TCHR 6020 Class 9 April 19, 2010

626
-1

Published on

Dr. Brian Housand
TCHR 6020
MAT Classroom Management
ECU
Spring 2010

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
626
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
4
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide


























  • TCHR 6020 Class 9 April 19, 2010

    1. 1. TCHR 6020 Class 9 MAT Classroom Management Dr. Brian Housand East Carolina University Monday, April 19, 2010
    2. 2. Today’s Agenda Questions / Concerns / Comments RTM: Rubric CMP Round 2 Charles #8: Improving Relationships and Communication Create Your Own Website
    3. 3. Reflective Teaching Module Help on APA Format is at http://goo.gl/BcNk Submit 4 Slides on BlackBoard in Assignments by Monday, 4/26/2010 at 9AM Project Due April 26, 2010 11:59PM
    4. 4. CHARLES #8 Improving Relationships and Communication: Working Toward Positive Relationships and Effective Communication among Teacher, Students, and Parents and Guardians
    5. 5. CHARLES #8 Haim Ginott Thomas Gordon Communication with Parents
    6. 6. Haim Ginott http://www.betweenparentandchild.com
    7. 7. Haim Ginott http://www.betweenparentandchild.com
    8. 8. As a teacher I have come to the frightening conclusion that I am the decisive element in the classroom.
    9. 9. As a teacher I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate.
    10. 10. As a teacher I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather.
    11. 11. As a teacher I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous.
    12. 12. As a teacher I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration.
    13. 13. As a teacher I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal.
    14. 14. As a teacher I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized.
    15. 15. Ginott says avoid: • Labeling students by referring them negatively. • Asking rhetorical why questions. • Giving moralistic lectures. • making caustic or sarcastic remarks to students. • Denying student feelings. • Demanding students’ cooperation. • Showing that you have lost your temper and self-control.
    16. 16. Roadblocks to Communication
    17. 17. Gordon says avoid: • Giving Orders • Warning • Preaching • Advising • Criticizing • Questioning
    18. 18. Gordon’s I-Messages • When you do ______________ (nonblameful description of other’s behavior). • The tangible effect on me (now or in the future) is _____________________. • That makes me feel _______________ (name the feeling).
    19. 19. Canter’s I-Messages • I feel ____________ (name the feeling), • When you ___________ (state the problem). • I would like _______________ (say what you want to happen to make things better).
    20. 20. Communication with Parents
    21. 21. When Parents are involved, students have Higher grades, test scores, and graduation rates Better school attendance Increased motivation, better self-esteem Lower rates of suspension Decreased use of drugs and alcohol Fewer instances of violent behavior
    22. 22. Communicating with Parents Establish a Partnership Make Regular Phone Calls Peek of the Week Weekly Folders Website / Blog Encourage Volunteers
    23. 23. Open House Refreshments Email / Cellphones / Contact Info Student Work Handouts Name tags Rules Schedules Grading Policies Textbooks / Materials Procedures Question Box Volunteer Signups Student Guides
    24. 24. Parent-Teacher Conferences Confirm date / time Think about 3 adjectives to describe the student Have them prepare questions Establish waiting area Arrange for an interpreter if Dress professionally but not needed intimidating Examine student’s portfolio Use Adult sized chairs Make a list of 3-4 points to Sit side by side at a table cover beginning with strengths
    25. 25. Parent-Teacher Conferences Be a gracious host. Thank them for coming. Start out on a positive note and find something good to say about the student. Begin the Six Step Process 1. Provide the data. 2. Seek information. 3. Listen actively to parents / guardians. 4. Synthesize their suggestions with your own. 5. Devise a plan of action. 6. Arrange for a follow-up.
    26. 26. http://sites.google.com/ http://www.weebly.com/ http://wordpress.com/
    27. 27. For Next Time April 26, 2010 - 5:00 to 8:00PM CMP Presentations / Theorist Team Trivia Submit 4 Slides on BlackBoard by Monday at 9AM RTM Due Monday 11:59PM CMP Due Monday 5/3/2010
    1. A particular slide catching your eye?

      Clipping is a handy way to collect important slides you want to go back to later.

    ×