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Ch.13 Teaching and Assessing (Creating positive learning enviornment…
Ch.13 Teaching and Assessing
Need for Organization
Challenges of classroom management
fast paced
unpredictable
public
simultaneous activities
goals of good classroom management
make ample time for learning
improve quality time keeping students engaged
encourage student self-management , self control, responsibility
Creating positive learning enviornment
rules vs procedures
procedures
cover administrative tasks, student movement, housekeeping,
rules
specific dos and donts of classroom life
consequences should be established for breaking rules
personal territories vs spatial arrangements
spatial organization
territorial
functional
ineffective vs effective
ineffective
varied routine tasks day to day
frequently left the room
not made plans for interruptions or problems
effective
have lots of explanation of rules and procedures, examples, practice
planned to avoid last minute tasks
dealt with student pressing concerns
Creating Learning Community
How to
input from many levels
working on creating a caring socially responsible community
work must be multifaceted and integrated curricula
Maintaining Good Environment for Learning
how to encourage engagement
supervision increases student engaged time will increase
cues for what the student can do next (clear steps)
work requirements being clear and specific
how to form connections with schools
make expectations for academic work and student behaviour clear
try to make classes insteresting and be fair and honest with them make sure they understand materials and have ways o cope with their conerns and troubles
Management by Kounin
teachers need to tale individual differences into account maintain student motivation and reinforce positive behaviour
skilled in withitness, overlapping, focusing, and movement management
teachers can prevent problems by establishing a caring class and teaching student social skills and emotional self regulation skills
Dealing with Discipline issues
levels of intervetion
move to a clear,assertive, unhostile way to stop misbehavior
offer choice to stop or to meet privately to talk about consequence
ask student to state correct rule or procedure to then follow
asks if aware of negative effects
verbal hint (name)
non verbal eye contact
bullying
challenges in secondary classes
Communication
empathetic listening
communication of student and teacher
helpful response if students bring problems to the teacher
capture intent meaning and emotions behind the words
Culturally responsive management
African and Latino Americans are punished more often and more harshly then other races but do not commit more serious offences