Structuring the Environment Chapter 6 Multimedia Presentation
- 2. Two crucial variables: physical environment and classroom guidelines Physical environment – the importance of creating a physical environment that is conductive to learning Classroom guidelines – one variable over which the teacher has much control
- 8. Classroom Routines ◦ Not meant for managing disruptive behaviour ◦ Taught through examples and demonstrations ◦ Logical vs. Natural Consequences
- 9. Classroom Routines ◦ Not meant for managing disruptive behaviour ◦ Taught through examples and demonstrations ◦ Logical vs. Natural Consequences
- 10. Classroom Routines ◦ Not meant for managing disruptive behaviour ◦ Taught through examples and demonstrations ◦ Logical vs. Natural Consequences A student does not hand in their assignment and they receive a zero for that assignment.
- 11. Classroom Routines ◦ Not meant for managing disruptive behaviour ◦ Taught through examples and demonstrations ◦ Logical vs. Natural Consequences “Antonia, you wrote on the desk. You will have to clean it up during recess.”
- 12. Classroom Rules ◦ The Need for Rules ◦ Determining Necessary Rules Definition of a behavioural problem - any behaviour that interferes with the teaching act, interferes with the rights of other to learn, is psychologically or physically unsafe, or destroys property ◦ Developing Consequences “you have a choice”
- 13. Classroom Rules The Need for Rules Determining Necessary Rules Definition of a behavioural problem - any behaviour that interferes with the teaching act, interferes with the rights of other to learn, is psychologically or physically unsafe, or destroys property Developing Consequences “you have a choice”
- 14. “Heidi, you have a choice to stop disturbing Jeff or to change your seat.” Classroom Rules The Need for Rules Determining Necessary Rules Definition of a behavioural problem - any behaviour that interferes with the teaching act, interferes with the rights of other to learn, is psychologically or physically unsafe, or destroys property Developing Consequences “you have a choice”
- 15. “Mike, you have a choice to raise your hand or not be chosen to answer.” Classroom Rules The Need for Rules Determining Necessary Rules Definition of a behavioural problem - any behaviour that interferes with the teaching act, interferes with the rights of other to learn, is psychologically or physically unsafe, or destroys property Developing Consequences “you have a choice”
- 16. ◦ Communicating Rules ◦ Teaching and Evaluating Smiley Face Self-Analysis
- 17. Differences in values, standards, and expectations resulting from cultural differences have several implications for teachers ◦ Culturally situated institutions ◦ Strive to learn more ◦ Incorporating cultures and expectations
- 18. To test your knowledge on incorporating cultural aspects into your classroom, use the given scenario and cootie catcher and follow the steps below. Begin with one person in possession of the cootie catcher, go around the group and ask different members for 1) colour 2) number 3) number 4) read the question under the bottom flap. As a group discuss and decide on an answer. Be sure to record your answers somewhere and be prepared to share with class.
- 19. Forming Skills Functioning Skills Formulating Skills Fermenting Skills Development of these skills over time
- 20. Consider – is the behaviour disruptive? Act – now or later? Lessen – the response to the situation Manage – quickly return to learning