EEA202 Week 1, 2 and 3 Dot-Point Summary

Week 2: Classroom Climate and Classroom Culture

Week 1: Positive Learning Environments

Week 3: Instructional Practice: The Lyford Model

Instructional Practice Incorporates three dimensions

Curriculum: What is taught, What is learned

Pedagogy: How it is taught, How it is learned

Assessment: Why you know it is taught, Why you know it is learned

Curriculum Components

Activity, Lesson, Lesson Sequence, Unit of Work, Integrated Unit of Work, Class Program, School Scope and Sequence, Syllabus and Curriculum Framework

PIR Cycle

Plan: Preasses students knowledge of syllabus, duration of task, list and gather resources. Result: Lesson Plans, Unit of Work

Implement: Focus on explicit teaching, monitor students performance, provide feedback to students. Result: Pedagogy

Review: Make judgements on how curriculum was received, how students learned and effectiveness of pedagogy. Result: Review of monitoring teaching, replan or redesign curriculum, summative assessments

Curriculum: 5 aspects of curriculum that promote appropriate behaviours and positive learning environments

Clearness: Ability to make curriculum clear, explicit and meaningful

Timing: Key role in learning

Interest: Provide motivating tasks, task variety and frequent feedback provided

Relevance: Content relevance, examined

Level of difficulty: differentiating difficulty, placing children in mixed ability co-operative groups, modifying curriculum

NSW Department of Education Practice Guide: A classroom practice guide of quality pedagogy

Intellectual Quality

Quality learning environments

Signifiance

Quality Pedagogies

Intellectual

Signfiance

Student Involvement

Social Interaction

Feedback

9 Teachincal Pedagogies

Ripple effect: Stopping one incident recurring

Overlapping: Dealing with multiple things and maintaining control

Withitness: Ability of knowing what is going on and making students aware

Momentum: Keep lessons flowing

Smoothness: Stay focused and limit distractions

Group Alerting: Maintaining attention

Accountability: Hold students accountable and achieved learning goals

High-participation lesson formats: Well structured and all students have a role

Ineffective teaching and Jerkness: lessons not being smooth and off task behaviour encouraged

Gagne's nine events of Instruction Model:

Gain attention of students

Inform students of the goals of the lessons

Stimulate recall of prior learning

Present the stimulus material

Provide guidance about what is to be learned

Elicit the student performance

Provide feedback about performance

Assess student performance

Enhance retention and transfer

Three levels of Assessment: The of-for-as conception of assessment purposes

of: use data to measure achievement against criteria, standards or outcomes

for: to gain insights into student learning and adjust curriculum and/or pedagogy

as: to encourage students to learn deeply about the topic and about how they learn

Types and purposes of Assessment

Formative: inform teaching

Summative: Comprehension assessment of outcomes

Diagnostic: Used by teacher regarding learning and progression

Norm-referenced: Comparison of achievements

Criterion-referenced: things that students known and can do

Assessment strategies

Performance tasks

Tests

Product assessments

Self-assessments

Adjustments to Assessments: simplify or provide fewer questions, alternative format of question/s, additional time, rest breaks, quieter conditions, use of reader/scribe, the use of teachnology

Reflection of Pedagogy

Self

Students

Trusted colleague

Your Personal Philosophy Statement

Why teaching and learning are important

How teaching and learning can best be faciliated

What establishes theories, models, approaches, policies and practices inform your understandings and positions

Educators developing classroom management plans

Carefully considered theory, research, and current practice in field

Clear, comprehensive, classroom management plans keeping with the school, depermant and/or employer

This will then be able to enact positive learning environments that support productive learning

Classroom Management and theory

How students learn

Why students behave the way they do

What you can do about this

The 4 broad groups being: Behavioural, phsychoeducational, cognitive behaviour and social justice

Effective teachers:

Use evidence-based pedagogies

Adopt an ecological perspective on developing PLEs and CMPs

Regard the creation and maintenance of their classroom as a PLE as integral to all else that occurs within their classroom and the wider school setting

Plan and act proactively to recognise and encourage appropriate student behaviours and respond systematically to appropriate behaviours

Develop their CMPs as dynamic documents informed by professional reflection and analysis

Cycle of professional reflection

  1. Plan
  1. Implement
  1. Review
  1. Recycle

Three key theoretical perspectives

Ecological

Sociocultural

Psychoeducational

Four preventative perspectives

Classroom climate

Classroom culture

Physical emviornment

Instructional practices (curriculum, pedagogy, assessment)

