he or she has a low academic self-concept in the specific teaching domains. When teachers think well of themselves, they think well of their students, and thus potentially enabling their students to achieve to their full potential. (Smith, 1999, pp. 74-75)

3838

Children of high self-esteem who are in Children of high self-esteem who are in regular contact with teachers of low regular contact with teachers of low self-esteem will gradually themselves self-esteem will gradually themselves develop low self-esteem, with develop low self-esteem, with associated low attainment levelsassociated low attainment levels.. (Lawrence, 1996, p. 13)(Lawrence, 1996, p. 13)

3939

““Inviting” Perception of Inviting” Perception of StudentsStudents

AbleAble ResponsibleResponsible ValuableValuable Positive ExpectationsPositive Expectations Classroom WarmthClassroom Warmth Invitational Discipline/ManagementInvitational Discipline/Management

4040

Keys to Being Invitational:Keys to Being Invitational:Environment, Comments, Environment, Comments,

BehaviorsBehaviors

4141

Keys to Being Keys to Being Invitational:Invitational:EnvironmentEnvironment

Freshly painted Freshly painted walls in a roomwalls in a room

A warm fireplaceA warm fireplace Flowers on a deskFlowers on a desk A well tended yard A well tended yard

spacespace Throw pillows on Throw pillows on

floorfloor

Unclean, unkempt Unclean, unkempt wallswalls

A chilly roomA chilly room A patchy, grassless A patchy, grassless

yard spaceyard space Hard backed chairsHard backed chairs Stilted, superficial Stilted, superficial

conversationsconversations

4242

Keys to Being Keys to Being Invitational:Invitational:CommentsComments

Congratulations!Congratulations! Sure, I can help with Sure, I can help with

that.that. That’s a good point. That’s a good point. Let’s get together Let’s get together

next Monday.next Monday. Have a good time at Have a good time at

the party!the party!

You sure were You sure were lucky.lucky.

I may have time I may have time later.later.

What’s the matter What’s the matter with you?with you?

We’ll try to get We’ll try to get together sometime together sometime soon.soon.

Behave and mind Behave and mind your manners.your manners.

4343

Keys to Being Keys to Being Invitational:Invitational:BehaviorsBehaviors

Taking turns with Taking turns with othersothers

Inviting a friend to Inviting a friend to

lunchlunch Noticing/Noticing/

complementing complementing another’s new clothes, another’s new clothes, shoes, etc.shoes, etc.

Responding to anotherResponding to another

Cutting in a lineCutting in a line Waiting for a friend to Waiting for a friend to

ask you to lunchask you to lunch Making a Making a

“cute”/sarcastic “cute”/sarcastic remark about the remark about the new attirenew attire

Being grumpyBeing grumpy Showing indifference, Showing indifference,

half-listeninghalf-listening

4444

ExpectationsExpectations

One of the differences between good teachers and One of the differences between good teachers and poor teachers is that good teachers make their poor teachers is that good teachers make their students feel that they have more ability than they students feel that they have more ability than they think they have so that they consistently do better think they have so that they consistently do better work than they thought they could!work than they thought they could!

Treat people as if they were what they ought to be Treat people as if they were what they ought to be and you help them to become what they are capable and you help them to become what they are capable of being! (Goethe) of being! (Goethe)

One’s expectancy of another person’s behaviour One’s expectancy of another person’s behaviour somehow comes to be realised - NOT ALWAYS!somehow comes to be realised - NOT ALWAYS!

4545

A high self-concept is a necessaryA high self-concept is a necessary

BUT NOTBUT NOT

a sufficient condition for a sufficient condition for achievementachievement

4646

Inviting MotivationInviting Motivation Motivation is NOT a problem in schoolMotivation is NOT a problem in school I have never met or seen an unmotivated student. I have I have never met or seen an unmotivated student. I have

met many students who did not do what I would wish met many students who did not do what I would wish them to do, but this is not to say they are unmotivated. them to do, but this is not to say they are unmotivated.

As teachers we are given the responsibility to determine As teachers we are given the responsibility to determine the direction this INTERNAL, ALWAYS-ACTIVE, the direction this INTERNAL, ALWAYS-ACTIVE, MOTIVATION will takeMOTIVATION will take

Rather than wasting time trying to motivate students, it Rather than wasting time trying to motivate students, it makes far better sense to work on how this given makes far better sense to work on how this given motivation will be directed (the mob leader is the same as motivation will be directed (the mob leader is the same as the missionary; the thug and the theologian, the the missionary; the thug and the theologian, the challenging student and the most talented)challenging student and the most talented)

4747

Facilitating the Three C’s of Facilitating the Three C’s of MotivationMotivation

CollaborationCollaboration– Assisting students to feel connected to their peers and Assisting students to feel connected to their peers and

ensuring the classroom is conducive to a positive ensuring the classroom is conducive to a positive learning environment. learning environment.

ChoiceChoice– Students are brought into the process of making Students are brought into the process of making

decisions about WHAT, HOW, and WHY they are learning decisions about WHAT, HOW, and WHY they are learning and other issues in the classroom.and other issues in the classroom.

ContentContent– Making school work and learning meaningful, engaging, Making school work and learning meaningful, engaging,

and relevant.and relevant.

