Part 1: paradigms, mental models, and mindsets in-use  (Page 7/8)

Personal mental models . An example of a personal mental model is found in a teacher’s response to the statement “Effective classroom teaching is….” Every teacher should have a personal mental model that defines effective classroom teaching. Elements of this mental model might include “communication skills,” “classroom management,” and “learning styles.”

A teacher’s mental model of effective classroom teaching guides his work. When asked to describe his mental model for effective teaching a teacher may not be able to provide a detailed description of that model and will focus instead on its general features. The more abstract and vague the mental model is, the less likely it is that the teacher’s mental model will be effective for guiding his work.

I believe there are also four sub-categories of personal mental models: functional, dysfunctional, incomplete, and wrong. Each one is briefly described below.

1. Functional personal mental models . A functional personal mental model is one that, although flawed in some way, provides relatively effective guidance to a practitioner. An example of a functional mental model would be when a principal attends a training workshop on how to use clinical supervision with teachers. When she returns to her school she says to herself, “Okay, I know the stages of clinical supervision, I know what to do in each stage, and I know what to expect during the entire process.” That knowledge represents her mental model of clinical supervision and although it is probably not 100% accurate, it is sufficient for providing clinical supervision in a relatively effective way.
2. Dysfunctional personal mental models . A dysfunctional personal mental model is one that produces unintended negative outcomes. For example, a teacher says, “I don’t have to worry about doing a detailed lesson plan. I have the big picture in mind and I know where I’m going with my lessons. Developing lesson plans is just an empty ritual with no real meaning.” This is a dysfunctional mental model because it unintentionally results in inferior instructional planning, which in turn affects student learning.
3. Incomplete personal mental models . Incomplete personal mental models are partially correct, but lack other information that might be needed to make them more effective. For example, a curriculum specialist might think, “Whole-language reading instruction is a wonderful way for children to learn how to read and understand language [this would be the correct information].” But, what may be missing is knowledge of what it takes to use this approach effectively.
4. Wrong personal mental models . Wrong mental models are not incomplete and not dysfunctional. They are just plain wrong. For example, a teacher thinks, “Student misbehavior should be ignored. When I see it, I’ll ignore it. It will pass and the children will like me for doing that.” This is a totally wrong mental model for managing classroom behavior. Its use would result in serious negative consequences almost every time.