Appropriate and Inappropriate behaviour

Appropriate: is socially acceptable, suitable to the context in which it happens, respectful to the rights of others

Inappropriate: is socially and contextually unacceptable, disrespects the rights of students

Passive Inappropriate behaviours: Generally only disrupt the student Eg: daydreaming, fiddling

Active Innaproproate behaviour: Disruptive of other students and teacher Eg: swearing, interrupting, arguing

Origins of Innapropriate behaviour

Developmental: Cognitive ability, age and experience, moral development, social development, emotional development

Psychological: Emotional abuse, ADHD, ASD, ODD, Self esteem issues

Environmental: Home environments, socioeconomic status, cultural norms, ethnic and religious values, school policy, teacher attitudes

Intervention and Response

Low: Eye contact, hand signals, pause, quiet naming, proximity

Medium: warning, restate expectations, refer to rules, offer choices, Time-Out

High: detention, referral to higher authority, send to buddy-class, parent interview

Classroom Climate

Relationships: Teacher support, Peer support, Teacher respect, Peer respect

Orientation to academic goals: Academic focus, quality teaching

Order and Control: Classroom culture, organisation

Relationships

You and your students

You and your students parent's or carers

You and your whole class

Connecting with and developing relationships

  1. Get out and about within the community
  1. Regular positive messages about students achievements
  1. Organise informal events
  1. Ensure your communication is culturally appropriate and accurate in the educative process

5 phases to listening

  1. Give attention
  1. Ensure that physically the message can be heard
  1. Meaning needs to be assigned to the message
  1. Message and meaning are evaluated against some past experiences
  1. Important to remember what was being spoken

Non verbal communications

Facial expression and eye contact

Gesture, posture and positioning

Proximity and touch

Active listening

Body language

Eye contact

Facial expression

Clarifying feedback through paraphrasing

Negotiating steps

  1. Identify the problem
  1. Identify possible options
  1. Identify outcomes for each solution
  1. Delete unacceptable solutions
  1. Apply the agreed solution
  1. Identify a timeline for review

Classroom Culture 3 tiered approach

Building and maintaining positive relationships with students

Having regular conversations with others

Providing academic choice and periods of reflection

Key elements of classroom culture

Theoretical level: Values, beliefs and expectations

Praxis level: Classroom ethos, rules and rituals

Operational level: Routines, procedures

Importance of behaviour standards in classrooms

Guide behaviour clearly and positively

Set clear boundaries

Scaffold for effective classroom rules

Should be established early

Rely on positive reinforcement

Success supports student engagement

Preventative: High expectation, strong teacher-student relationships, clarity and structure in instruction, active learning

Responsive: Encourage and praise, consistent corrections and consequences

Classroom Culture 3 Perspectives

Rule and consequences

Rights, responsibilities and due process

Code of Conduct

Australian Journal of Teacher Education, Week 1 Reading: Four approaches to responding to behaviour

The permissive approach characterised by low control and high support, with very little
limit setting or boundaries and an abundance of nurturing.

The authoritarian approach, characterized by high control and low support, uses rewards
and punishments.

The neglectful approach, characterized by an absence of both limit setting and nurturing.

The restorative, or authoritative approach, which employs both high control and high
support, confronts and disapproves of wrongdoing while supporting the intrinsic worth of the wrongdoer.

Reference List:

Egeberg, H. M., McConney, A., & Price, A. (2016). Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice. Australian Journal of Teacher Education, 41(7).

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Positive teacher-student relationships go beyond the classroom, problematic ones stay inside, Week 2 Reading: Teacher and Student behaviour

Context in which the behavior took place

Content of the behavior or topic of talk

Interpersonal aspect of the behavior

Claessens, L. C. A., van Tartwijk, J., van der Want, A. C., Pennings, H. J. M., Verloop, N., den Brok, P. J., & Wubbels, T. (2017). Positive teacher–student relationships go beyond the classroom, problematic ones stay inside. Journal of Educational Research, 110(5), 478–493. https://doi-org.ezproxy.csu.edu.au/10.1080/00220671.2015.1129595

De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2017). Positive learning environments: Creating and maintaining productive classrooms (2nd ed.). Cengage Learning

Explicit Instruction: Effective and Efficient Teaching, Week 3 Reading, Six Teaching Functions

  1. Review
  1. Presentation
  1. Guided Practice

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  1. Corrections and feedback
  1. Independant Practice
  1. Weekly and Monthly Reviews

Archer, A. L., & Hughes, C. A. (2010). Explicit instruction : Effective and efficient teaching. ProQuest Ebook Central.