Chapter 1: The Basics
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The document discusses principles of classroom management from the textbook "Principles of Classroom Management" by Levin, Nolan et al. It is organized into four major parts that progress from foundations to interventions for common and chronic behavior problems. The textbook emphasizes that teachers and students share responsibility for behavior, and that teachers must change their own behavior to influence student behavior. Effective teaching involves both cognitive and affective development of students. The document also introduces the CALM strategy for managing behaviors at different levels of intrusiveness.
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Classroom management refers to the activities and strategies teachers use to maintain order and promote student engagement and cooperation. Effective classroom management has three main goals: maximizing instruction time; improving student engagement and participation; and developing student self-management and responsibility. Traditionally, management focused on preventing misbehavior through control and discipline. Recent approaches emphasize engaging instruction and creating a cooperative learning environment to promote self-discipline. Teachers can encourage engagement through well-planned lessons, clear expectations, and monitoring students. When issues arise, teachers have a range of intervention strategies from nonverbal cues to respectful enforcement of logical consequences.
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The document discusses guiding principles for selecting and using effective teaching strategies. It advocates for active, hands-on learning that engages multiple senses. A non-threatening learning environment enhances education by establishing rapport, respect and a sense of community. Emotions can increase retention, and learning is most meaningful when connected to students' lives. An integrated approach considers different learning styles and draws connections across topics. The best teaching methods achieve learning objectives and engage students.
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This document discusses linking curriculum, instruction, and assessment (CIA). It defines curriculum as structured learning outcomes and goals, and instruction as various teaching methods and techniques. Assessment is collecting student achievement data. For effective CIA: curriculum should guide objectives and content; instruction should deliver the curriculum; and assessment should evaluate if objectives were met. The conclusion emphasizes the importance of CIA alignment for successful teaching and learning.
Dunn and dunn learning style model
The Dunn and Dunn Learning Style Model identifies 5 factors that influence how students learn: 1) Environmental factors like sound, light, temperature; 2) Emotional factors like motivation, persistence, responsibility; 3) Sociological factors like learning alone or with others; 4) Physiological factors like perception, intake preferences, time of day; 5) Psychological factors like global/analytic, impulsive/reflective. The model suggests teachers understand students' varied learning styles defined by these factors to improve learning outcomes.
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This document discusses strategies for effective classroom management. It begins by defining classroom management and exploring the work of Jacob Kounin on teacher behaviors that promote student engagement. It then examines approaches to classroom leadership, including pupil-oriented versus adult-oriented styles. The document proposes the "Golden 5" steps for classroom management, which include building attention cues, praising positive behavior, maintaining flow, organizing smooth transitions, and conducting lesson reflections. It also provides strategies for developing positive student-teacher relationships and addressing problem behaviors, such as dealing with issues promptly and maintaining a calm demeanor. Overall, the document offers research-based guidance to help teachers improve classroom structure, interactions, and value-building to optimize learning.
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Week 14 AssignmentsReadingsRead Chapter 12 in your text.As.docx
Week 14 Assignments
Readings:
Read Chapter 12 in your text.
Assignments:
1. Answer the Chapter 12 Short Answer Responses and submit to dropbox
Teaching Students to Manage their own Behavior
Chapter 12
Our overall goal as a teacher is to have student manage their own behavior.
Self-Management
Think about how we manage our behaviors as adults
Examples?
Anyone who is to function independently to any extent must learn how to manage their own behaviors.
Overview
We will further examine techniques/stratagies that we can use to help students become less dependent on teachers environmental manipulations.
Why do we need to teach this skill?
We are NOT perfect. We will miss things.
Miscommunication between people in different settings (parents, BHRS, teachers, etc. )
We can serve as an environmental cue for performance.
When we have input from students, they are more likely to increase their performance.
Certain things that appear in one setting, aren’t always available in other settings.
Overview Continued
Useful skill for typical learners as well as those with disabilities
Increasingly critical as our focus is more of an inclusionary model in both education and community settings.
Students can be taught to set their own goals and objectives, record the data,evaulate their behavior and provide consequences to their behaviors.
Self- management comes in a package
Taught via DI and modeling.
Overview Continued
Self-Management procedure are part of the Natural Environment
Goal Setting
Self-Recording
Self-Reinforcement
Self-punishment
Self-instruction
B.F. Skinner use these techniques up until his death at 84
Increase and maintain productivity
A Common Experience
Preparing Students to Manage their own Behavior
Teachers may...
ask students to set goals.
ask students to evaluate their performance.
explain to the student what behavior resulted in reinforcement (following delivery of reinforcement).
ask the student to relate part of the contingency for reinforcement.
ask the student to state the entire contingency for reinforcement.
involve students in choosing reinforcers and in determining their cost in terms of behavior.
