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Student Teacher Interaction Handbook EDUC 4202Laura Sklaptis 1607137

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HANDBOOK

A Guide to Promoting a Positive Learning Environment

Laura Sklaptis 1607137

2014

PREVENTATIVE

SUPPORTIVE

CORRECTIVE


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Contents

1. Introduction … 3

2. Preventative Actions … 4-10

3. Supportive Actions … 11-14

4. Corrective Actions … 15- 19

5. References … 20-22

6. Appendices … 23-26


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Introduction Aim: To create a positive learning environment.

This handbook has been created in order to demonstrate an understanding of practical skills and effective strategies to ensure the classroom is a positive learning environment for all students.

A positive learning environment needs to: Be safe and comfortable for students Direct students towards important and meaningful short and long-term goals Include interesting, challenging and realistic learning opportunities and experiences Value students’ efforts Involve students opinions for classroom norms Involve independent and interdependent work Require students to be responsible for their behaviour and learning

(Killen 23-24)As a student teacher; it is imperative to develop a selection of effective behavioural management strategies to deal with the diverse range of behaviours in a classroom. This handbook is aimed to help prevent, minimise and manage common and chronic misbehaviour problems by providing strategies which can be used when placed in the classroom. In order to produce a clear and concise handbook containing useful hints to deal with common and chronic misbehaviour, three main areas will be addressed i.e. preventative, supportive and corrective actions.

The inverted pyramid (Wikipedia, Inverted Pyramid) below illustrates how strategies used to create a positive learning environment should be prioritised. Most of a teacher’s efforts to create a positive learning environment will be built into preventative and supportive actions in order to prevent student behaviour reaching corrective management.

PREVENTATIVE

SUPPORTIVE

CORRECTIVE


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Preventative Actions

Preventative actions refer to classroom strategies that are thought of prior to the lesson and are carried out by the teacher during the lesson. Prevention focuses on the different teaching styles and classroom management skills of the teacher in order to create a positive learning environment for students of all different learning capabilities.

Effective teaching involves having a range of different strategies which are set strongly in place. It is important that the teacher acknowledges the classroom expectations and constantly refers back to them to ensure students remember them as well. The three main focus points of preventative actions revolve around:

1. Relational Trust – building relationships with students; constantly praising and encouraging them

2. Values Education – valuing and caring for education and for each other3. Setting Boundaries – respecting the classroom boundaries while still having fun

Classroom Strategies Be mindful of students needs

Abraham Maslow’s Hierarchy of Needs (*See Appendix1, Figure 1)Every student has needs; the lower needs become stronger if not satisfied. Maslow’s theory suggests that the most basic level of needs must be met before the individual will strongly desire or be motivated to receive higher level needs. To prevent misbehaviour in the classroom the teacher must be aware of the needs of students and that their primary needs are being met in order for them to achieve the higher level needs.

Cater lessons for different learning capabilities/ intelligences Howard Gardner’s Multiple Intelligences (*See Appendix1, Figure 2)Curriculum design needs to include all nine (+) intelligences as all are required to function productively in society. Material should be presented through a range of ways to cater for different learners/ intelligences. It’s important to understand how students think and to plan lesson to cater for many different learning styles and abilities. It’s also important that students aren’t always sitting at the desk, but are given the opportunity to move about and work collaboratively with others. Demonstrations, outdoor activities and engaging the five senses (seeing, hearing,

“You can prevent most misbehaviour if you treat students sensitively, provide an interesting curriculum, and use a helpful teaching style.” (Charles 236)

“It should be strongly emphasized from the outset that no classroom management strategies will prevent discipline problems if effective teaching is not taking place.” (McInerney & McInerney 251)


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smelling, touching and tasting) are more likely to ensure students learn and retain information. When learning becomes more physical and visible students are able to apply concepts to greater ideas. If all students are able to excel through activities that cater their type of intelligence they will hopefully feel smarter and happier resulting in a more positive learning environment.

OrganisationIt is imperative that teachers are organised in many ways – setting up the curriculum, unit plans, lesson plans and in class. When the teacher is organised and knows exactly which direction the lesson and his/her students are going, students will not be able to slip through the cracks as easily.

Planning ahead Specific to lesson planning. An engaging, well-thought out lesson can make a huge difference. This includes planning out smooth transitions between tasks, logical order and progression.

