August 30, 2010<br />Drs. Anderson and Housand <br />East Carolina University<br />WELCOME TO TCHR 6020<br />1.18.11<br />
January 18, 2011<br />Tales From The Field<br />Organizing Your Classroom<br />Arrangement Activity<br />Manager of the Da...
Tales FromThe Field<br />
Organizing <br />Your Classroom <br />and Supplies<br />
Keep High Traffic Areas Free of Congestion<br />
Be sure that students can be easily seen by the teacher.<br />
Keep frequently used teaching materials and student supplies readily accessible. <br />
Be certain students can easily see whole class presentation and displays.<br />
Effective Room Arrangement Activity<br />
Classroom Architect <br />http://classroom.4teachers.org/<br />Autodesk Homestyler<br />http://www.homestyler.com/designer...
Fred Joneswww.fredjones.com<br />"For teaching to be enjoyable, you must be able to simply relax and teach. Classroom mana...
About Fred Jones<br />Clinical psychologist<br />Classroom management system described in his books:<br />Positive Classro...
Jones’ Research on Teaching and Learning<br />In the 1970s Jones and his research partners spent thousands of hours observ...
Jones’s Research on Student Misbehavior <br />Found very little student defiance but huge amounts of “massive time wasting...
Jones’s Research on Student Misbehavior<br />Found that when students are asked to work independently—misbehavior begins<b...
Effective Teachers<br />Establish a classroom structure that discourages misbehavior<br />Use nonverbal communication (bod...
Fred Jones discusses six clusters of effective teacher skills that contribute to positive and unobtrusive discipline where...
Skill Cluster 1<br />Classroom Structure to Discourage Misbehavior<br />Room Arrangement<br />Classroom Rules<br />Classro...
Skill Cluster 2<br />Limit Setting through Class Agreements<br />Students determine limits on behavior<br />Classroom rule...
Skill Cluster 3<br />Limit Setting through Body Language<br />Proper Breathing<br />Eye Contact<br />Physical Proximity<br...
Skill Cluster 4Say, See, Do Teaching with VIP’s	<br />Teacher Input<br />Student Output<br />Teacher Input<br />Student Ou...
Skill Cluster 5<br />Three Management Styles<br />Some teach well and reward well<br />Some nag, threaten, and punish<br /...
Skill Cluster 5<br />Responsibility Training Through Incentive Systems<br />Grandma’s Rule<br />Student Responsibility<br ...
Skill Cluster 6<br />Providing Efficient Help To Individual Students<br />Helpless Hand Raising<br />Seatwork’s Four Probl...
Skill Cluster 6<br />Organize the classroom so that students are within easy reach of the teacher.<br />Use visual instruc...
H A L F T I M E<br />
Gimme Five!<br />Five Fabulous Tricks, Tips, and Tools for Today’s Teacher<br />Today’s Five<br />Housand’s Heroes<br />Ki...
Benjamin Franklin<br />January 17, 1706 – April 17, 1790<br />Scientist<br />Inventor<br />Statesman<br />Printer<br />Phi...
http://www.jsworldwide.com/<br />http://www.lanesmithbooks.com/<br />
The Adventures of Ben Franklin<br />Action Figure<br />http://goo.gl/1Ssxd<br />
http://www.ncpublicschools.org/acre/standards/support-tools/<br />
http://tinyurl.com/diigo6020<br />
TEACHERS<br />ON FILM<br />ECU<br />TCHR6020<br />Dr. H <br />
9 Purposes for Bulletin Boards<br />Information giving<br />Rule reminders<br />Demonstrations<br />Motivation<br />Stimul...
