copyright 2001 by allyn and bacon creating learning environments chapter 12
Post on 20-Dec-2015
267 views
TRANSCRIPT
Copyright 2001 by Allyn and Bacon
Overview
The Need for Organization Creating a Positive Learning Environment Creating a Learning Community Maintaining a Good Environment for
Learning The Need for Communication
Copyright 2001 by Allyn and Bacon
Concept Map for Chapter 12
Creating aPositive Learning
Environment
The Need forCommunication
Creating aLearning
Community
Need forOrganization
Creating LearningEnvironments
Maintaining a Good Environment
for Learning
Copyright 2001 by Allyn and Bacon
Ecology of Classrooms
Characteristics of Classrooms:– Multidimensional– Simultaneous– Immediate– Unpredictable– Public– Histories
Copyright 2001 by Allyn and Bacon
Basic Management Task
Gain & maintain cooperation
Motivate & engage Adjust management
to ages of students
Copyright 2001 by Allyn and Bacon
Age Related Needs Early elementary: teach rules & procedures Middle elementary: monitor & maintain Late elementary & beginning high school:
– Diplomatically deal with defiance
– Motivate those immersed in social life Senior high school:
– Manage curriculum
– Adapt academics to student needs & interests
– Teach self-management
Copyright 2001 by Allyn and Bacon
Goals for Classroom Management
Time for learning– Allocated time– Engaged time or time on task– Academic learning time
Access to learning Participation structures Self-management
Copyright 2001 by Allyn and Bacon
Where Does the Time Go?
0 200 400 600 800 1000 1200
Total Time
Attended Time
Actual Academic Time
Engaged Time
Academic Learning Time
Hours
Copyright 2001 by Allyn and Bacon
Strategies from Research
Rules and procedures are required Plan spaces for learning Plan for effective classroom management Get off to a good start
Copyright 2001 by Allyn and Bacon
Classroom Procedures
Administrative routines Student movement Housekeeping Lesson routines Teacher-student interactions Student-student interactions
See Guidelines, Woolfolk, p. 441
Copyright 2001 by Allyn and Bacon
Rules for Making Rules Do’s and don’ts Often written down and
posted Set the atmosphere Consistent with school
rules Consistent with
principles of learning Make a few, good rules
Copyright 2001 by Allyn and Bacon
Rules for Elementary School
Be polite and helpfulRespect other’s propertyListen when others are speakingDo not hit, shove, or hurt othersObey school rules
Copyright 2001 by Allyn and Bacon
Rules for Secondary School
Bring required materials to classSeated and ready at the bellRespect and be polite to everyoneRespect other people’s propertySit and listen while others speakObey all school rules
Copyright 2001 by Allyn and Bacon
See Table 12.1, Woolfolk, p. 443, and Table 12.2, p. 444
Consequences of Breaking Rules
Plan ahead “Bill of Rights” Reasons for
appropriate behavior Self-management Penalties
Copyright 2001 by Allyn and Bacon
Categories of PenaltiesCategories of Penalties
Contact parentsContact parents
Express disappointment
Lose privileges
Exclude from group
Write a reflection
Detention
Visit the principal’s office
Copyright 2001 by Allyn and Bacon
Planning Spaces for Learning
Interest areas Personal territories Action zone Seating
arrangements See Guidelines,
Woolfolk, p. 446
Copyright 2001 by Allyn and Bacon
Room Arrangements
Be aware of the action zone Horizontal rows: whole group presentations Clusters or circle: student interaction Fishbowl or stack: close up demonstrations
Copyright 2001 by Allyn and Bacon
Getting Started : Elementary
First day well planned & organized Deal with student’s main concerns Teach rules & procedures Whole group focus Appeal to student interests Monitor the whole group Stop misbehavior quickly
Copyright 2001 by Allyn and Bacon
Getting Started : Secondary
Establish rules, procedures, and standards Clearly communicate standards for work Consistently enforce expectations Monitor students closely Deal with rule infractions quickly Shorter work cycles for lower ability
students Monitor student progress carefully
Copyright 2001 by Allyn and Bacon
Three ‘C’s’ of Classroom Management
Cooperative community Constructive conflict resolution Civic values
See Table 12.3, Woolfolk, p. 450
Copyright 2001 by Allyn and Bacon
Maintaining a Good Environment for Learning
Busy students are better behaved Supervise students closely Include cues for desired behaviors Clear steps for activities Provide necessary materials Engage students in authentic tasks Employ curiosity, interest
Copyright 2001 by Allyn and Bacon
Prevention Is the Best Medicine
WithitnessOverlappingGroup focusMovement
managementMonitor!!!
Copyright 2001 by Allyn and Bacon
Dealing with Discipline Problems
Make eye contact Verbal hints : name dropping Ask students if they are aware of the consequences of
their behavior Remind students of the relative rule or procedure Ask the student to state the correct rule or procedure and
follow it Assertively tell the student to stop the misbehavior Offer a choice
Copyright 2001 by Allyn and Bacon
Special Problems with Secondary Students
Work not completed:– Teach students how to use a daily planner– Keep accurate records– Enforce established consequences– Do not grade on ‘the benefit of the doubt’
Continue to break rules:– Seat student away from other students– Catch them before they break the rules– Enforce established consequences– Don’t accept promises
Copyright 2001 by Allyn and Bacon
Special Problems: Hostile Behaviors
Get out of the situation as soon as possible Give the student the choice to cooperate Allow a short cool down period Talk privately in the hall Send another student for the assistant
principal Conference with a counselor, parents, other
teachers Keep a record of the incident
Copyright 2001 by Allyn and Bacon
Special Problems: Violence or Destruction of Property
Send for help Get the names of all participants Disperse any crowd Do NOT try to break up a fight without help Inform the school office of the incident Follow the school policy
Copyright 2001 by Allyn and Bacon
Message Sent = Message Received?
