Control - Proactive Management in the Classroom

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Control - Proactive Management in the Classroom

  1. 1. Topic #5: Control – Proactive Management in the Classroom • What is the climate like in your classroom? • What is the culture like in your school? • First impressions? • What did you see? hear? • How did you feel? • Who is in control? • Who’s voice do you hear the most in the classroom? (teacher or student)
  2. 2. http://www.youtube.com/watch?v=4bbHfBC9MkE
  3. 3. Who is in Control? • The Teacher • The Students • The Administration • The Government • The Parents • No one Retrieved from http://zbnice.blogspot.com/2010/04/self-control-and-lack- of-self-control.html
  4. 4. Observation Week: Make a choice Classroom Management Mantras • #1. I was hired to teach, not to make kids behave • #2. You can be friendly with kids, but you can’t be friends • #3. Minimize student misbehavior by maximizing student learning • #4. Manage your class, don’t discipline it • #5. Don’t let them see you smile until Christmas • #6. Catch ‘em being good Any changes in your beliefs about managing the learning environment? Key learnings from Observation Week: Classroom Management, Instructional Design, Classroom Layout, Use of Classroom Learning Time
  5. 5. “Those who Fail to Plan …..Should Plan to Fail.” Planning for Learning: Quality Instructional Design What is your plan?
  6. 6. How much do you control? Adapted from Bennett, B. & Rolheiser, C (2008). Beyond Monet. The artful science of instructional integration. Toronto: Bookation Inc. Constructed with http://www.inspiration.com/
  7. 7. How do you respond to the diverse needs of the learner Adapted from Bennett, B. & Rolheiser, C (2008). Beyond Monet. The artful science of instructional integration. Toronto: Bookation Inc. Effective Teaching Effective Learning Constructed with https://bubbl.us/
  8. 8. How much do you “really” control? • You control….. – The design of the learning environment – The design of your lessons and other plans – The climate in the room – Your attitude
  9. 9. When grades are not deliberately connected to learning, they provide little valuable feedback regarding students' academic strengths and weaknesses, and can even be counterproductive. ***Tony Winger The primary purpose of assessment is to inform teaching and learning ***Faye Brownlie The most powerful single influence on student achievement is feedback. ***John Hattie “The student’s emotional reaction to results will determine what that student does in response” ….Richard Stiggins Students need chances to reflect on what they have learnt, what they still have to learn, and how to assess themselves. ***Chickering and Gamson The simplest prescription for improving education must be “dollops of feedback” ***John Hattie In the absence of marks it has been reported that students read feedback much more carefully and use it to guide their learning. *** (Black and Wiliam) When the classroom culture focuses on rewards, grades or student/class ranking, then the students look for ways to obtain the best marks rather than to improve their learning …Black and William They call me “Mr. Feedback”
  10. 10. Assignment: Philosophy of Classroom Management • Read feedback (email comments, on paper) • Count checkmarks • Predict grade (out of /10) • Offer feedback to others with 3 2 1…. – 3 good ideas to share (shoulder partner) – 2 pieces of constructive feedback (face partner) – 1 “Do-over” before final exam (diagonal partner) • Obtain marksheets (if you wish to see grade)
  11. 11. Review: Key Concepts Assessment AS Learning 1. Classroom Management Beliefs: Personal Mantra 2. The Quality Teaching Standard 3. CALM/TEAMS/SIDES 4. Constructivism 5. Teacher Power Bases 6. Classroom Management Theories 7. Classroom Management Models 8. Strategies and Skills (non-verbal, verbal, consequences, involvement of others) 9. Classroom Design 10.Great Resources Predict your grade /10
  12. 12. Cracking the Galloway Vault Instructions for Detective Team: 1. Predict the following (submit answers on “prediction card”: -classroom management mantra (from Day #1) -teaching style/power base (legitimate, expert, referent, reward/coercive) -classroom management theory (student directed, teacher directed, collaborative) -classroom management models (see Textbook – p. 212) 2. Review and discuss critical evidence collected (posters, policies, projects, student work, artifacts, etc.) 3. Draw up final conclusions by completing a “conclusions” exit card
  13. 13. Project-based Learning Inquiry Learning Problem-based Learning Service Learning Self-directed Learning Differentiated Learning
  14. 14. We see Constructivism in….
  15. 15. We see Constructivism in our local schools
  16. 16. Controlled Chaos: Do you have what it takes to be a Constructivist Teacher?
  17. 17. Table Talk • What is the student’s role? The teacher’s role? • Which instructional strategies are being used? • Which instructional strategies will help students direct/control their own meanings? Their own learning? • How else can you give control to students in the classroom? How can you empower them? • What are the challenges in giving up control? • Are you a “Student-Directed” Teacher? • Are you a “Constructivist”? Why or why not? Example of Student Directed Learning in the 21st Century Classroom: http://www.youtube.com/watch?v=X8HfTbUKXrU
  18. 18. Are you a student-directed teacher?
  19. 19. Cracking the Galloway Vault Instructions for Detective Team: 1. Predict the following (submit answers on “prediction card”: -classroom management mantra (from Day #1) -teaching style/power base (legitimate, expert, referent, reward/coercive) -classroom management theory (student directed, teacher directed, collaborative) -classroom management models (see Textbook – p. 212) 2. Review and discuss critical evidence collected (posters, policies, projects, student work, artifacts, etc.) 3. Draw up final conclusions by completing a “conclusions” exit card
  20. 20. The Final Word….

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