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Learning to teach__richard_arends_5th_lesson
 

Learning to teach__richard_arends_5th_lesson

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Introduction to Educational Sciences, Orkun Canbay, Izmir University

Introduction to Educational Sciences, Orkun Canbay, Izmir University

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    Learning to teach__richard_arends_5th_lesson Learning to teach__richard_arends_5th_lesson Presentation Transcript

    • Classroom Management 2012-2013 Fall 5th Session Instructor Orkun CanbayCanbay,O.(2012) 1
    • PERSPECTIVE ON CLASSROOM MANAGEMENT ○ Classroom management is possibly the most important challenge facing beginning teachers. ○ Classroom management and instruction are highly interrelated. ○ Preventative managementCanbay,O.(2012) 2
    • THEORETICAL AND EMPIRICAL SUPPORT Reinforcement Theory: Teachers who apply behavioral principles to classroom management use rewards in the form of grades, praise, and privileges to reinforce desired behavior and punishments such as bad grades, reprimands, and loss of privileges, to discourage undesirable tendencies or actionsCanbay,O.(2012) 3
    • Classroom Ecology and group Processes ○ The ecological perspective addresses directly the problem of classroom control and group management procedures. ○ Classroom management researchers in this tradition study the way student cooperation and involvement are achieved so that important learning activities can be accomplished ○ The classroom ecology and group process perspectives on classroom management are concerned with the ways teachers can gain student cooperation to ensure their continued involvement in academic and social learning activitiesCanbay,O.(2012) 4
    • Child Centered Traditions ○ Child-centered rather than subject centered classrooms ○ Curriculum should not be prescribed by the teachers but instead should aim at promoting students’ development and at meeting students’ social and emotional as well as academic needs ○ Child-centered educators do not have as set of specific guidelines for achieving effective classroom management, nor do they offer recipes for teachers to follow.Canbay,O.(2012) 5
    • PREPARING FOR EFFECTIVE CLASSROOM MANAGEMENT ○ Preventative Classroom management ○ Establishing Rules and Procedures - Student movement - Student talk - Downtime; the lessons completed before a period is over. ○ Teaching Rules and Procedures The importance of rules in the classroom Students should know the rules and agree with them ○ Maintain consistencyCanbay,O.(2012) 6
    • ○ Prevent Deviant Behavior with smoothness and momentum - Momentum; appropriate momentum - Smoothness; - Dangle; the teacher starts an activity and leaves it in midair - Flip-flops; starting and stopping an activity and then going back to it - Fragmentation; breaking an instruction or activity into small segments - Over dwelling; going over and over something even after students understand itCanbay,O.(2012) 7
    • ○ Orchestrating Classroom Activities during Unstable Periods - Opening Class - Transitions - Closing Class ○ Developing Student Accountability - Communicate assignments clearly and specify work requirements, - Have procedures for monitoring student work, - Be consistent in checking students’ completed work, - Provide appropriate feedback on assignment,Canbay,O.(2012) 8
    • ○ Managing Inappropriate and Disruptive Behavior - The cause of misbehavior - Dealing with misbehavior - Using rewards - Praise - Rewards and privileges - Punishment and penaltiesCanbay,O.(2012) 9
    • JONES Evertson and Emmer LEAST 1. Move close to where 1. Ask student to stop the 1. Leave it alone student is sitting inappropriate behavior 2. Make eye contact with the 2. End the action 2. Make eye contact student until appropriate indirectly. behavior returns. 3. Restate and Remind the 3. Provide gentle pat on the student of the correct rule or 3. Attend more fully. shoulder, if needed. procedure 4. Keep pace and 4. Ask the student to identify 4. Spell out directions. momentum of lesson going. the correct procedure. 5. Impose the consequence or penalty of rule or procedure 5. Track the behavior. violation. 6. Change the activity.Canbay,O.(2012) 10
    • Thank you..Canbay,O.(2012) 11