4848

F. O. C. IF. O. C. I Feedback, give more positiveFeedback, give more positive Output, give more opportunities for Output, give more opportunities for

studentstudent Climate, create a warm, inviting Climate, create a warm, inviting

environmentenvironment Input, give students more to challenge Input, give students more to challenge

themthem

FairFair FirmFirm FriendlyFriendly

4949

Doing-With Students Doing-With Students not not

Doing-At StudentsDoing-At Students

The best teacher is one who, through The best teacher is one who, through establishing a personal relation, frees the establishing a personal relation, frees the student to learn. Learning can only take student to learn. Learning can only take place in the student, and the teacher can place in the student, and the teacher can only create the conditions for learning. The only create the conditions for learning. The atmosphere created by a good atmosphere created by a good interpersonal relationship is the major interpersonal relationship is the major condition for learning. condition for learning. (Patterson, 1973(Patterson, 1973, page , page number unknownnumber unknown))

5050

SUMMARYSUMMARY

If you’re not feeling good If you’re not feeling good about you, what you’re about you, what you’re wearing outside doesn’t mean wearing outside doesn’t mean a thing. a thing. (Leontyne Price, opera singer)(Leontyne Price, opera singer)

5151

Everything the teacher does as Everything the teacher does as well as the manner in which s/he well as the manner in which s/he does it incites the student to does it incites the student to respond in some way or another respond in some way or another and each response tends to set and each response tends to set the student's attitude in some the student's attitude in some way or another. way or another. (John Dewey, 1933)(John Dewey, 1933)

5252

Until such proposals [Teacher Until such proposals [Teacher Education Revision Proposals] take Education Revision Proposals] take into account the need for teacher-into account the need for teacher-training methods and interventions training methods and interventions designed to enhance the academic designed to enhance the academic self-concept of not only pre-service self-concept of not only pre-service teachers but in addition, in-service teachers but in addition, in-service teachers, the goal of improving quality teachers, the goal of improving quality of teaching and quality of learning will of teaching and quality of learning will not be forthcomingnot be forthcoming. . (Smith, 2000, p(Smith, 2000, p.. 209) 209)

5353

Ashton et al. (1986) succinctly Ashton et al. (1986) succinctly stated:stated:

If we are to make progress toward If we are to make progress toward that goal [quality of teaching and that goal [quality of teaching and quality of learning], the promotion of quality of learning], the promotion of a high sense of self-efficacy in a high sense of self-efficacy in teachers and students must become teachers and students must become an educational aim as important as an educational aim as important as academic achievement. academic achievement. (p. 176)(p. 176)

5454

BibliographyBibliography

Ashton, P. & Webb, R. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.

Combs, A. (Ed.) (1962). Perceiving, behaving, becoming. Washington,D.C.: Yearbook of the Association for Supervision and Curriculum Development.

Ellis, A. (1962). Reason and emotion in psychotherapy. New York: Lyle Stuart.

Ellis, A. (1970). The essence of rational psychotherapy. New York: Institute for Rational Living.

Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books.

Journard, S. (1968). Disclosing man to himself. Princeton, NJ: Van Nostrand.

Lawrence, D. (1996). Enhancing self-esteem in the classroom (2nd ed.). London: Paul Chapman.

5555

Maaka, M. (1999). Assessment for school success: A student-centred approach. Journal of Invitational Theory and Practice, 6, 6-27.

Meichenbaum, D. (1974). Cognitive behaviour modification. Morristown, NJ: Plenum.

Meichenbaum, D. (1977). Cognitive behaviour modification: An integrated approach. New York: Plenum.

Patterson, C. (1973). Humanistic education. Englewood Cliffs, N.J.: Prentice-Hall.

Purkey, W. (1970). Self concept and school achievement. Englewood Cliff, NJ: Prentice-Hall.

Purkey, W. & Fuller J. (1995). The Inviting School survey users' manual. Greensboro, NC: University of North Carolina at Greensboro.

Purkey, W., & Novak, J. (1988). Education: By invitation only. Bloomington, IN: Phi Delta Kappa.

Purkey, W., & Novak, J. (1996). Inviting school success: A self-concept approach to teaching and learning (3rd ed.). Belmont, CA: Wadsworth.

5656

Purkey, W. & Schmidt, J. (1987). The inviting relationship: An expanded perspective for professional counseling. Englewood Cliffs, NJ:Prentice-Hall.

Purkey, W. & Schmidt, J. (1990). Invitational learning and counseling and development. Ann Arbor, MI: ERIC/CAPS.

Purkey, W. & Stanley, P. (1991). Invitational teaching, learning and living. Washington, DC: National Educational Association Professional Library, National Education Association.

Rogers, C. (1969). Freedom to learn. Columbus, OH: Merrill.Smith, K. (1999). Quality teaching and academic self-concept. Interlogue,

10, 73-81.Smith, K. (2000). The self-concept and verbal academic achievement of

primary and secondary student teachers. Unpublished doctoral dissertation, University of Melbourne, Melbourne, Victoria, Australia.

Stevenson, R. (1987). Foreword. In D. R. Cruickshank, Reflective teaching: The preparation of students teaching. Reston, VA: Association of Teacher Educators.

5757

For Further Information

Ken Smith, PhD, MAPSHead of School

Trescowthick School of Education (Victoria)Faculty of Education

Australian Catholic UniversityFitzroy, Australia, 306561-3-9953-3257 (Tel)61-3-9953-3495 (Fax)

k.smith@patrick.acu.edu.au (Email)