a skill at doing a specified thing, typically one acquired through practice.
Transcript of "Secondary School Classroom Management and Co-teaching"
Building Effective and RewardingClassroom ExperiencesSecondary School Classroom Managementand Co-teachingpp.153
• Introductions• SSCM lecture and discussion• Break• Co-teaching lecture and discussion• Questions/ ClosingObjective/ ScheduleObjective: To provide participants with SSCM*and co-teaching methodology along withstrategies that can be adapted to yourclassroom situation.* SSCM- Secondary School Classroom Management
• Certified Teacher – U.S.A• 8yrs teaching experience 4yrs U.S. 4 yrs South Korea• B.Sc. K-12 Music Education• MRes- Educational and Social Research• EPIK/ TaLK Teacher Trainer• Assistant Professor of English atGimcheon University Daniel MoonasarWho am I?
• Certified Teachers?• Education major undergraduates?• Other major undergraduates• Teaching experience?• Visited South Korea before?• Lived in South Korea before?Who are you?
MenuSSCM main course: Building a Plan Classroom Management Strategies Co-teachingSSCM á la carte: Understanding Your Students Responsibility vs. Obedience Building Relationships Motivations Communication
Group DiscussionDirections:1. In your group discuss and answer Task 1 question.2. Choose one reason you want to share.3. When finished, we’ll share answers to the class.pp.153
Understanding Your Students6 areas to understand about our students:• Cognitive levels vs. age vs. experience• Formative, interim, and summative assessment1. Student Grade Level and Age• Insight into student behavior2. Socioeconomic Background• Country, regional, family, small group,• Interaction with KET vs. NET3. Culturepp. 154-156
Understanding Your Students•May be difficult to find out•Paperwork and bureaucracy•Your language proficiency4. Language Proficiency•Awareness is growing•You need to seek out information•Discuss with co-teachers or special needs teacher5. Special Needs•Student, parental, school, and societal expectations6. Expectations6 areas to understand about our students:pp. 154-156
Building RelationshipsDirections:1. Individually answer Task 3 on p.1562. In your groups discuss, “How did this affect yourexperience in class?”3. When finished, we’ll share answers.pp. 156-157
Building Relationshipspp. 156-156Take the time to:-Find sincerity in youractions-Greet/ say goodbye-Know about school events-Participate or attendschool events-Find out about their lives orfeelingsClassroomManagement
Obedience vs. Responsibilitypp. 157-158ObedienceTaught behaviorInduced by fearof extrinsicpunishmentConvenient and easybut can inhibitpersonal growth,creativity, and criticalthinkingResponsibilityLearned behaviorInduced by the intrinsicmotivation to succeed orgain acceptance.Extensive time is needed tolearn but promotes personalgrowth, creativity, andcritical thinking,
Motivationspp. 158-159• Comes from external stimuli.• Motivating factors are external rewards• Rewards provide satisfaction and pleasurethat the task itself may not provide.Extrinsic• Comes from within the individual ratherthan from external stimuli.• The motivation comes from the internalpleasure or fear one gets from interactingwith the task.Intrinsic
Motivationspp. 158-159• Reward Examples:• Candy, prizes, break time, free time• Dismissal from class first, coupons orvouchers, movies• Loss of privileges, loss of the abovementioned items, staying after classExtrinsic• Reward Examples:• Feeling satisfied or capable, enjoying a task• Gaining confidence or self-esteem, self-accomplishment, internal drive,• Feeling appreciated, self-competitionIntrinsic
Building a Planpp. 160-164Month1Month2Months3-5Month6Months7-10Term Classroom Management Plan
Building a PlanMonth1Month2Months3-5Month6Months7-10Term Classroom Management Plan• Meet with your co-teachers• Explain to students and POST CLASSROOM RULES AND ROUTINES• Setup the classroom to minimize non-educational disctractions• Nametags, seating plan, number students, obtain test scores forgrouping and assessment etc.• Be strict by enforcing and reminding rules often.• Do not make jokes (until you have a well established rapport withthem).• Make observations of student learning to use as a basis of abilitylevels, group, and student roles.pp. 160-164
Building a PlanMonth1Month2Months3-5Month6Months7-10Term Classroom Management Plan• Review and enforce classroom routines and rules often.• Observe students and if needed, make changes to the seatingplan.• Re-evaluate goals with student and begin differentiatingassignments and work for the different ability levels of students.pp. 160-164
Building a PlanMonth1Month2Months3-5Month6Months7-10Term Classroom Management Plan• Review and practice classroom routines.• Progressively make student learning more challenging and open-ended.• Provided more freedom and choice for student learning.pp. 160-164