Build respectful and positive relationshipsStudents will respond well to you when you genuinely care and respect them. It’s important to build a mutual respect between teacher and student. Students with chronic behaviour generally ‘do not have positive relationships with their teachers’ (Levin and Nolan 197); thus it is important to praise these students for the simplest things if that’s all they can manage to do. If you struggle to find something to like in a student – force yourself to find at least one positive quality, ‘no matter how small or how hidden’ (Levin and Nolan 197).

Be enthusiastic Passion changes everything. Students are more likely to engage when they have your excitement and love for the subject to bounce off of. Unintentionally, this may hopefully increase student motivation.

Time management Setting realistic time schedules/ dead-lines for student assessment; it’s important to know your students and not place unrealistic expectations on them. Time limits for class activities are a great motivator for class work – students know what they have to do in a certain amount of time (short and easily attainable goals).

Fast paced learning Don’t allow students the time to get bored

Being flexible and willing to change plans Things don’t always go according to plan in the classroom, especially when using technology. It’s important to be flexible and willing to change plans when a prepared


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lesson just isn’t going to work. Remaining calm is imperative and having back-up lessons or being able to think on your feet will be beneficial to carry on with the lesson and maintain the flow of a lesson/ engagement of students.

Communicating class rules and expectations / discussing classroom practices with studentsTeachers should not abuse their position of power; the classroom should function on mutual trust and respect for one another. Rules in the classroom are set for a reason but there should always be some leniency and negotiation depending on the circumstance if these are breeched.

Modelling appropriate behavioursActing the way you want your students to behave and present themselves; including being on time for class!

Encourage accountability for behaviour Teaching students to be responsible for their actionsStudents themselves must understand that their behaviour impacts their learning and others around them if they choose to be distracting. In order to prevent chronic misbehaviour from occurring; teach students to take responsibility for their behaviour and effective ways to ‘self monitor’ it. This could be done by giving students ‘opportunities to learn how to control their own behaviour’ (Levin and Nolan 209).

Provide meaningful and enjoyable lesson activitiesThis includes creating engaging curriculum and interesting lesson activitiesMixing up activities to engage an array of different learners is beneficial for both the teacher and student because it allows the teacher to help an array of different learners and keep students on their toes. A mix of different activities prevents students from becoming bored and/ or uninterested in the work. Fun, enjoyable lessons will definitely contribute to a positive learning environment. Lesson relevancy is also important to prevent misbehaviour from occurring – most students engage more to a lesson when it is practical and useful to them. Killen states that it is ‘unrealistic to expect students to be enthusiastic about learning if they cannot see the point to it’ (27). To achieve high quality learning outcomes students need to see why, and understand that, their learning matters.

Well delivered instructionsTeachers must be clear, short, sharp and shiny when laying out instructions for students. It would be good to get into the habit of giving out instructions both orally and visually so students know exactly what to do and have a written copy to refer back to as well (either from copying notes from the whiteboard or being given a task sheet with the instructions on it). If written on the computer; an email copy could


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even be sent to the students so they have a digital copy, absent students and even parents if need be.

Clear lesson materials Worksheets, OHP [overhead projector], SMART board etc

Balancing work so it’s not difficult for students to complete but still challenging for them to do

Being able to handle ‘overlapping’ Students don’t always learn at the same pace, so it’s a great skill to know how to handle overlapping different assessments at the same time. Teachers constantly need to multi-task and this is definitely a case where this would occur.

Working in groups – cooperation (can help misbehaviour)Students who work well with others may cause less misbehaviour. It allows them time to be social and interactive rather than constantly sitting and listening. Cooperation also builds relationships in the class contributing to a positive learning environment.

Surprises Surprising students with pop-quizzes, tests, and other forms on non-conventional ways of teaching - doing things out of the ordinary and unexpectedly will keep students on their toes. This should not be a regular form of teaching; hence the term surprise. Teachers should strive to constantly be creative in presenting work and assessment in new and fresh ways; ‘student inspiration to connect and engage with learning can also be achieved through the teacher’s creativity in planning different and unexpected approaches to content and activity’ (Brady and Scully 47)

Preventative actions, strategies and teaching skills are crucial to effectively control the classroom. Many strategies can be put in place and outworked through lesson planning, preparation and organisation to make sure students are constantly engaged and occupied. Varying activities and creating lessons that cater for all different learning capabilities and intelligences should ensure that all students are receiving a fair and equal opportunity to excel in their work. Incorporating fun into the classroom and being passionate about the subject should also add to a positive environment students can learn in, feel safe and accepted.


