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Child or Learner-Centered Approach This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. ... Problem-Centered Approach This approach is based on a curriculum design that assumes that in the process of living, children experience problems.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Child or Learner-Centered Approach This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. ... Problem-Centered Approach This approach is based on a curriculum design that assumes that in the process of living, children experience problems.
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1. Pragmatics: Classroom
Management – Chapter 6 (pp.
198 - 218
Ebert, E., & Culyer III, R. (2014). Pragmatics:
Assessment and Classroom Management. In School:
An introduction to education. Belmont: Wadsworth.
2.
3. Where to Begin?
• Is the curriculum “meaningful to the students”?
• Is the teaching “engaging and motivating”?
• What types of things derail these best of plans and intentions?
4. Some Theory
• Read through the overview of Classroom Management
Theories.
• Are you more teacher-centered, student-centered, or
somewhere in the middle?
• Read the “Teacher Testimonial” on pp. 200 – 201. Which
suggestions make you say “Aha!”?
5. Terminology
• Classroom management – the things teachers do “to organize students,
space, and time to prevent or minimize behavior problems that would
interfere with instructional time.”
• Discipline (according to the text) – “actions a teacher takes after
misbehavior has occurred.”
• Consequences – must be clear, fair and reasonable, and consistently
enforced. Children will test limits, so be prepared.
• Procedures – “manner in which particular activities are to be carried
out”
• Routines – “automatic” procedures
6. • Are students aware of the rules?
• Are the rules fair and reasonable?
• Is following the rules in the best interest of the
students?
• Is positive behavior encouraged?
• What is the teacher doing to reduce the need
for reinforcers?
7. Planning for Classroom Management
• Curriculum is generally static
• Student groups are dynamic
• Organization is a must to keep all groups, no matter their
makeup, maximizing instructional opportunities and
minimizing behaviors that take away from that.
• Much effective classroom management is inherent in what is
not seen. (Note chart 6.4 on p. 205)
8. Practicing for Classroom Management
• Practice following the rules, procedures, and routines
• Allow the children to experience what it is that the teacher
wants
– What does it look like?
– What does it sound like?
– What does it feel like?
10. Communicate Those Thoughts!
• Communicate expectations
• Involve the students
• Make sure the expectations are positive, facilitate instruction,
and support positive student development.
11. Why do students misbehave?
• Need to belong
• Need for power
• Need for freedom
• Need for fun
• William Glasser (1997) suggested we lead students rather than
“boss” them and help them make correct choices that help
them fulfill those 4 needs.
12. Where to Draw the Line?
• Students must understand there are limitations in a society
and that is a part of their educational experience
• If students feel they have a stake in the guidelines, they are
more likely to feel they belong
• Debate “If the rules are worth following, the following of them
should be rewarding”
13. Which View?
• “’buying’ rule conformity”
• “my way or the highway”
• teacher-centered
• Principles of Effective Discipline
• Emphasis on interpersonal
relationships
– Communicating expectations
– Involving students in development
of rules and procedures
– View rules and procedures as
positive boundaries
14. Principles for Effective Discipline
• For the soft hearted (and anyone else)
– Respond to the behavior
– Provide appropriate consequences
– Enforce – Always!!!
– Consider extenuating circumstances, but still respond to the inappropriate
behavior
• Excuses
• Power struggles
• Volatile situations
– Recognize situations that go beyond the classroom
– Implement problem-solving conferences as needed (see steps on p. 210)
Note: these are not alternatives to consequences, but are in addition to
consequences
15. Implementation-
What to Do?
• Practice
• Best Teacher Behaviors
– “Withit ”
– Handle multiple situations at once
– Handle transitions smoothly
16. Implementation (cont.)
• Room Arrangement
– Efficient
– Accessible
• For “stuff” –pencil sharpeners, materials, etc.
• For moving around and proximity to students
– Visible
• Teachers can see all the activity in the room
• Students can participate and see everything they need to see.
