Download - chap 1 EDU 527_2
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NORSHIHA SAIDINFACULTY OF EDUCATION
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Weinstein, C.S( 2007) Middle and
Secondary Classroom Management:
Lessons from Research and Practice,
3rd edition, McGraw Hill.
All chapters in the textbook will be
covered.
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Before going any further, jot down the words
that come to mind when you hear the
phrase classroom management.
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Then write the answer to this question:
What is the goal of classroom
management? Spend 10 mins discussing
this and write down your thoughts.
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At the end of the lecture compare your
goals statement with the statement in the
book. Are they similar? Different?
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Classrooms are crowded, yet students are
often not allowed to interact.
Students are expected to work togetherharmoniously, yet they may not know or like
each other.
Students are urged to cooperate, yet theyoften work in individual or competitive
situations.
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Students are encouraged to be
independent, yet they are also expected to
conform to the teachers dictates
Students are instructed to work slowly and
carefully, but they have to be aware of the
press of time in a 42- (or an 84-) minute
period.
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Multidimensionality
Simultaneity
Immediacy
Unpredictability
Lack of privacy
History
(Doyle 1986,2006)
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The ultimate goal of classroom management isto promote learning and social-emotionalgrowth.1.Successful classroom management promotes
self-regulation.2.Most problems of disorder can be avoided ifteachers foster positive teacher-studentrelationships, implement engaging instruction,
and use good preventive managementstrategies.
3.The way teachers think about managementinfluences the way they behave.
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4.The need for order must not supersede
the need for meaningful instruction.
5.Behavioral expectations vary across
different sub settings of the classroom.
6.Teacher must be culturally responsive
classroom managers.
7.Becoming an effective classroom managerrequires reflection, hard work, and time.
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The four teachers whose thinking andexperiences will be described throughout the
rest of the book.
Donnie Collins (middle and high schoolmathematics) teaches in an urban district of
16 percent Asian American); about 26 percent
of the students qualify for the federal free or
reduced-priced lunch program.
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High school Chemistry teacher in a small
district of 1650 students (53% European
American,17% African American,14%
Latino, and 16% Asian American) :about
26% of the students qualify for the federal
free or reduced-price lunch program.
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A high school social studies Teacher in a
district of about 7500 and growing fast;
student population is 64 percent European
American, 20 percent American, 10
percent African American, and 6 percent
Latino; about 12 percent of dents are
eligible for the federal free or reduced-price lunch program.
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A high school English teacher in a district
of 12,900 students from 24 schools (61
percent European American, 20 percent
Asian American, 10 percent Latino, 8
percent African American); about 13
percent of the students qualified for federal
free or reduced-price lunch program
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What do the teachers have in common?
These four teachers teach different subjects in
very different settings, they are alike in many
ways.
about classroom management in very similar. They emphasize the prevention of behavior
problems, mutual respect, involving students
learning activities, and the importance ofbeing organized and well prepared.
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When asked why they behave well in certain
classes and not in others, students
consistently voiced three themes:
1. relating to students with caring and respect;2.setting limits & enforcing them;
3. teaching in a way that it motivating and
interesting.
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Sources: Calvin and Hobbes Watterson. Reprinted with permission Universal
Press Syndicate. All rights reserved
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This chapter examined some of the
contradictions and special characteristicsof classrooms.
It argued that effective managementrequires an understanding of the uniquefeatures of the classroom environment andstressed the fact that teachers work with
captive groups of students on academicagendas that students have not helped toset
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Then we discussed seven assumptions
that guided the content and organization of
the book.
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Pretend you are a teacher being featured
in this book. What is your story? Think
about what motivated you to choose a
career in teaching and what your goals
are.