Скачать презентацию EDUC 4454 Class 3 Bell Work Please Скачать презентацию EDUC 4454 Class 3 Bell Work Please

59e1af2729f78dd175e9669416b2701d.ppt

  • Количество слайдов: 19

EDUC 4454 – Class 3 Bell Work: Please Bookmark: http: //www. canteach. ca/elementary/classman. html EDUC 4454 – Class 3 Bell Work: Please Bookmark: http: //www. canteach. ca/elementary/classman. html

Placement Debriefing n Consider…. n Changes noted in the students since the first week Placement Debriefing n Consider…. n Changes noted in the students since the first week n Behaviours n Discipline / Consequences / Classroom Management Techniques n How routines affect behaviour n Sharing & Discussion

Scenario n In grade 2 Social Studies, expectation 2 z 27 reads as follows: Scenario n In grade 2 Social Studies, expectation 2 z 27 reads as follows: n n n Identify the ways in which climate affects how needs (e. g. , the need for food, recreation, shelter) are met in different communities around the world You have the children sitting on the floor and have been brainstorming for 15 minutes how different people in different climates have different kinds of homes. Carlos begins to wiggle, and then he spins around on the floor. He then begins to verbally interrupt with comments about his house. How would you respond as the teacher?

In Text – pp. 79 -80, Case 4. 1 n 4 Power Bases n In Text – pp. 79 -80, Case 4. 1 n 4 Power Bases n All teachers come from a dominant power base. The approach supports the specific power base n If you mismatch the approach with the power base, you will have chaos in the classroom n Any system you pick must match your own personal beliefs and be appropriate for the context of the situation n Not all power bases/approaches work in all situations and a good teacher uses a variety

Make the following chart on your laptop or on a piece of paper A Make the following chart on your laptop or on a piece of paper A 1 B 5 C 7 D 11 A 2 B 6 C 8 D 12 A 3 B 4 C 9 D 10 E 15 F 17 Total E 13 F 18 Total E 14 F 16 Total Give each top choice 3 points, each middle choice 2 points, and each lowest choice 1 point – when done. Add them up! Adapted by from: Levin J. & Nolan J. F. (2004). Principles of Classroom Management: A professional decision-making model , 4 th edition. pp. 98 -101

Power Bases & Theories of Classroom Management -3 General Theories of Classroom Management -Exist Power Bases & Theories of Classroom Management -3 General Theories of Classroom Management -Exist on a continuum -Student directed ↔Collaborative ↔Teacher directed -Most teachers represent some blending of the 3 theories -If you are aware of your beliefs, you can identify theory most closely aligned to your beliefs -This will help you solidify your goals and general approach for classroom management -Teacher power bases are used to influence students in a given situation -Teachers use a combination of power bases in the classroom depending on type of class and students -Certain power bases relate better to certain theories -Examining your beliefs about power bases and the one you use most frequently also helps you form the basis of your classroom management style & plan

Do you prefer a teacher-directed, collaborative or student-directed theory? n You will see three Do you prefer a teacher-directed, collaborative or student-directed theory? n You will see three statements about classroom management. n Read each statement n Rank these three statements by putting the corresponding number in the chart. The statement you agree with gets a 3, the least a 1. Watch my example. Taken from: Levin J. & Nolan J. F. (2004). Principles of Classroom Management: A professional decision-making model , 4 th edition. pp. 98 -101

Responses to Questions – Row A 1. As the adult, the teacher must have Responses to Questions – Row A 1. As the adult, the teacher must have primary responsibility for controlling student behaviour. 2. Responsibility for controlling student behaviour is a shared responsibility of student and teacher. 3. The student alone must have primary responsibility for controlling his/her behaviour. Taken from: Levin J. & Nolan J. F. (2004). Principles of Classroom Management: A professional decision-making model , 4 th edition. pp. 98 -101

Responses to Questions – Row B 4. The goal of classroom management is the Responses to Questions – Row B 4. The goal of classroom management is the development of a caring community of self-directed learners. 5. The goal of classroom management is an efficiently run classroom in which academic learning is maximized. 6. The goal of classroom management is the development of an environment in which the students feel respected and academic learning is the focus. Taken from: Levin J. & Nolan J. F. (2004). Principles of Classroom Management: A professional decision-making model , 4 th edition. pp. 98 -101