12-3
6
Goal Setting
Students can be taught to set their own goals
Perform better than goals that are chosen for them
Less intrusive than cued self-recording
When assisting students to set goals
Specific
Challenging, but achievable
Attaining the goals at first can be quick rather than long-term
Provide feedback about goal achievement
Goal Setting
Self-Recording of Data
“Self-Monitoring” vs. Self-recording & Self-Evaluation
Provide student and teacher with concrete feedback regarding behavior
Reactive Effect- collecting the data may result in an immediate yet temporary change in behavior.
Least effective with students with emotional/behavioral disorders and those who do not want to change their behaviors
Self-Recording
Teaching students to use self-recording should include:
Selectin.
Arrangement and Effective Discipline in School
This document discusses effective school management and discipline. It outlines various team structures and roles within a school's management arrangement. It emphasizes the importance of collective responsibility among staff for student learning and well-being. The document also discusses causes of disciplinary problems, types of issues that arise, and acceptable versus unacceptable ways for teachers to deal with misbehavior. It provides examples of easy ways to foster effective school discipline such as increasing parental involvement and establishing clear disciplinary policies.
5
This section discusses classroom strategies and interventions for addressing behavioural issues in students affected by alcohol. It examines techniques like developing classroom rules, teaching routines, and using positive reinforcement. Specific strategies are provided, such as building relationships, adapting environments, and teaching social skills. The importance of structure, predictability, and consistency for students affected by alcohol is emphasized.
Models of teaching
The document discusses the Direct Instruction Model of teaching. It notes that the Direct Instruction Model was proposed by Tom Good and has its theoretical origins in the Behavioral Systems family. The Direct Instruction Model involves direct, scripted teaching where the teacher explains concepts, students observe and practice, and mastery is expected. It has a high academic focus and places an emphasis on active student participation, a stress-free environment, high expectations, systematic instruction, and frequent assessment. Practice is at the core of the Direct Instruction Model.
Finalmorrish
Ronald Morrish is an educator and behavior specialist who advocates for an approach to classroom discipline called "real discipline". Real discipline involves teaching students proper behavior through direct instruction and practice, rather than letting students make choices about how to behave. It establishes clear rules and expectations up front. The goal is to train students to comply with teacher directions so they learn self-control over time. Morrish believes modern discipline has failed because it does not demand proper behavior, does not teach expectations, and leaves teachers negotiating endlessly with students. His approach focuses on establishing teacher authority through compliance training before giving students independence.
Action research ancy
Action research is a process where educators systematically examine their own practices using research techniques to identify strategies to improve teaching. It requires teachers to design a study to test a new instructional strategy, curriculum, or pedagogical method. Participating in action research has been found to positively impact teacher improvement, self-reflection, and classroom practices. This document outlines the steps a teacher took to address students' difficulties in analyzing and solving word problems in mathematics through an action research project. The teacher identified the problem, analyzed potential causes, developed an action hypothesis to improve vocabulary and problem-solving techniques, implemented an action plan using various activities and tools, evaluated the results, and planned to communicate findings to improve instruction.
Instructional Rounds Overview
This document provides an overview of instructional rounds for administrators and teachers. It explains that instructional rounds are a research-based process modeled after clinical rounds in medicine where teams of educators briefly visit classrooms to observe and collect data around an identified problem of practice in order to accelerate instructional improvement. The document outlines the four steps of instructional rounds: defining a problem of practice, observation of practice, observation debrief, and identifying next steps. It emphasizes that rounds are descriptive, not evaluative, and focus on patterns of practice rather than individual teachers. The overall goal is collective learning to continuously improve teaching and learning.
Case Study On Classroom Management
This document discusses effective classroom management strategies. It begins with an introduction that defines classroom management as creating a safe learning environment with clear rules and expectations where students can succeed. It then lists questions to determine effective vs ineffective classroom management strategies. The document discusses managing small group activities, dealing with disruptive students, and the importance of consistency in applying classroom rules. It provides examples of classroom management challenges and strategies for improvement.
Role of Teachers in Action Research
There are three main types of action research: individual research focused on a single teacher's classroom, collaborative research involving two or more teachers, and college-wide research addressing issues across an entire institution. Action research can focus on various areas including learners, teachers, methodology, evaluation, curriculum, administration, and parental cooperation. Teachers play a key role in action research by identifying problems, diagnosing them thoroughly, implementing remedial measures, finding solutions, evaluating outcomes, and taking follow-up action. The document then provides examples of action research problems that could be addressed by groups focusing on issues like mobile phone policy, dress codes, counseling services, drug addiction, and technology in the classroom.
