1 Managing The Lrng Env


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1 Managing The Lrng Env

  1. 1. NET (Nurturing and Effective )Teacher programme<br />2 Dec<br />Open University Malaysia<br />2-4 December<br />3/4 Dec<br />3 Dec<br />1<br />Managing the Learning Environment<br />
  2. 2. Self-Introduction<br />Who I am<br />What I teach<br />How I learn best<br />Self-Intro<br />Who I am<br />What I teach<br />What I like about being a teacher<br />2<br />Managing the Learning Environment<br />
  3. 3. Educator/Lecturer/Professor (Learning Technologist)<br />Educational Researcher<br />Speaker/Trainer<br />Interests: Reading, Travel, Photography, Web 2.0<br />3<br />Managing the Learning Environment<br />
  4. 4. A welcome Note<br />Touching Story of the Starfish<br />4<br />Managing the Learning Environment<br />
  5. 5. Managing the Learning Environment<br />ZorainiWatiAbas & AbtarKaur<br />
  6. 6. Learning Outcomes<br />Describe what managing the learning environment means<br />Able to implement approaches that will help manage the learning environment<br />Become an effective teacher<br />Managing the Learning Environment<br />6<br />
  7. 7. Outline<br /><ul><li>Introduction
  8. 8. Approaches
  9. 9. Classroom management
  10. 10. Classroom climate
  11. 11. Rules and procedures
  12. 12. Discussion and Activities
  13. 13. Summary</li></ul>7<br />Managing the Learning Environment<br />
  14. 14. Classroom management<br />Managing the Learning Environment<br />8<br />Managing the Learning Environment<br />
  15. 15. Activity 1<br />Watch the video and share your thoughts.<br />Goofy – <br />Teachers are People<br />9<br />Managing the Learning Environment<br />
  16. 16. Managing through Classroom Management <br /> Classroom management is that set of activities by which the teacher establishes and maintains those classroom conditions that facilitate effective and efficient instruction (Weber, W. A.)<br />How?<br />When?<br />Where?<br />Why<br />10<br />Managing the Learning Environment<br />
  17. 17. Activity 2<br />Describe what you normally do on the first day of class to manage the students?<br />Read First Day of Class http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/firstday.htm <br />Share and discuss<br />11<br />Managing the Learning Environment<br />What teachers do on the first day of class<br />
  18. 18. Managing a Class <br />Successful management of the classroom ideally should begin with developing trusting relationships with your students <br />‘In order to earn your students trust and respect, you’ll have to do it the “old-fashioned way” – you’ll have to earn it.’<br />French & Raven (1959)<br />12<br />Managing the Learning Environment<br />
  19. 19. How to Earn Respect <br />Respect can be earned by striving for: <br />13<br />Managing the Learning Environment<br />
  20. 20. Expert Power <br />Successful teachers have expert power<br />They are viewed as competent in knowledge by students <br />It’s a form of power that is earned <br />Teachers with expert power:<br />“Teach” well<br />Show enthusiasm and excitement <br />Appear confident <br />Are self assured<br />New teachers often find it difficult to establish expert power<br />14<br />Managing the Learning Environment<br />
  21. 21. Teaching well means understanding how best students learn<br />15<br />Visual<br />Aural<br />VARK<br />http://www.vark-learn.com<br />Read/Write<br />Kines-thetic<br />Multi-modal<br />Copyright: Sarah L Swart, 2005.<br />
  22. 22. Referent Power <br />Teachers with referent power are liked, respected, trusted and viewed as fair <br />Without referent power, expert power may be challenged and ignored. <br />‘A warm and competent lecturer enables a student to belong’ <br /> -Glasser (1986)-<br />Teachers with referent power:<br />Love their job<br />Have a passion for teaching<br />Take an interest in their students<br />Are seen to be caring<br />Will go the extra mile (within limitations)<br />16<br />Managing the Learning Environment<br />
  23. 23. Legitimate Power<br />Legitimate power is influence that a teacher has that is not earned, unlike expert and referent power. <br />These days, legitimate power for teachers is not as easy as compared to the past <br />In the past, teachers were very much respected due to the title they held<br />Teachers with legitimate power:<br />Are respected for serving for a noble cause<br />17<br />Managing the Learning Environment<br />
  24. 24. Reward Power<br /><ul><li>Teachers with reward power:
  25. 25. Usually try to “bribe,” “treat” or reward students with things they like (extrinsic rewards)</li></ul>It is somewhat difficult to manage students by reward power. <br />Rewards include: <br />Access to desired activities or items such as:<br />Bonus marks<br />Treats<br />Stickers/smiley awards<br />Computer time<br />18<br />Managing the Learning Environment<br />
