Tchr 6020 Class 3 Spring 2010
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This document summarizes a class on classroom management. It includes the agenda for the class, which discusses preventing misbehavior, synergy in the classroom, literature reviews, and establishing classroom rules. The class discusses various strategies for preventing misbehavior, including meeting student needs, meaningful activities, and effective instruction. Students are also given examples of classroom rules and guidance on developing their own rules.
Tchr 6020 Class 3 Spring 2010
- 1. TCHR 6020MAT Classroom ManagementClass #3Dr. Brian HousandEast Carolina UniversityMonday,February 1, 2010
- 2. Get a laptop.Log on to our website.Take Today’s Poll. Log on to Today’s Meet. Welcome Back
- 3. Today’s AgendaWeek in ReviewCharles on Preventing MisbehaviorCharles’s SynergyRTM: Literature ReviewsGimmeFiveTGS: Discipline PreventionCMP: Establishing Rules
- 4. My Week in Review PhiladelphiaiPadMy PADState of the UnionSnow!!!Future Trips
- 6. Tales from the Field
- 7. Strategy 2: Preventing MisbehaviorTaking Proactive Steps to Prevent the Occurrence of Misbehavior in the Classroom
- 9. “An adult concept in which a specific action of the child is seen as producing an undesirable consequence for the adult.” Misbehavior is anything students do that teachers do not like.
- 10. Linda AlbertInappropriate acts associated with students’ pursuits of mistaken goals which are:Attention SeekingPower SeekingRevenge SeekingWithdrawal / Assumed Inadequacy Misbehavior appears when students fail to achieve their prime goal of acceptance in the classroom.
- 11. Barbara ColorosoCategorizes misbehavior as:Mistakes Accidental or uninformedMischiefIntentional but benignMayhemIntentional and more serious
- 12. Spencer KaganWith Kyle and ScottDisruptions that can be categorized in four types: A – AggressionB – Breaking RulesC – ConfrontationsD – Disengagement Spring from 7 student positions:Attention seeking, avoiding failure, angry, control seeking, energetic, bored, or uninformed
- 13. William GlasserUnacceptable acts students perform in an attempt to meet one or more of the five prime needs:Safety, Love and Belonging, Fun, Freedom, and PowerMisbehavior is minimized to the extent that students are able to satisfy those needs in the classroom.
- 14. C. M. CharlesAny action that, through intent or thoughtlessness, Interferes with teaching or learning, Threatens or intimidates othersOversteps society’s standards of moral, ethical, or legal behavior
- 15. 13 Types of MisbehaviorInattentionApathyNeedless talkMoving about the roomAnnoying othersDisruptionLyingStealingCheating Sexual Harassment Aggression and Fighting Malicious Mischief Defiance of Authority
- 16. Causes of Misbehavior and Where They ResideIn Individual StudentsIn Class Peers and GroupsIn Instructional EnvironmentsIn Teachers and Other School Personnel
- 17. In Individual StudentsUnmet needsThwarted desiresExpediencyUrge to transgressTemptationInappropriate HabitsPoor behavior choicesAvoidanceEgocentric personalitiesNeurological-based behavior
- 18. In Class Peers and GroupsProvocationContagious group behavior
- 19. In Instructional EnvironmentsPhysical DiscomfortTediumMeaninglessnessLack of Stimulation
- 20. In Teachers and Other School PersonnelPoor HabitsUnfamiliarity with better techniquesPresenting poor models of behaviorShowing little interest in or appreciation of studentsSuccumbing to personal frustrationSuccumbing to provocationProviding ineffective guidance and feedbackUsing ineffective personal communicationFailure to plan proactivelyUsing coercion, threat, and punishment
- 22. Syn-er-gy|ˈsinərjē|noun a phenomenon in which two or more people (or other entities) interact in a manner that builds mutual energy.