Similar to Chapter 1: The Basics (20)
Classroom management approaches and Theories and models of classroom management
Classroom management approaches and Theories and models of classroom management
Educational issues- Classroom Management and Behaviour Issues
Educational issues- Classroom Management and Behaviour Issues
Week 14 AssignmentsReadingsRead Chapter 12 in your text.As.docx
Week 14 AssignmentsReadingsRead Chapter 12 in your text.As.docx
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Reaching the Peak: Pathways to Passion
This document discusses student-centered approaches to learning including constructivism, project-based learning, inquiry learning, problem-based learning, service learning, self-directed learning, personalized learning, differentiated instruction, inclusion, and balanced assessment. It also mentions tools like Google Classroom and PowerSchool as well as curriculum redesign, understanding by design, universal design for learning, and competency-based teaching and learning. The focus is on interdisciplinary learning, student engagement, empowerment, developing cross-curricular competencies, and giving students more voice and choice.
EDUC 250 pilot project - BEDPAC Meeting
The document summarizes changes to education programs at Red Deer College and the University of Alberta from 2003-2015. It notes the cancellation of a popular teaching orientation course in 2003 and discussions beginning in 2012 to improve programs with a focus on more practical experience. A field experience pilot project was launched in 2014 with local school divisions, providing students additional observation hours. Evaluation of the pilot was positive, finding value in early real-world experience, and it was expanded in 2015 with additional schools and a flexible observation schedule. The document concludes by posing ideas for further enhancing field experience components in education programs.
Topic 11: Game-based Learning and Gamification in the Classroom
If stranded on a desert island with students, simulations like being castaways could teach through interactive experiences. Games are effective classroom tools that keep students engaged through movement, fun, and participation. Research shows students learn best not when bored, but through strategies like cooperative learning, simulations, and student-centered project-based learning with feedback. Teachers can facilitate learning through Web 2.0 tools and games like board games, memory games, and active movement games.
Topic 10: Stimulating Simulations
You have survived a plane crash on the northwest British Columbia coastline as the sole survivor. The plane is sinking into the heavy swells smashing it against the rocks. You manage to collect some items before it sinks below the surface. A storm is approaching with wind and rain. Your task is to individually list each salvaged item from the plane in order of importance to survival, with #1 being the most important and #15 being the least important. It will be dark soon, so you must work quickly.
EDUC 250: Field Experience Pilot Project
The document summarizes changes over time to the education program at Red Deer College relating to field experience and practicum opportunities for students. It outlines the cancellation of a course with observations in 2003, student requests in 2014 for more practical experience, the creation of a field experience pilot project with local schools in 2014, and evaluations and adjustments made to the project in subsequent years. The goal has been to increase opportunities for students to observe and interact in classroom settings.
EDUC250: Field Experience Pilot Project
The document outlines changes over time to the education program at Red Deer College relating to field experience and observations. It discusses the cancellation of a course with observations in 2003. In 2014, a field experience pilot project was launched with local schools in response to student requests for more practical experience. Evaluation of the pilot was positive, with suggestions to offer observations earlier and provide more interaction time. The college explored ways to address challenges in offering the observation component, including empowering students to arrange their own placements and setting up observation days.
EDUC 250: Field Experience Pilot Project
The document outlines changes over time to the education program at Red Deer College relating to field experience and practicum opportunities for students. It discusses the replacement of EDFX 203 with EDUC 250 in 2003 and changes made to the third year practicum. Student feedback in 2014 called for more practical and experiential learning. This led to the creation of a field experience pilot project in 2014-2015 with local school divisions, including redesigned courses with additional in-class and independent observation hours. Evaluation found students and teachers appreciated the real-world experience and suggested expanding the program.
Topic 9: Academic Controversy
This document outlines the agenda for a class focusing on collaborative learning strategies. On Monday, students will participate in a jigsaw activity to analyze articles on grading and provide arguments. They will also use de Bono's six thinking hats to analyze proposed fixes to broken grades from multiple perspectives. On Wednesday, students will engage in a four corners activity on group grades and a horseshoe debate on re-tests before reflecting individually. They will also exchange cheers with other teams. The following Monday will include a formal debate on whether middle schools should use grades to measure learning.
