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Week 2: Classroom climate and culture - Coggle Diagram
Week 2: Classroom climate and culture
Communication
Verbal
Active listening / paraphrase (De Nobile et al., 2017, pp. 55-56)
I-messages (De Nobile et al., 2017, pp. 59-60)
Asserting (De Nobile et al., 2017, p. 59)
Negotiating (De Nobile et al., 2017, pp 61-62)
Non-verbal
Facial expression, eye contact, paralinguistic, gesture, proximity, touch (De Nobile et al., 2017, p. 51)
Culturally sensitive (De Nobile et al., 2017, p. 52)
Convey emotions (De Nobile et al., 2017, p. 52)
Visual cards / hand signals (De Nobile, 2017, p. 55)
Internal noise (De Nobile et al., 2017, p. 50)
Questioning
Open (De Nobile et al., 2017, p. 58-59) begin with 'how', 'what', 'where' (Bennet, 2019, Slide 11)
Closed begin with 'did', 'is', 'will' (Bennet, 2019, Slide 11)
Drives learning, creates a language rich environment, to review learning and/or encourage motivation, engagement and development of critical thinking (Bennet, 2019, Slide 11)
10C Model
source > receiver > message > channel > feedback > noise > environment (De Nobile et al., 2017, p. 47).
Classroom climate
Definition:
'students' and teachers' perceptions of the learning environment... [with] levels of support, respect, academic focus, classroom culture and quality of teaching' (De Nobile, 2017, p. 38).
Dimensions of classroom climate
Relationships
Teacher and peer support (De Nobile et al., 2017, p. 39)
Teacher and peer respect (De Nobile et al. 2017, p. 39).
Teacher > support staff > parents > students > community > colleagues (De Nobile et al. 2017, p. 41).
Positive, sincere and valued (De Nobile et al., 2017, p. 42).
Academic goals
Academic focus - success, intellectual challenge and progression (De Nobile et al., 2017, p. 39).
Quality teaching - interested, engaged, motivating (De Nobile et al., 2017, p. 39).
Order and control
Classroom culture - expectations known (De Nobile et al., 2017, p. 39).
Organisation - physically pleasant (De Nobile et al., 2017, p. 39).
Tan et al. (2019) reading
Psychometric properties of Teacher Interaction Skills Scale (Tan et al., 2019)
Antcedents and consequences of teacher interaction skills (Tan et al., 2019)
Teacher interaction skills framework (Tan et al., 2019)
AITSL Standards
1.1, 1.2, 3.5, 3.6, 3.7, 4.2, 4.3, 4.4, 5.2, 7.3 (Appendix 2)
Classroom culture
How to develop
Build an agreement (De Nobile et al., 2017, pp. 76-79)
Procedures (De Nobile et al., 2017, p. 79 - 80)
Gain student attention (De Nobile et al., 2017, pp. 80-82
Student gain teacher attention (De Nobile et al., 2017, p. 82)
Definition:
'rules, procedures, routines, rituals and behavioural norms' (De Nobile et al., 2017, p. 69)
Key elements
Theoretic:
Values > Beliefs > Expectations (De Nobile et al., 2017, p. 70)
Praxis:
Classroom ethos > Rules > Rituals (De Nobile et al., 2017, p. 70)
Operational:
Routines > Procedures (De Nobile et al., 2017, p. 70).
NSW DoE Core Values
Integrity (NSW Department of Education, 2020)
Excellence (NSW Department of Education, 2020)
Respect (NSW Department of Education, 2020)
Responsibility (NSW Department of Education, 2020)
Cooperation (NSW Department of Education, 2020)
Participation (NSW Department of Education, 2020)
Care (NSW Department of Education, 2020)
Fairness (NSW Department of Education, 2020)
Democracy (NSW Department of Education, 2020)