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TheoristsLevin & Nolan, Skinner and Kounin demonstrate ways to create a positive learning environment and prevent misbehaviour from occurring through relationships, positive reinforcement and with-it-ness.

Levin and Nolan: Relationship BuildingRelationship building and fostering positive relationships based on mutual trust and respect is highly beneficial for creating an environment which is fun and positive to be in.

Knowing your students is imperative to being an effective teacher. When you know what their strengths and weaknesses are, their learning capabilities, what type of learner they are and how they work independently and with others can really help with lesson planning and making sure as many students as possible are remaining engaged at all times.

Skinner: Positive ReinforcementsThe key element to Skinner’s theory is reinforcement. A reinforcer is ‘anything that strengthens the desired response’ (Culatta). It could be praise, a good grade or a feeling of increased accomplishment or satisfaction. Skinner states that behaviour is shaped by its consequences: it strengthens with positive reinforcement but weakens with punishment.

Jacob Kounin’s ‘with-it-ness’ The with-it teacher uses their awareness to keep the harmony in the classroom. This can be considered preventative because it prevents misbehaviour from occurring with structure and awareness. Harmony in the classroom allows the lesson to flow undisturbed.Effective teachers have awareness of and strategies to:

Maintains flow of activity Smooth transitions between lessons Reading and responding to class situations (realising you may need to change

activities just to keep the lesson flowing) Seamless handling of minor misbehaviours Intercede without breaking the lesson flow

(Matthews Lecture One, Week Two)

“Without a doubt, the development of a positive relationship between the teacher and the student with a chronic behaviour problem is one of the most effective strategies for helping such students”. (Levin and Nolan 197)


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Case Study #1 “Praise and Preparation”

I like Amy uses an extensive amount of praise in her classroom Skinner’s theory of positive reinforcement is seen here as students know that with

good work, they will be rewarded verbally in front of their peers and with stars which might accumulate to going on Field Trip.

Amy is prepared for her lesson and meets the basic needs of her students (Maslow’s hierarchy) as she welcomes them at the door.

Genuinely happy to see her studentsI would definitely adopt her teaching methods of praise, meeting the needs of students and building relationships with them. Reward systems tend to work good as well – this is an example of excellent teaching in action! Her clear classroom rules and expectations also prevent misbehaviour to occur.

Case Study #2“A Lesson from the Best”

I like the well-structured/ thought out/ fast paced lesson which keeps many different types of learners engaged (particularly good for auditory and kinaesthetic learners).

The activity (Argument Tennis) requires a different set up in the room, its fun and allows kids to use their knowledge of the topic to argue with each other.

Creativity and well organised lessons can pay off – students’ senses are engaged and are more likely to remember the material they are covering through this exercise.

Getting children to battle out in the ‘arena’ feeds teenagers need for attention (links in with Erik Erikson’s theory of youth being egocentric).


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Case Study #3“Love ‘Em or Loathe ‘Em”

I like how he praises students and takes a genuine and personal interest in their work to create a positive learning environment

Relates to Levin and Nolan’s idea about building positive relationships and forcing yourself to find something to like in child. You’ve got to make the ‘extra special effort’ to show students you like them no matter what is going on in your personal life; ‘GENUINELY SHOW THEM!’


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Supportive Actions

Supportive actions refer to minimising management problems through pre-emptive and effective classroom management. These strategies require reading and responding to students when they become restive, agitated or deviate from the learning task.

Classroom Strategies Non-verbal Intervention:

Eye contact This strategy can be quite powerful; a stern glance can reassure students to get back on with work or correct their own behaviour.

Body language/gestures Making use of cues: reminding students to raise their hands and not call out by putting your hand up; they hopefully will mirror your action (Cowley 40).Providing cues for expected behaviour: Use a cue that students understand. One can close the door, flick the lights, or even make a motion with one’s hands.

Tactical ignoringLevin and Nolan state that ‘planned ignoring is based on the reinforcement theory that if you ignore a behaviour, it will lesson and eventually disappear’. (29)

Wait for silence (Cowley 37-40)Once students are silent is a great time to reinforce classroom expectations about noise level and behaviour.

Remove seductive objectsCollect the object that is competing with the teacher

Targeted silencesAllows students to take in information

Physical ProximityLevin and Nolan Hierarchy for Management Intervention Table (*See Appendix 1, Figure 3). Proximity uses the space around you to correct student

“Despite your best efforts, students will at times become restive and can easily slip into misbehaviour. This is the time for you to make use of supportive techniques, which are pleasant yet effective in keeping students engaged in their work. You should practice a number of these techniques so you can use them naturally when needed (Charles 236).”