Topic 8: The Power of Movement, Fun and Collaboration
This document discusses cooperative learning and its benefits. It begins by asking some inquiry questions about why cooperative learning is an effective strategy and what brain research says about the value of movement, fun, and participation in learning. It then discusses implementing cooperative learning using different "structures". The document outlines some of the key elements of cooperative learning, including positive interdependence, face-to-face interaction, individual accountability, and interpersonal skills. It also provides some examples of cooperative learning structures and tools that can be used. Overall, the document promotes cooperative learning as an instructional strategy that has many benefits according to research, such as higher achievement, greater use of higher-level thinking, and more positive relationships among peers.
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The document discusses realities confronting today's schools, including factors that put students "at risk" of leaving school without being able to continue learning. It notes several issues that can place students at risk, such as gender, racism, sexual orientation, family stress, substance abuse, violence, teen pregnancy, suicide, cyberbullying, and being a high school dropout. The document emphasizes that teaching is all about the student and that the purpose of the 3Rs (reading, writing, arithmetic) needs to expand to include 7Cs (critical thinking, communication, collaboration, creativity, cross-cultural understanding, computers and career skills) for 21st century learning. It concludes by suggesting referring to at-risk students as "at promise"
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The document discusses the purpose of education and foundations of education in Canada. It covers topics like the purposes of public education, ideas and events that have shaped education in Canada, Canadian school governance and law, and realities confronting today's Canadian schools. It provides an overview of the history of education in Canada and how the curriculum has evolved from the 20th century to the 21st century. It poses the question "What is the purpose of education?" and includes quotes about preparing children for their future, not our future, and how creativity in handling change will be a key skill in the new millennium.
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This document discusses planning frameworks for 21st century learning. It outlines the shift from traditional curriculum focused on subjects like art, phys ed, science, etc. to a new curriculum centered around developing skills like digital fluency, communication, creativity, critical thinking, collaboration and lifelong learning. These skills will better prepare students for their future. The document recommends using understanding by design and project based learning frameworks that start with student interests and questions rather than predefined outcomes. Resources are provided to help plan curriculum around real-world, cross-curricular competencies to inspire education for the future.
Planning for Redesign
This document discusses planning frameworks for 21st century learning. It compares the traditional and progressive models of curriculum from the 20th century and outlines seven key competencies for 21st century learning: digital/technological fluency, communication, social/cultural/global responsibility, creativity/innovation, critical thinking, collaboration, and lifelong learning. It advocates for student-centered approaches like Understanding by Design and project-based learning to develop these real-world skills and prepare students for their future, not just our past.
Topic 6: Teaching Character Education to Middle Years Characters
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Topic 5B: Field Trips, Festivals, Fairs and Fun
This document discusses brain compatible teaching and powerful learning experiences. It recommends using field trips, festivals, fairs, and fun activities to engage students. Some principles of the brain friendly classroom include learning through experience and using various instructional strategies like graphic organizers, movement, cooperative learning, and storytelling. The document also lists the top 10 best brain foods and includes a quote about the importance of experience for developing intelligence.
Topic 5A: Powerful Learning Experiences
This document discusses different approaches to integrating curriculum and experiential learning. It provides examples of interdisciplinary, multidisciplinary, and integrated day designs that bring together subjects like language arts, math, social studies, and science. The most extreme example is a field-based program where students live at school and create curriculum based on their daily experiences. The document also discusses concepts like constructivism, service learning, and shifting paradigms in education from traditionalism to progressivism.
Topic 4B: Real World Learning
This document discusses key concepts related to real world learning such as integrated curriculum, constructivism, traditionalism, and progressivism. It specifically focuses on the concept of service learning, defining it as applying academic skills to solve real-life community problems. Service learning is characterized by student and teacher decision-making regarding issues to address, curriculum areas, roles, and publicity. It involves preparation, action, reflection, and demonstration and can lead to benefits such as decreased behavior problems and increased self-confidence. Examples of potential service learning projects are provided.
Topic 4B: Real World Learning
This document defines and discusses the educational philosophy of service learning. Service learning is defined as applying academic skills to solve real-world problems in the community. It has four key components: preparation, action, reflection, and demonstration. The document lists examples of programs that could qualify as service learning and provides research showing benefits such as decreased dropout rates, improved self-esteem, and greater awareness of community issues.
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Topic 11: Game-based Learning and Gamification in the Classroom
Topic 11: Game-based Learning and Gamification in the Classroom
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Topic 8: The Power of Movement, Fun and Collaboration
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Chapter 1: The Basics
- 1. Principles of Classroom Management – Levin, Nolan et al Four Major Themes: Part 1 – Foundations (Ch 1- 4) Part 2 – Prevention (Ch 5 - 6) Part 3 – Interventions for Common Behavior Problems (Ch 7- 8) Part 4 – Interventions for Chronic Behavior Problems (Ch 9 – 10) NOTE: The new edition has an additional chapter called “Building Relationships” (Chapter 7). The chapters listed above are NOT the ones that we will be using for our Multimedia presentations; you must use the new textbook for these.