A Learning <br />Conservatory<br />http://goo.gl/AD3uR<br />
http://www.wallwisher.com/wall/6020bb <br />
Classroom Management Plan<br />Due February 8, 2011<br />http://www.ecu.edu/cs-educ/teached/SeniorPortfolio.cfm<br />
READ:<br />E&E Chapter 2<br />TGS Chapters 9, 11, 13, 14, & 15<br />Document BEFORE photos <br />For January24, 2011<br />
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TCHR 6020 Spring 2011 Class 2

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  • Imagine walking among your students. Picture three zones of proximity surrounding your body in concentric circles. We&apos;ll use the colors of a traffic light — red, yellow, and green — to represent these three zones.The red zone is nearest to you. Red means stop. Students in the red zone cool it.Outside of the red zone is the yellow zone. Yellow signals caution. In the yellow zone, students cool it as long as you are facing in their direction.Beyond the yellow zone lies the green zone — green as in go. When students in the green zone look up to see that you are on the far side of the room or your back is turned, particularly if you are preoccupied, it is goof-off time.
  • Back up systems – small medium large
  • Typically up to 4 minutes can be spent in an interaction – Jones insists that help be done in 20 seconds or less with goal of 10 seconds
  • TCHR 6020 Spring 2011 Class 2

    1. 1. August 30, 2010<br />Drs. Anderson and Housand <br />East Carolina University<br />WELCOME TO TCHR 6020<br />1.18.11<br />
    2. 2.
    3. 3. January 18, 2011<br />Tales From The Field<br />Organizing Your Classroom<br />Arrangement Activity<br />Manager of the Day<br />GimmeFive!<br />Tech Tool Time<br />Teachers on Film<br />TGS<br />CMP Guidelines<br />
    4. 4. Tales FromThe Field<br />
    5. 5.
    6. 6. Organizing <br />Your Classroom <br />and Supplies<br />
    7. 7. Keep High Traffic Areas Free of Congestion<br />
    8. 8. Be sure that students can be easily seen by the teacher.<br />
    9. 9. Keep frequently used teaching materials and student supplies readily accessible. <br />
    10. 10.
    11. 11. Be certain students can easily see whole class presentation and displays.<br />
    12. 12.
    13. 13. Effective Room Arrangement Activity<br />
    14. 14. Classroom Architect <br />http://classroom.4teachers.org/<br />Autodesk Homestyler<br />http://www.homestyler.com/designer<br />
    15. 15. Fred Joneswww.fredjones.com<br />"For teaching to be enjoyable, you must be able to simply relax and teach. Classroom management must be built from the ground up so that most problems do not occur."<br />
    16. 16. About Fred Jones<br />Clinical psychologist<br />Classroom management system described in his books:<br />Positive Classroom Discipline—1987<br />Positive Classroom Instruction—1987<br />Fred Jones’s Tools for Teaching—2007<br />
    17. 17. Jones’ Research on Teaching and Learning<br />In the 1970s Jones and his research partners spent thousands of hours observing numerous elementary and secondary teachers<br />Wanted to pinpoint methods of teaching and classroom management that kept students working positively and productively<br />Wanted to identify what expert teachers do to provide help to students & how they dealt with misbehavior when it occurred<br />
    18. 18. Jones’s Research on Student Misbehavior <br />Found very little student defiance but huge amounts of “massive time wasting”<br />Students talking, goofing off, daydreaming, moving about the room without permission<br />In well managed classrooms behaviors indicative of massive time wasting occur every 2 minutes—in unruly classrooms 2.5 times PER minute<br />95% of student misbehavior consists of this massive time wasting<br />These types of behaviors cause teachers to lose 50% of time for instruction<br />
    19. 19. Jones’s Research on Student Misbehavior<br />Found that when students are asked to work independently—misbehavior begins<br />Hands go up, talking begins, students move around, students look out the window, goofing off begins<br />Most teachers resort to nagging and/or reteaching to the helpless hand raisers<br />Or resort to punitive measures<br />He found that successful teachers have a set of core competencies that enable students to learn and manage their own behavior<br />
    20. 20. Effective Teachers<br />Establish a classroom structure that discourages misbehavior<br />Use nonverbal communication (body posture, facial expressions, gestures, eye contact, proximity)<br />Use Say, See, Do teaching along with incentives<br />Deter helpless hand raising by providing efficient help during independent student work<br />
    21. 21. Fred Jones discusses six clusters of effective teacher skills that contribute to positive and unobtrusive discipline where students profitably and enjoyably engage in learning.<br />
    22. 22. Skill Cluster 1<br />Classroom Structure to Discourage Misbehavior<br />Room Arrangement<br />Classroom Rules<br />Classroom Chores<br />Opening Routines<br />
    23. 23.