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behaviour if they are off task, not listening or distracted. If students are becoming uninterested because they are not understanding; this is a great opportunity to further scaffold the lesson (Zone of Proximal Development i.e. ZPD –Appendix 1, Figure 4).

Verbal Intervention: Praise/ provide feedback

Name dropping to get student back on task or to answer a question

Diversion or distractionThe teacher notices a student behaving inappropriately and distracts or diverts the student from that behaviour e.g. asking the student a question, asking the student to undertake a task such as handing out materials.

Use humour (Cowley 48)

Acknowledge others’ good behaviourMake positive comments about other students’ behaviour, which involves making good decisions; reminds off-task students of the behaviour that is expected of them. (*See Case Study #6)

Encourage initiative

Provide challenge to refocus

Non-punitive time out Teacher quietly asks student if she would get a drink or invites her to run an errand or do a chore (*See Case Study #4)

Use repetition (Cowley 44)

Changing pace of classroom activities: Restructure situations and involve students in other activities that require active student participation and help them to refocus interests.

Reading and responding When students become restive or agitated or otherwise deviate from the learning task.

Interest boostingTeacher shows interest in student’s work, thereby bringing the student back on-task (walking over and checking how work is going, asking student to share work).


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Set targets and time limits (Cowley 46)

TheoristsBill Rogers: Praise/ Using Positive LanguageUsing praise can be considered supportive in order to keep students engaged and on-task.Language is extremely powerful; if not the most powerful tool in the classroom. It is so simple but can make such a difference to a student’s life and how they view and respond to you as a teacher. There are many ways instructions and feedback can be changed in order to make it positive. For example: instead of saying “will you stop talking” you could try “I’d like everyone listening please” (CreativeEducation Bill Rogers). Using praise and positive language also links to Maslow’s Hierarchy of Needs; making students feel valued. This theory can also apply to preventative strategies.

Jacob Kounin’s ‘Ripple Effect’Kounin’s Ripple Effect can be considered supportive as it uses non-verbal and verbal strategies; tactical ignoring and praise respectively, in order to get off-task students back on task by paying attention to those doing work.

Occurs when the teacher corrects the behavior of one specific student or action and the rest of the class follows suit.

Allows small misbehaviors to be stopped quickly before escalating. Reinforces positive behaviors Used to promote the contagion of desired (on-task) behavior

[Matthews Lecture One Week Two]

Case Study #4 “Manage That Class”

I like how Jenny Campbell uses tactical ignoring, wait time and name dropping with instruction to re-direct students back on task and to re-gain their attention

At the supportive stage; I would pull Vulcan aside and have a chat to him privately to address his misbehaviour and use praise as soon as soon as he does the right thing.

After this lesson I would research Vulcan’s history with other teachers/ subjects

Case Study #5 “Fidgeting”


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I like that Louise and Emma both use a lot of non-verbal and verbal strategies to re-focus their students and minimise the need to take corrective action.

Making use of cues ‘raising hands’, name dropping with questions to keep students on their toes and waiting for silence are effective strategies which can be put in place

Case Study #6“Attention Seekers”

I like the use of Kounin’s ‘Ripple Effect’ (*See Appendix) – the French teacher ignores off task behaviour and praises on-task behaviour which effectively ripples out onto the off-task students. They want the teacher’s attention; therefore, they will then want to be good in order to receive her praise.


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Corrective Actions

Corrective actions refer to responding to common and chronic misbehaviour problems when they arise and focus on intervening directly with student behaviour. These strategies require teachers to ‘invoke corrective measures’ (Charles 237), warnings and consequences when there has been a substantial violation of rules or disruption. The preventative and supportive strategies are used to limit the need for use of corrective discipline; nevertheless, here are some effective actions to deal with this type of behaviour.

Classroom Strategies Intervening in a positive manner (Charles 237)

No matter what students throw at you it is important to remain calm and logical. Remaining pleasant, retaining composure, refusing to argue with students is crucial when corrective actions need to take place. Keeping calm will hopefully calm the student down if they are not mentally in a good place. Remember to use positive reinforcement/ positive phrasing (Bill Rogers *page 12 & 16).

