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Positive and proactive methods to develop a positive classroom environment
Positive and proactive methods to develop a positive classroom environment
Classroom Management
Teaching styles utilise parenting styles
Authoritative
Authoritarian
Permissive
Neglectful
Theories
Cognitive behavioural
Empowering students to change their behaviour by developing cognitive strategies
Behavioural
Observable behaviours
Psychoeducational
Needs and goals & the behaviours that manifest them
Social justice
Antecedents, consequences and social responsibility
Theoretical perspectives
Ecological
Relationships to be considered when understanding behaviour
Bronfenbrenner's system - individual, microsystem, mesosystem, ecosystem & microsystem
Sociocultural
Psychoeducational
Classroom Climate
Views on the learning environment based on the respect, academic focus, levels of support, organisation and quality of teaching
Dimensions
Order and control
Classroom culture
Organisation
Orientation to academic goals
Academic focus
Quality teaching
Relationships
Teacher & peer support
Teacher & peer respect
Classroom Culture
The way the classroom works. Set of values and beliefs shared by the group
Elements
Theoretic
Values
Belifs
Expectations
Operational
Routines
Procedures
Praxis
Classroom ethos
Rules
Rituals
Developing a classroom culture
Building and maintaining positive relationships
Providing academic choice and periods of reflection
Having regular and structured conversations
Teacher interaction skills
Decoding social cues
Building teacher-student relationships
Managing teacher-student relationships
Influencing teacher-student relationships
Communication
Non-verbal
Proximity and touch
Gesture, posture and positioning
Eye contact
Facial expression
Paralinguistics
Verbal
I-messages
Speaking & listening
Negotiation
Active listening
Eye contact
Feedback (paraphrasing)
Attentive facial expression
10-Component Model
Sender
Receiver
Channel
Message
Feedback
Functions
Features
Noise
Internal environment
External environment
Standards
Know students and how they learn
Use effective communication
Manage classroom activities
Manage classroom behaviour
Curriculum
What students are taught
Promoting on-task behaviour
Relevance
Interest
Level of difficulty
Timing
Clearness
Assessment
Assessment as learning
Assessment of learning
Assessment for learning
Why you know it is taught
Types
Summative
Diagnostic
Norm-referenced
Criterion-referenced
Formative
Strategies
Product assessments
Performance tasks
Tests
Self-assessments
Pedagogy
How students are taught
Promoting on-task behaviour
Accountability
Ineffective teaching and jerkiness
Group-alerting
High-participation
Smoothness
Momentum
Overlapping
Ripple effect
With-it-ness
Quality pedagogy
Significance
Intellectual quality
Quality learning environment