the concept of classroom management cuin 4375. what is classroom management? strategies for assuring...
TRANSCRIPT
WHAT IS CLASSROOM MANAGEMENT?
Strategies for assuring physical and psychological safety
Techniques for changing student misbehaviors and teaching self-discipline
Methods of assuring an orderly progression of events
Instructional techniques that contribute to students’ positive behaviors
CHALLENGES FOR TEACHERS
• Home life
• Inclusion
• Peer influences
• Socioeconomic level
• Developmental differences (some react positively to strategies while others don’t)
• Cultural and gender differences
BEHAVIORISM - SKINNER
Skinner says that there are 5 main obstacles in learning:
People have a fear of failureThere is a lack of directionsThere is also a lack of clarity in the
directionThe task is not broken down into small
enough stepsPositive reinforcement is not used
enough
BEHAVIORISM - SKINNER
Skinner suggests that with all of the obstacles out of the way any age appropriate skill can be taught using his 5 principles:
• Have small steps• Work from most simple to most
complex tasks• Repeat the directions as many
times as possible• Give immediate feedback• Give positive reinforcement
BEHAVIORISM - SKINNER
Common Terms in Classroom Management
Rewards - Punishments
ReinforcementFixed-ratio (Same number of occurrences)
Variable-ratio (Changing number of occurrences)
Fixed-interval (Same length of time)Variable-interval (Changing length of time)
Token Economy (Individual or Group)
BEHAVIORISM - SKINNER
• Criticisms • One-dimensional approach – ignores
cultural factors, mood, free will• Does not explain other types of
learning• Emphasis on competition over
collaboration• Focuses on the extrinsic over the
intrinsic
BEHAVIORISM - SKINNER
Proper and immediate reinforcement strenghens the likelihood that desired behaviors will occur.
http://www.youtube.com/watch?v=I_ctJqjlrHA&feature=re
Classical Conditioninghttp://www.videosift.com/video/The-Office-Dwight-taste-bud-prank-wAltoids
BEHAVIORISM - SKINNER
• Positives• Easy to collect data• It works• 80-15-5 Rule A new strategy must be taught, modeled, and supervised in order for students to incorporate the strategy.
80-15-5 Rule:Any one technique works will with 80% of students.Okay with 15% of studentsAnd does not work at all with 5% of students
CONSTRUCTIVISM
http://www.youtube.com/watch?v=F00R3pOXzuk
Piaget
Vygotsky
http://www.youtube.com/watch?v=yY-SXM8f0gU&feature=related
Dewey
http://www.youtube.com/watch?v=oKKdCWTKATA
CONSTRUCTIVISM
Main IdeasDemocratic (negotiate a common purpose; students are responsible and autonomous)
Interactive (transmission v. transaction; event v. process)
Student-Centered (student v. teacher centered)
Constructivist Example:http://www.youtube.com/watch?v=GR9LqmT0k-U&feature=related
CONSTRUCTIVISM
4 principles1. Learning, in an important way,
depends on what we already know;2. New ideas occur as we adapt and
change our old ideas;3. Learning involves inventing ideas
rather than mechanically accumulating facts;
4. Meaningful learning occurs through rethinking old ideas and coming to new conclusions about new ideas which come into conflict with out old ideas.
CONSTRUCTIVISM & CLASSROOM MANAGEMENT• Shared responsibility and decision making
• Learning is a human experience so accommodate small groups, individuals and whole group
• Active involvement of students in collaborative and empowering activities such as the exchange of ideas and opinions
• Responsibility for decision making about learning and generating flexible rules
• Teacher focused on student learning rather then teacher performance
CONSTRUCTIVISM
• Students ask questions
• Students control their own thinking
• Teachers use indirect form of control that empower students
Beliefs and practices about schools are difficult to change. We need to examine the constructs or beliefs that influence our decisions about teaching and learning in order for change to occur. By changes our beliefs about teaching and learning we will change our practice.
CONSTRUCTIVISM
Benefits
Belonging Positive classroom environment
Mastery Through self efficacy
Independence Class meetings Giving choices Thinking for themselves
Generosity Able to contribute meaningfully to the class
REDL AND WATTENBERG
Group DynamicsIndividuals act differently in groups than they do individually. Restroom example
“What Happens Tomorrow Depends Upon Today”
GLASSER - CHOICE THEORY
• Brain storm ways to help students develop a sense of belonging in the classroom
• Glasser was interest in the whole school experience and recommended that teachers and administrators experience “a day in the life” of their students (including the bus ride). What do you think you would find?
Accept responsibility for own behavior.
Schools should be places where students feel they belong; rules must be made an enforced.
GORDON
Student owns the problem.
Teachers must actively listen and be empathetic but relay to the student that responsibility lies with the student to change their behavior.
Empathetic understanding Being “real” Discussing things with students Providing Choices Placing emphasis on creativity and productivity.