    24. 24.
    25. 25. Skill Cluster 2<br />Limit Setting through Class Agreements<br />Students determine limits on behavior<br />Classroom rules<br />Students determine incentives and social rewards<br />Incentives must have instructional value <br />Students determine back up systems for misbehavior<br />
    26. 26. Skill Cluster 3<br />Limit Setting through Body Language<br />Proper Breathing<br />Eye Contact<br />Physical Proximity<br />Body Carriage<br />Facial Expressions<br />
    27. 27. Skill Cluster 4Say, See, Do Teaching with VIP’s <br />Teacher Input<br />Student Output<br />Teacher Input<br />Student Output<br />
    28. 28. Skill Cluster 5<br />Three Management Styles<br />Some teach well and reward well<br />Some nag, threaten, and punish<br />Some lower standards and accept anything<br />
    29. 29. Skill Cluster 5<br />Responsibility Training Through Incentive Systems<br />Grandma’s Rule<br />Student Responsibility<br />Genuine Incentives<br />PAT (Preferred Activity Time)<br />Educational Value<br />Group Concern<br />Ease of Implementation<br />Omission Training<br />Backup Systems<br />
    30. 30. Skill Cluster 6<br />Providing Efficient Help To Individual Students<br />Helpless Hand Raising<br />Seatwork’s Four Problems<br />Insufficient time for teachers to answer all requests for help<br />Wasted student time<br />High potential for misbehavior<br />Perpetuation of dependency <br />
    31. 31. Skill Cluster 6<br />Organize the classroom so that students are within easy reach of the teacher.<br />Use visual instruction plans and graphic reminders<br />Reduce the amount of time spent giving individual help<br /> Be Positive, Be Brief, Be Gone!<br />
    32. 32.
    33. 33. H A L F T I M E<br />
    34. 34. Gimme Five!<br />Five Fabulous Tricks, Tips, and Tools for Today’s Teacher<br />Today’s Five<br />Housand’s Heroes<br />Kid Lit<br />Maps<br />NCSCOS<br />Tech Tool Time<br />
    35. 35. Benjamin Franklin<br />January 17, 1706 – April 17, 1790<br />Scientist<br />Inventor<br />Statesman<br />Printer<br />Philosopher<br />Musician<br />Economist<br />A place for everything and everything in its place.<br />
    36. 36. http://www.jsworldwide.com/<br />http://www.lanesmithbooks.com/<br />
    37. 37.
    38. 38. The Adventures of Ben Franklin<br />Action Figure<br />http://goo.gl/1Ssxd<br />
    39. 39. http://www.ncpublicschools.org/acre/standards/support-tools/<br />
    40. 40. http://tinyurl.com/diigo6020<br />
    41. 41. TEACHERS<br />ON FILM<br />ECU<br />TCHR6020<br />Dr. H <br />
    42. 42.
    43. 43.
    44. 44. 9 Purposes for Bulletin Boards<br />Information giving<br />Rule reminders<br />Demonstrations<br />Motivation<br />Stimulation<br />Student work displays<br />Teacher interests<br />Reinforcement<br />Entertainment<br />
    45. 45. A Learning <br />Conservatory<br />http://goo.gl/AD3uR<br />
    46. 46. http://www.wallwisher.com/wall/6020bb <br />
    47. 47. Classroom Management Plan<br />Due February 8, 2011<br />http://www.ecu.edu/cs-educ/teached/SeniorPortfolio.cfm<br />
    48. 48. READ:<br />E&E Chapter 2<br />TGS Chapters 9, 11, 13, 14, & 15<br />Document BEFORE photos <br />For January24, 2011<br />

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