- 24. Elevating Class Spirit and EnergyEmphasize Class Conditions and Activities Students are Known to LikeWork to Develop Class Ethics and TrustEmphasize and Use Your Personal CharismaImprove the Quality of Communication Make use of “Co-opetition”
- 27. Physical EnvironmentA well-ventilated roomGlare free lightingColorful and informative bulletin boardsA clean and orderly room Private spaces for studentsVisibility from all areas of the roomCompatible seatmatesMatch of layout with teaching style
- 28. Meeting Individual DifferencesDifferentiated AssignmentsGroupingChoices and DecisionsRealistic ExpectationsCapitalizing on Interests
- 29. Meaningful ActivitiesProceduresStudent Engagement“Sponge” Activities
- 30. InstructionFocus AttentionAvoid Over-Dwelling and FragmentationPractice Kounin’sWithitnessVariety and Group AlertingOverlappingnessSmooth TransitionsKnow When to StopCheck for Understanding
- 31. Emotional ObjectivityFocus on the behavior and the causes.Do Not Personalize.Do Not Blame. Remain Positive.
- 32. Questions?
- 34. Identify a problem or issueIdentify a problem or issue (related to teaching) from your senior I internshipThis may be something you wish to improve upon in your own practiceThis may be something that you observed in your CT’s practice and foresee as an issue for youAnalyze the problem – break it down into its component parts
- 35. Learn more about how to “fix” itInvestigate ways to fix/solve/address this problem or issueSearch for research and practice articles that address the same or similar problemsSome helpful databases:Proquest research libraryEBSCOhostPsycARTICLESJSTOR
- 36. Read carefully looking for:InterventionsApproaches to the problem/issueTreatmentsWays to measure behaviorWays to set up a study
- 37. What is a Literature Review?Summary and Synthesis of previous research These are NOT your ideas! Report on the ideas of others
- 38. Clarifications10 – 15 sourcesFocus on research articles in academic journalsOne paragraph summary for each piece of literature
- 39. Describe the study / strategy
- 40. Identify the population studied (if applicable)
- 41. Briefly presents the results/conclusions of the study ConsiderationsFind a focusDecide what is currentUse quotes sparingly! Do NOT use First Person! Refer to authors by their last nameFollow APA style
- 42. Steps for Getting Started1. Identify Topic2. Choose KEYWORDS3. Search Databases4. READ5. Look at citations6. Narrow Search
- 43. Gimme Five!Five Fabulous Tricks, Tips, and Tools for Today’s TeacherToday’s FiveChallengeChildren’s LiteratureCurriculum ConnectionContent ResourceComputer Tool
- 44. 88629The name of the game is 24You task is to use all 4 numbers on the card only once. You can add, subtract, multiply or divide, but it has to be equal to 24. 421822692283388
- 46. Tech Tool of the Dayhttp://books.google.com
- 50. Creating Classroom RulesAre you going to create the rules? Or Will you create them with the class?
- 51. Creating Classroom RulesShould beabout 5 total rules.State them in the positive instead of the negative.NOT: Don’t get out of your seat. INSTEAD: Stay SeatedState the behaviors you wish to observe.NOT: No hittingINSTEAD: Respect each other
- 52. Cute Class RulesShow your armpits6 legs on the floorYARFYOS You Are Responsible For Your Own SelfMeasure Your Voice
- 53. Example #1 1. Raise your hand.2. Keep your hands and feet to yourself.3. Walk.4. Treat people the way that you would like to be treated.5. Follow directions.
- 54. Example #2Follow directions the first time givenKeep body parts, objects and unkind words to yourselfBe in the proper place at the proper timeUse materials and equipment properlyAlways walk in the building
- 55. Example #31. Follow directions the first time given2. Raise your hand and wait for permission to talk3. Do not leave seat while the teacher is teaching4. Hands, feet, and objects to yourself5. Respect yourself and others
- 56. Example #41. Bee a good listener2. Bee responsible3. Bee in control4. Bee cooperative5. Bee your best
- 57. Example #5Red rule: Pay attention. Listen carefully.White rule: Raise your hand.Pink rule: Stay on task.Yellow rule: Keep hands and objects to yourself.Green rule: Clean up your area.Orange rule: Be kind and show respect.
- 58. Begin Your PlanningBrainstorm answers to the following: What behaviors do you value?What do you expect from your students? What type of behavior is unacceptable? Begin Drafting Rules that encompass what you value and expect from your students.
- 60. February 15, 2010Charles #3TGS: Chapters 11-14Literature ReviewList current and needed ProtocolsNext Time
- 61. I am a teacher.