  26. 26. Question<br />Do you agree that reward power can be an effective tool in the classroom but it cannot substitute referent and expert power?<br />Why?<br />19<br />Managing the Learning Environment<br />
  27. 27. Coercive Power<br />Coercive power is the power used when a lecturer scolds or practices suspension or expulsion, denial of privileges or removal from classroom<br />Teachers with coercive power:<br />Scolds, threatens and punishes students (punishment)<br />20<br />Managing the Learning Environment<br />
  28. 28. Activity 3<br />Powers related to respect for a teacher<br />How many “powers “ are there?<br />What are they?<br />Which “power” do you currently possess?<br />Which would you strive for?<br />Why?<br />21<br />Managing the Learning Environment<br />
  29. 29. Activity 4<br />Powers for a new teacher<br />As a new teacher, which power will be most important? <br />Please rank and explain<br />22<br />Managing the Learning Environment<br />
  30. 30. Classroom Climate<br />Managing the Learning Environment<br />23<br />Managing the Learning Environment<br />
  31. 31. Classroom Climate<br />Classroom climate refers to the atmosphere or mood in which interactions between teachers and learners take place <br />To effectively manage the climate of a classroom, teachers must consider the:<br />social environment<br /> organization environment of the classroom<br />24<br />Managing the Learning Environment<br />
  32. 32. Social and Organizational Environment<br />The social environment of a classroom refers to the interaction patterns that a teacher uses during interactions (includes considerations for learning styles and multiple intelligences)<br />The organizational environment of a classroom refers to the teacher’s physical and visual arrangement of the classroom<br />25<br />Managing the Learning Environment<br />
  33. 33. The Social Environment- one view<br />Teacher as primary provider of information<br />Student as primary provider of information<br />Teachers plan, <br />students do<br />Laizzez<br />Faire<br />Authoritarian<br />Shared <br />Responsibilities<br />26<br />Managing the Learning Environment<br />
  34. 34. The Organizational Environment(Classroom “fengshui”)<br />This is the physical climate of the classroom<br />Attractive<br />Appropriately lighted<br />Clean<br />Comfortable<br />Tables & chairs suitably arranged<br />Etc.<br />27<br />Managing the Learning Environment<br />
  35. 35. Activity 5<br />Creating a conducive learning environment<br />Imagine that you are moving into a new classroom and have been given a free hand to determine how it will work best for you.<br />What would you do?<br />Is this a classroom with good “fengshui” or one that is conducive to learning?<br />28<br />Managing the Learning Environment<br />
  36. 36. Activity 6<br />Watch the video and share your thoughts with the group.<br />Ron Clark <br />Best Teacher of the Year<br />29<br />Managing the Learning Environment<br />
  37. 37. Establishing rules and procedures<br />MANAGING THE LEARNING ENVIRONMENT<br />30<br />Managing the Learning Environment<br />
  38. 38. Establishing Rules & Procedures<br />Establish rules & procedures to reduce the frequency of classroom discipline problems. It will be one of the most important classroom management activities<br />Emmer et al 1994<br />31<br />Managing the Learning Environment<br />Refer to the handout for examples of rules and procedures <br />
  39. 39. FOUR Sets of Rules <br />32<br />Managing the Learning Environment<br />
  40. 40. Activity 7<br />Creating suitable rules and procedures<br />Think of a rule that you have implemented with your students<br />Write on a Post-it-Note sheet<br />Identify the theme<br />33<br />Managing the Learning Environment<br />
  41. 41. Table of Rules<br />34<br />Managing the Learning Environment<br />
  42. 42. Rules and Issues - Examples<br />35<br />Managing the Learning Environment<br />
  43. 43. Suggestions for Creating Classroom Rules<br />36<br />Managing the Learning Environment<br />
  44. 44. summary<br />Managing the Learning Environment<br />NET Programme<br />2 Instructional Technology<br />37<br />
  45. 45. Summary<br />What managing a learning environment entails<br />How to manage the classroom<br />How to become an effective teacher<br />Managing the Learning Environment<br />38<br />
  46. 46. Activity 8<br />Parting message<br />Thank you teacher: <br />Tales from a <br />Teacher’s Heart<br />39<br />Managing the Learning Environment<br />
  47. 47. References<br />Borich, G. D. (1996). Effective teaching methods. 3rd Edition. New Jersey: Prentice Hall <br />Ornstein, A.C. & Lasley II, T. J. (2000). Strategies for effective teaching. New York: McGraw Hill<br />40<br />Managing the Learning Environment<br />
  48. 48. The End<br />NET Programme<br />2 Instructional Technology<br />41<br />Whistler<br />