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2016 leading seagulls 23 fleddables


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It is the little things than can throw off your day: Little techniques to promote Quality in the Classroom settings.

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2016 leading seagulls 23 fleddables

  2. 2. Content 1. Who are we? 2. Our Logo and Motto 3. Problem Statement 4. Gannt Chart 5. Literature Review 6. Brainstorming 7. Matrix Diagram 8. Fishbone Diagram 9. Interview 10. Suggestions 2
  4. 4. Our Logo and Motto 4 Figure 1
  5. 5. Problem Statement • Why do teachers fail to promote quality with little techniques? 5 Figure 2
  6. 6. Gannt Chart Steps March, 01 March, 30 March, 31 April, 01 April, 02 April, 04 April, 06 PLAN Determination of the problem Literature review targets DO Determination of the main causes Collecting and preparing data CHECK Checking data suggestions ACT Project preperation presentations 6 EXPECTED OBSERVED
  7. 7. Literature Review 1.Token economies as a Classroom Management Tool: (Maggin, et. al. 2011) • Token economies are contingency management systems. 7 Meaningful Reinforcement Token Economies Positive Behaviour
  8. 8. • Participants had disruptive behaviour or academic engagement problems. • The study results provide a credible support for the effectiveness of the token economies than a single measure of treatment. 8
  9. 9. 2. Teachers’ Perceptions and Management of Disruptive Classroom Behavior During the Middle Years (years five to nine) (Arbuckle&Little,2004) • The most concerning behavioural problems; minor infractions and repeated disruptions. • TOOT (Talking out of Turn) *disruptive behavior *discrepancy between primary and secondary school students. 9
  10. 10. Strategies: • use of positive management strategies rather than the use of disapproval. • the importance of consistent positive strategies and the importance of student involvement in the discipline process. • Involving students in classroom decision-making 10
  11. 11. 3. The Teaching Gap: Best ideas from the World’s Teachers for Improving Education in the classroom (Stigler, & Hiebert, 2000) 11
  12. 12. 12
  13. 13. 4. Effective Classroom Management at the Beginning of the School Year (Anderson, Emmer&Evertson, 1980) • A system that is form at the beginning of the year • Responding to pupil concerns • Using basic communication skills (both instructional and affective) that facilitate classroom management throughout the year 13
  14. 14. 5. Coping styles as mediators of teachers' classroom management techniques. (Lewis, R., Roache, J., & Romi, S. 2011) • With more “inclusive techniques” such as Recognition, Hinting and Discussion, it has been observed that the responsibility levels of the students has got promoted and become higher, which shows us the importance of the positive reinforcement. • In contrast, teacher aggression, comprising strategies such as group punishment, humiliation and yelling in anger, appears to be associated more with student misbehavior and higher levels of negative student attitudes towards learning in classrooms in Israel, China and Australia. 14
  15. 15. • Finding the most effective techniques to cause behavior change and preventing the development of classroom discipline problems is a moderately stressful part of many teachers’ professional lives. (Fields, 1986; Hart et al., 1995; Johnson et al., 1993; Lewis, 2001; Oswald et al. 1997) • The ability to manage students effectively is a critical component of teachers’ sense of professional identity. (McCormick and Shi, 1999) 15
  16. 16. Brainstorming • Interpersonal communication problems among the students and the teacher • Lack of pedagogical knowledge • Lack of experience • Inappropriate methodology • Lack of motivation of the students • Unenthusiastic teachers • Low salaries 16 Figure 3
  17. 17. Matrix Diagram Communication Problems Pedagogical deficiencies Lack of experience Methodological deficiencies Cem 6 7 4 5 Büşra 7 5 6 4 Betül 4 7 6 5 İlknur 5 7 6 4 Fehime 4 7 6 5 TOTAL 26 33 28 23 17
  18. 18. Fishbone Diagram 18 TEACHER RELATED STUDENT RELATED EDUCATION SYSTEM Lack of experience Lack of Pedagogical Knowledge Dissatisfaction Communication Problems Lack of motivation Age Bias Unfamiliarity Limitations of the curriculum Inconsistency in bachelor’s programmes Why do teachers fail to promote quality with little techniques?
  19. 19. Interview with 9 Teachers 19 ISTANBUL COLLEGE TED ISTANBUL COLLEGE Figure 4
  20. 20. 1) How many years of experience have you got in teaching? 9 13 9 21 16 11 12 9 8 Mean=12
  21. 21. 2) How would you inform your students about a new teacher trainee? “We have a guest today and please behave well and help him/her.” Introducing them in the class, and giving brief information about the process. Warning small kids to behave well Telling about the educational background of the trainee. Letting the trainee introduce themselves Having the student’s tell their one interesting feature
  22. 22. 3) How do you check students’ homework? Do you have any routines or rewarding systems? +/ - points on a check-list Online “Iblog Magic” system Self-checking students Giving stars or stickers in Kindergarten Haiku System Class dojo
  23. 23. 4) How would you deal with students who constantly forget their books? By decreasing points of the students on the check-list Messages to remind them of the homework By making them keep their books in their lockers Getting the school counsellor involved Telling to the parents Decreasing the grade
  24. 24. 5) What kind of strategies do you have in returning the papers? Underlining the mistakes of the students and let them correct their own mistakes Private sessions with the students to discuss their papers. Asking related questions to make them understand their own mistakes Discussing the questions in small groups, or in class Sending feedback to the parents Use of rubrics
  25. 25. Rubric Example 25 Figure 5
  26. 26. 6) What are your specific techniques to manage classroom in a chaotic moment? Waiting in the middle of the class silently, expecting the students to be quiet An interesting video to attract their attention on the lesson Teacher starts talking in Turkish in an English medium school Psychological pressure Raising voice
  27. 27. Suggestions • Coaching system is *helpful for optimizing implementation *increases the quality of implementation * a preventive intervention. • Intervals may vary from one or two days of training to a month of coaching etc. (Becker, Bradshaw, Domitrovich, & Ialongo, 2013) 27
  28. 28.  Get them in & Get them out  Managing the physical environment of the classroom  Develop rules with your students  Explain the reasons of rules  Phrase the rules positively.  Positive reinforcement  Giving the responsibility to students. 28
  29. 29. Table of Figures • Figure 1: • Figure 2: marks.png • Figure 3: • Figure 4: part-2/400/humans-07-512.png • Figure 5: 29
  30. 30. References • Imece Circles by Hayal Köksal • Becker, K., Bradshaw, C., Domitrovich, C., & Ialongo, N. (2013). Coaching Teachers to Improve Implementation of the Good Behavior Game. Springer Science Business Media, 482-493. • D.M. Maggin, e. a. (2011). A systematic evaluation of token economies as a classroom management tool for students with challenging behavior. Journal of School Psychology(49), 529-554. • Emmer, E. T., Evertson, C. M., & Anderson, L. M. (1980). Effective classroom management at the beginning of the school year. The Elementary School Journal, 80(5), 219-231. 30
  31. 31. • Laslett, R., & Smith, C. (2002). Effective classroom management: a teacher’s guide. Routledge. • Lewis, R., Roache, J., & Romi, S. (2011). Coping styles as mediators of teachers' classroom management techniques. Research in Education, 53-68. Retrieved May, 2011. • Ridnouer, K. (2006). Managing Your Classroom with Heart: A Guide for Nurturing Adolescent Learner • Stigler, J. W., & Hiebert, J. (2000). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: Free Press • Wai-shing,L.(2008). Effective Classroom Management. Classroom management: creating a positive learning environment,1,45. 31
  32. 32. Special thanks to Dr. Hayal KÖKSAL 32