- 2. Principles of Classroom Management - Levin and Nolan Foundational Principles 1) teachers and students share responsibility for classroom behaviour. 2) teachers must change their behaviour if they expect student behaviour to change. 3) students in constructive relationships with adults are more likely to engage in positive social behaviour and be successful academically.
- 3. Levin et al. separate the student from his or her problematic behavior – rather than “labeling” students as disruptive they identify the situation as being problematic. The onus falls on teachers to modify their own behaviour and/or the situation that impacted the student who exhibited the disruptive behaviour
- 4. “The most thoroughly prepared and well designed lesson has no chance of success if the instructor is not able to manage the classroom and (the) students behaviour” By understanding and implementing a management hierarchy a successful classroom can result – one in which “teachers are free to teach and students are free to learn”
- 5. Defining Teaching When teachers focus on a definition of teaching that involves the “delivery” and “transfer” of knowledge (cognitive growth) it limits their ability to effectively deal with students who exhibit disruptive behaviour.
- 6. Students who demonstrate disruptive behaviour often need opportunities to grow in the “affective domain” as well… “many need guidance to help them develop essential interpersonal and societal skills – such as cooperating with others, respecting others, and contributing positively to their community” Effective teachers (especially Middle School Teachers) recognize that teaching helps students mature both cognitively and affectively.
- 7. Assumptions about the Definition of the Teaching Process: 1) Each individual chooses to act the way they do (unless a diagnosed problem exists) - ref. Adler 2) We cannot force people to “change” their behaviour…. They must choose to do so 3) Teachers can “influence” student behaviour by making modifications to their own behaviour
- 8. Teaching Defined: Teaching is… “the use of preplanned behaviours – founded in learning principles and child development theory and directed toward both instructional delivery and classroom management – that increase the probability of affecting a positive change in student behaviour.”
- 9. Implications for changing student behavior First: “teaching is concerned with what teachers are able to control – their own behaviour and this behavior is preplanned.” Second: The teacher’s preplanned behaviours are guided by specialized knowledge that identifies teaching as a profession. Third: The challenge for teachers is to choose behaviours that will move students towards desired behavioural outcomes
- 10. Case 1.1 Getting Students to Respond Questions to Consider: p.8 1. Why did Ms. Chong increase her wait time before accepting an answer to her question? 2. Which teacher behaviour encouraged student discussion? 3. Which behaviour inhibited student discussion? 4. What other strategies could Ms. Chong use?
- 11. “Affecting Behaviour & Target Behaviour” Affecting Behavior – refers to changes in teacher behaviour that influence changes in student behaviour Target Behaviour - Refers to sought after student behaviour
- 12. Effective Classroom Management is inseparable from effective instruction… Why is it then that even the “best” teachers experience disruptive behaviour from students?
- 13. Professional Decision–Making Hierarchy p.17 Professionals make decisions that utilize the specialized knowledge in their area of expertise. Educators make instructional and management decisions based on their specialized knowledge in pedagogy, cognitive psychology and child development.
- 14. Professional Decision–Making Hierarchy Advantages: 1. Allows for the systematic implementation of the knowledge that informs the practice of the profession. 2. The hierarchy provides the practitioner with a variety of strategies that increase the likelihood of successful outcomes.
- 15. Professional Decision–Making Hierarchy Two hierarchies are presented in this text: The first hierarchy summarizes how classroom management should be viewed: (Themes) • Foundations – (Ch 1- 4) • Prevention – (Ch 5-6) • Managing Common Misbehaviour Problems (Ch 7-8) • Managing Chronic Behavioural Problems (Ch 9-10) The second hierarchy focuses on a continuum of specific skills called ”coping skills”. As the teacher moves along the continuum, the level of intervention become more intrusive with the teacher’s role increasing in managing the student’s behaviour
- 16. CALM ○Consider ○Act ○Lesson ○Manage
- 17. CALM Strategies: (new for 2009) Level I – CONSIDER – “Does the behaviour change, affect , or disrupt the classroom learning environment, teacher, or students?” Level II – ACT- Once a “distracting behaviour” has been identified it is now time to ACT Level III – LESSON or reduce the level of invasive responses by the teacher Level IV – MANAGE the milieu to return to an effective learning environment