Hidden messages Body language Choice of words Paraphrase rule
Copyright 2001 by Allyn and Bacon
Who’s Problem Is It?
Does this affect my role as teacher?
Student owned: actively listenTeacher owned: problem solve
Copyright 2001 by Allyn and Bacon
Counseling: The Student’s Problem
Empathetic listening– Block out external stimuli
– Listen carefully
– Differentiate between intellectual and emotional messages
– Make inferences about the speaker’s feelings
Copyright 2001 by Allyn and Bacon
Confrontation and Assertive Discipline
Use of “I” messages Passive or hostile responses Care enough to confront Clearly stated expectations with eye contact Do not debate ‘fairness’ of the rules Expect changes - not promises or excuses See Point▼Counterpoint, Woolfolk, p. 461
Copyright 2001 by Allyn and Bacon
Confrontation and Negotiation Teacher imposes a solution Teacher gives in to student demands Gordon’s “no-lose method”
– Define the problem– Generate many possible solutions– Evaluate each solution– Make a decision on a solution– Determine how to implement the solution– Evaluate the success of the solution
Remember IDEAL? See Woolfolk, pp. 290-296.
Copyright 2001 by Allyn and Bacon
Student Conflicts and Confrontations
Conflicts: goals and needs clash Violence
– Prevention is the best cure– High academic expectations– Genuine care for students
Mentoring, peer mediation, conflict resolution, social skills, relevance, community involvement programs
Copyright 2001 by Allyn and Bacon
Steps in Peer Mediation
Jointly define conflict Exchange positions
and interests Reverse perspectives Invent 3 arguments
that allow mutual gain Reach an integrative
agreement
Copyright 2001 by Allyn and Bacon
Respect & Protect Program
Respect & protect the rights of others Violence is not acceptable Target violence-enabling behaviors Clearly define violence
– Bully/victim violence– Normal conflict violence
Adult-centered and student-centered interventions
See Table 12.5, Woolfolk, p. 465
Copyright 2001 by Allyn and Bacon
Families and Classroom Management
Parents as partners Clear classroom
expectations Communicate See Family &
Community Partnerships, Woolfolk, p. 466
Copyright 2001 by Allyn and Bacon
Reflection Questions
Consider the following scenarios. Decide what you would do in each situation. Don’t stop with an initial response to the situation. Come up with a ‘Plan B’ just in case ‘Plan A’ would not work. Consider multiple perspectives for each scenario.
Copyright 2001 by Allyn and Bacon
Elementary: ArtKent, Kari, and Krista are working together
on an art project. Kent needs the tangerine crayon to finish the trim on an Indian blanket. Kari really needs the tangerine crayon to touch up the sunset. Krista really REALLY needs the tangerine crayon to do the tree leaves. A major conflict is about to erupt! How will you use this as a learning opportunity to teach the concept ‘sharing’?
Copyright 2001 by Allyn and Bacon
Elementary: Cheating
It is achievement test time, and you have consistently encouraged your students to do their own best work. However, during the reading comprehension test, you notice that Melissa is exhibiting ‘severe diagonal vision disorder’ (cheating). At least two other students have noticed, also! What prescription would you recommend to treat her malady?
Copyright 2001 by Allyn and Bacon
Secondary: Defiance
You have just handed back the exam results. Sean is NOT one of your outstanding students, and is not happy with his grade. You ask, “Sean, do you have any questions on the exam?” His retort challenges the validity of your test, compares your IQ to your shoe size, states his opinion about your heritage, and suggests a place for you to take an extended vacation. Sean uses descriptive language and explicit adjectives. Your response?
Copyright 2001 by Allyn and Bacon
Secondary: Vandalism
On a crisp, September morning, you go to school early. As you enter the building, you notice a white haze in the halls, but no smell of smoke. Suddenly you hear glass breaking and see three students with fire extinguishers burst out of the chemistry lab, spraying white every where, running toward you. Next?
Copyright 2001 by Allyn and Bacon
Back Stage
It is after school on a nice day in May. You have to make copies of a test for your class tomorrow morning. You decide to take a shortcut to the teachers’ workroom through the back of the stage. You hear unusual but intriguing sounds coming from a dim corner of the stage and decide to investigate. You discover two students engaged in active and intimate physical contact. Now what?
Copyright 2001 by Allyn and Bacon
Summary
The Need for Organization Creating a Positive Learning Environment Creating a Learning Community Maintaining a Good Environment for
Learning The Need for Communication
Copyright 2001 by Allyn and Bacon
Review Questions
What are the challenges of classroom management?
What are the goals of good classroom management?
Distinguish between rule and procedures. Distinguish between personal territories and
interest-area spatial arrangements.
Copyright 2001 by Allyn and Bacon
Review Questions
Contrast the first school week of effective and ineffective managers.
What are Johnson and Johnson’s three C’s of establishing a classroom community?
How can teachers encourage engagement? Explain the factors identified by Kounin
that prevent management problems in the classroom.
Copyright 2001 by Allyn and Bacon
Review Questions
Describe seven levels of intervention in misbehavior.
What is meant by “empathetic listening”? Distinguish among assertive, passive, and
hostile response styles. What are some options for dealing with
student-student and student-teacher conflicts?