Building a PlanMonth1Month2Months3-5Month6Months7-10Term Classroom Management Plan• Students will be busy and stressed studying with tests and exams.• Classes will be chaotic because of frequent changes andcancellations.• Give less homework.• Focus on review to help refresh student’s memory.• Incorporate project based learning for students.pp. 160-164
Building a PlanMonth1Month2Months3-5Month6Months7-10Term Classroom Management Plan• Remind students of rules and expectations at the start of a newsemester.• Re-vise class and individual goals.• Choose a direction plan with students for student learning.pp. 160-164
• Helps to organize theteacher’s workload• Higher with lower levelstudents can provideassistance• Pairing students withcontrasting personalitiescan encourage students towork together• Time intensive• Can promote off taskbehavior• Can be distracting toothersClassroom Management StrategiesGrouping Students: by ability levels, behavior,contrasting personalities, and or demographics canbe challenging but extremely rewarding.pp. 162-165
• Leader/Editor: Is in charge oforganizing the final product of theproject and making sure everyoneis on task• Recorder/Secretary: Takes notesduring group meeting, keeps trackof group paperwork and makessure everyone has the sameinformation.• Checker: Is in charge of checkingthe accuracy of all informationwritten or spoken.• Spokesperson: Is responsible forrepresenting the group inclassroom discussions, updatingthe teacher and/or reporting anyissues or problems to the leader orteacher.• Facilitator/Encourager: Is in chargeor starting and keeping thediscussion moving.• Timekeeper: Is in charge of makingsure the group is staying within thetime limit and finishing on time.• Summarizer: Is in charge ofsummarizing the group’s discussioninto a manageable andunderstandable.• Reflector: Is responsible for makingsure that the original speaker’smessage is coming out the waythey want it to.• Elaborator: Is responsible forseeking out connections and/orcontinuity within the discussion.Classroom Management StrategiesGroup Roles: pp. 162-165
Agreed upon and sharedresponsibility of:• Classroom management• Assessment• Planning• Accountability• Communication tostudents and co-teachersOne teacher:• Does all lesson planning• Delivers all instruction• Solely assess and gradesstudents• Does not attend the fulllength of the class• Attends class periodicallyCo-teachingp. 167Ideal Characteristics of Co-teaching
Agreed upon and sharedresponsibility of:• Classroom management• Assessment• Planning• Accountability• Communication to studentsand co-teachers• Reducing student teacherratiosOne teacher:• Does all lesson planning• Delivers all instruction• Solely assess and gradesstudents• Does not attend the full lengthof the class• Attends class periodicallyCo-teachingpp. 167Ideal Characteristics of Co-teaching
Co-teachingpp. 169Co-teaching ModelsOne Teaching- One ObservingDescriptionOne teacher deliversinstruction while theother observesAdvantagesWorks well with newteachersAllows time forteachers to connectstyles and methodsGive time to observestudentsMinimal joint planningrequiredDisadvantageUnintentionalhierarchy perceivedby studentsImbalanced roles
Co-teachingpp. 170Co-teaching ModelsOne Teaching- One AssistingDescriptionOne teacher deliversinstruction the other isresponsible forassisting studentsAdvantagesWorks well with newteachersAllows time forteachers to connectstyles and methodsStudents who needextra helpaccommodated forClassroommanagementDisadvantageUnintentionalhierarchy perceivedby studentsAssisting teacher canbe a distractionStudents can becomedependent on theassisting teacherImbalanced roles
Co-teachingpp. 170Co-teaching ModelsStation TeachingDescriptionBoth teachers divideinstruction, then switchgroups.AdvantagesLowers student toteacher ratioPromotes participationStudents who needsextra help areaccommodatedSupports variouslearning stylesDisadvantageNoisy and lot’s ofmovementMore joint planningPossibility for confusion
Co-teachingpp. 170Co-teaching ModelsParallelDescriptionStudents are divided.Each teacher deliverssame content at thesame timeAdvantagesLowers studentteacher ratioPromotes participationWorks well for drilling,review, or practiceDisadvantageNoisy and lot’s ofmovementMore joint planningTeachers must beconfortable with eachotherPossibility for confusion
Co-teachingpp. 170Co-teaching ModelsTeam/Tag TeacherDescriptionOne teacher incharge of largegroup, one teacher incharge of a smallergroupAdvantagesStudents who needsextra help areaccommodatedAccommodatesvarying learning styleAllows for re-teaching,tutoring, orenrichmentDisadvantageUnintentionalhierarchy perceivedby studentsCan stigmatize smallergroupMore joint planning
Feedback and QuestionsMy email address: email@example.com://www.waygook.org/http://www.eflclassroom.com
A particular slide catching your eye?
Clipping is a handy way to collect important slides you want to go back to later.