MODULE LESSON TOPIC this sample MODULE LESSON TOPIC this sample
- 2. MODELS OF DISCIPLINE • The word discipline often brings thoughts of punishment and scolding. • The term discipline means to educate, especially in matters of conduct. • Discipline help you to develop plan for your class; to be familiar with how to diagnose problems; and to know how to change the plan to fit appropriate situations. (There are many models that address discipline techniques and implementations for teachers)
- 3. THE KOUNIN MODEL: BEHAVIORIST- STIMULUS RESPONSE MODEL • Kounin’s discipline mode mainly on the behavio educator and what the should do to achieve desirable behaviors in his or her learner. • Kounin recommends two techniques that can be used to address learner misbehavior. He terms these “withitness and “overlapping”. • He describes “withitness” as the educator’s attribute of having eyes at the back of his or her heads.
- 4. THE NEO-SKINNERIAN MODEL: BEHAVIOR MODIFICATION MODEL • Skinner focused his approach on reinforcement. • Positive reinforcement is the process of supplying a reward that the learners favor. • Negative reinforcement removes something that the learner is fond of. • In his model, Skinner assumes that behavior is learned and that reinforcements serve as motivators for achieving good behavior.
- 5. THE GLASSER MODEL: THEORIES OF EDUCATIONAL TRANSFORMATION • Glasser’s model focuses or acknowledging their beha responsible or irresponsible. • Glasser asserts that such behavior will help the student make logical and productive decisions in the classroom. (There are 4 steps within Glasser’s Discipline Method).
- 6. 4 STEPS WITHIN GLASSER’S DISCIPLINE • Looking: Here the responsibility is to observe t and the situation. • Questions: In this step the teachers responsibility is to ask the student who is misbehaving various questions that allow the student to reflect on his or her behavior. • Commanding/Reinforcing: This is where the teacher can confront the behavior and put an end to it. • Acting and Isolation: If the previous steps do not change the exhibiting behavior, here the teacher is to isolate the student from classroom activities.
- 7. THE DREIKUR’S’ MODEL: MISTAKEN GOAL MODEL • Dreikur’s believes that student behavior is goal directed. • He believes that the key to correcting behavioral problems lies in exploring with the leaner the goals prompting the learners conduct. • He asserts that a child should be held responsible for his or her action that is the result of a goal directed decision taken by the child.
- 8. THE CANTER MODEL: ASSERTIVE BEHAVIORAL MODEL • This model notes that teachers should not ask rhetorical questions about misbehavior and should develop a system for rewarding good behavior. • Assertive discipline is based on the idea that the educator’s attitude influences his or her behavior which in turn influences the students behavior. • (The Canters distinguish three types of educators)
- 9. THE CANTERS DISTINGUISH THREE EDUCATORS: • Non-assertive- Non assertive educators are those who allow themselves to be manipulated by leamers • Hostile Hostile educators - impose control and the assertive educator believe in their abilities and use such skills to foster learning. • Assertive Assertive educators - do not express an intention to hurt, but want to help.
- 10. LECTURE
- 11. LECTURE • Lecture is a pedagogical method whereby the teacher formally delivers a carefully planned expository address on some particular topic or problem • A lecture is an oral presentation intended to present information or teaches people about a particular subject
- 12. PURPOSE OF LECTURE • To provide structural knowledge: Providing structural knowledge by integrating knowledge from different fields or sources. It is difficult for the students to locate all sources of knowledge. Through lecture it is easy for the teacher to provide relevant knowledge by selecting and organizing the content in a learner centered way. • To motivate and guide in hunting knowledge: As teacher cannot satisfy the knowledge requirement of students, he has to explain the various sources of knowledge. This purpose underlines the importance of giving references to students after completing a particular topic. Teachers have to give main reference as well as general reference.
- 13. PURPOSE OF LECTURE • To arouse students interest in a subject: • By following lecture method, teacher can orient the students to a subject by explaining the need for studying it, ways of learning and mode of writing university examinations etc. Once they understand the need and ways of leaming a particular subject, they will motivated naturally. • To clarify difficult concepts: • Lecture is highly suitable for clarifying the concepts. Teacher should use enough examples and illustration to clarify the concepts by citing examples from the day to day life of nurses or other health care professionals.
- 15. DISCUSSION – QUESTIONING • A discussion question that is truly great is challenging and inspires students to think critically and respond with well thought out answers. These questions are a framework for creating prompts that encourage inquiry, challenge students to think bigger and connect the classroom to real world ideas and events. • They are instructional strategies that should be in every lesson. • It is a component that most teachers do not spend much time perfecting.
- 16. THOUGHT-PROVOKING QUESTIONS = BETTER DISCUSSIONS • Moral/ethical dilemmas - Provide students with a problem or situation, and ask them to explore one or more of the moral and ethical concerns. • Assess -Diagnose – Act • Assessment: What is the issue or problem at hand? • Diagnosis: What is the root cause of this issue or problem? • Action: How can we solve the issue? • Compare and Contrast - Ask your students to make connections and identify differences between ideas that can be found in class texts, articles, images, videos and more etc.
- 18. VIEWING – LISTENING • Communication - means interaction and therefore both production and comprehension. • Oral comprehension (listening and viewing) is very important for effective communication and often regarded as a very challenging skill. Listening (and viewing) is a key step in communication and this activity aims to help you reflect on your listening and viewing comprehension skills in order to find some strategies that can enhance your ability to communicate effectively.
- 19. ESSENTIAL VIEWING- LISTENING SKILLS • Listening for Gist is when the leamer tries to understand what is happening even if he or she can’t understand every phrase or sentence. The learner is trying to pick up key words, intonation, and other clues so as to make a guess at the meaning. • Detecting Signposts Just like the traffic lights on roads, there are signposts in language that help us follow what we’re listening to. These words, which link ideas, help us to understand what the speaker is talking about and where they are taking us.
- 20. •THATS ALL THANK YOU!!