Responses to Questions – Row C 7. The goal with dealing with misbehaviour is Responses to Questions – Row C 7. The goal with dealing with misbehaviour is to minimize the loss of learning time. 8. The goal in dealing with misbehaviour is to find a way to help the misbehaving student while minimizing the loss of learning time for others. 9. The goal in dealing with misbehaviour is to identify the unmet need that led the student to misbehave and to find a productive way to get that need met. Taken from: Levin J. & Nolan J. F. (2004). Principles of Classroom Management: A professional decision-making model , 4 th edition. pp. 98 -101

Responses to Questions – Row D 10. Above all, students must learn to really Responses to Questions – Row D 10. Above all, students must learn to really care about each other as people. 11. Above all, students must learn not to interfere with each other’s right to learn. 12. Above all, students should learn to respect each other as well as the teacher. Taken from: Levin J. & Nolan J. F. (2004). Principles of Classroom Management: A professional decision-making model , 4 th edition. pp. 98 -101

Responses to Questions – Row E 13. Students should be given freedom and choices Responses to Questions – Row E 13. Students should be given freedom and choices about classroom activities within options defined by the teacher. 14. Students should be given lots of freedom and choices about classroom activities. 15. Given their limited experience, students should not be given much freedom and choice. The teacher must make the decisions. Taken from: Levin J. & Nolan J. F. (2004). Principles of Classroom Management: A professional decision-making model , 4 th edition. pp. 98 -101

Responses to Questions – Row F 16. Since students are different in terms of Responses to Questions – Row F 16. Since students are different in terms of their needs, it is okay for teachers to handle discipline problems in different ways for different individuals. 17. Consistency is crucial. Misbehaviour must be dealt with in the same way for all individuals. 18. In dealing with individual differences, the teacher must find a way to balance the need for consistency with the need to meet individual needs. Taken from: Levin J. & Nolan J. F. (2004). Principles of Classroom Management: A professional decision-making model , 4 th edition. pp. 98 -101

Do you prefer a teacher-directed, collaborative or student-directed theory? Create the following chart. Teacher-directed Do you prefer a teacher-directed, collaborative or student-directed theory? Create the following chart. Teacher-directed A 1 B 5 C 7 D 11 Collaboration A 2 B 6 C 8 D 12 Student-directed A 3 B 4 C 9 D 10 E 15 F 17 Total E 13 F 18 Total E 14 F 16 Total Give each top choice 3 points, each middle choice 2 points, and each lowest choice 1 point – when done. Add them up!

The Approaches n Look at pages 99 -100, Table 4. 2 The Approaches n Look at pages 99 -100, Table 4. 2

Philosophical Approaches to Classroom Management Teacher-power Theories ~ Referent -Students like the teacher and Philosophical Approaches to Classroom Management Teacher-power Theories ~ Referent -Students like the teacher and perceive the teacher to like them -Not to be confused with friendship where the teacher is trying to meet their own needs ~ Expert - Students perceive the teacher as helping them to learn, sharing a knowledge-base they have which students value Student-directed Collaborative ~ Legitimate -Teacher has the authority Collaborative -Teacher must accept responsibility as well as power -Image of teacher in dress, manner, etc. & must be supported by the principal ~ Reward / Coercive -Teacher must consistently reward, withhold, and punish -Students must see a cause and effect -Rewards are rewards; Punishments are punishments Teacher-directed

Consolidation n Why is it important for teachers to know their power base? Consolidation n Why is it important for teachers to know their power base?

Application n Open Management Plan n Center and underline the words ‘Classroom n n Application n Open Management Plan n Center and underline the words ‘Classroom n n Management’ Create a subheading, flush to the left, called ‘Philosophy of Classroom Management’ As succinctly as possible state what powerbase and theory you lean towards. Explain why you think you lean towards this power base and theory. This should be about half a page as I want you to create a strong rationale SAVE

Homework: a) Read Chapter 7 and pp. 138 -144 of Chapter 6 for next Homework: a) Read Chapter 7 and pp. 138 -144 of Chapter 6 for next class b) Remember to bring your textbook to the next class