Sending students out of the room or the focus room Sending students out of the room would be my last resort/ if I couldn’t handle a student’s behaviour. Preventative and supportive strategies are set in place to prevent this action to occur. First I would try and talk to them privately and quietly away from their peers to see what is going on and if their behaviour continues I would allow them to excuse themselves in order to calm down.

Moving students from sitting next to each other Simple yet effective corrective action if students cannot handle sitting next to each other without doing work. Before doing this; I would give them a choice ‘you can sit here and work or sit here, not work and then be moved’. I would never implement any form of action without warning the student or giving them a choice to make first. This shifts the responsibility onto the individual – they are now accountable for their own behaviour.

William Glasser’s Triplets

“We have to accept that while good discipline systems can prevent most misbehaviour, your students will nevertheless break rules at times and you must deal with the transgressions. If you approach misbehaving students in a sensitive manner, you can help them return to proper behaviour with no ill feelings (Charles 237).”


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Getting students to understand that their behaviour is affecting their work and possibly distracting peers around them. Series of small questions can help them to recognise how to correct their own behaviour.

1. What are you doing? 2. Why are you doing it? 3. What should you be doing?

[Matthews Lecture One Week Five]

Gordon’s I messages(1) A simple description of the disruptive behavior (which does not judge or blame

the student)(2) A description of its tangible effect on the teacher and/or other students, (3) A description of the teachers' feelings about the effects of the misbehavior.

[Matthews Lecture One Week Five]

I-messages focus on the teacher’s reaction to a student’s behaviour, rather than the individual. It is better to react to a student’s misbehaviour using an I-message than for the student to think you are mad at them as an individual. Thus, ‘the I-message allows the teacher to prompt appropriate behaviour without negative evaluation of the student or issuing a direct command (McInerney & McInerney 264).

Logical consequences: Give students ‘the choice’ Essentially, students have only two choices in the classroom; either they do as they ask, or they accept the consequences of a refusal to comply. If logical consequences are simple and clear enough this can ‘often prevent misbehaviour from occurring or escalating’ (Cowley 41).

Cowley suggests to: State the behaviour you require Make clear the positive benefits of doing as you ask Make clear the consequences of refusing to comply Give the student a short time to consider his or her decision If the student decides not to comply, apply the sanctions you have specified

(41)

Levin and Nolan’s Hierarchy for Management Intervention*See Appendix 1, Figure 3Levin and Nolan’s Table illustrates a hierarchy to manage behaviour; beginning with non-verbals and moving through to logical consequences. Many of these strategies (especially Verbal actions) overlap with preventative and supportive actions. However, logical consequences are considered corrective as it requires the teacher to intervene with harsher consequences.


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Explicit re-direction Invoking the corrective methods

Direct appeal

Reminder of the rules

Questioning awareness of effect

TheoristsGordon’s I-Messages *See Corrective Classroom Strategies

Levin and Nolan Hierarchy for Management Intervention Table *See Appendix 1, Figure 3 and Corrective Strategies (page 15)

William Glasser’s Triplets *See Corrective Classroom Strategies Glasser’s Triplets can be considered a corrective action to take because it requires the teacher to intercede with students on a conscious level and with the intention of assisting their capacity to control their own behaviour. It is possible that students may be off-task because their basic needs are being met; this is a great time to revise the lesson and see if it can better cater for that particular student.

Bill Rogers Focuses on: Positive Correction: the basic premise that teachers and schools should adopt a non-

confrontational approach to discipline based on positive teacher-student relationships, respect for the dignity and rights of individuals, choices about consequences of behaviour and encouragement for student self-discipline.

Prevention: planning for good behaviour; teaching the routines and the rules. Consequences: have a clear structure that students understand and use to inform the

choices they make. Repair & Rebuild: the imperative to work hard to build and repair the damage that is

done when things don’t work out.[Headguruteacher]

Bill Rogers’s theory on restorative justice can also be considered corrective as it focuses on the needs of the victims and offenders in the class. Victim students take an active role in the process but offender students also need to take responsibility for their actions. (Wikipedia, Restorative Justice).

Case Study #7


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“Manage That Class”

Lots of misbehaviour in this video makes it necessary for corrective action Instead of intervening and splitting up the boys’ fight Jenny could have used logical

consequences, ‘the choice’, Glasser’s triplets, Gordon’s I messages and/or reminding students of the rules.

In this situation, I would speak to Vulcan privately and give him a choice and use and I -message strategy so he knew I was disappointed with his behaviour and not him.

Case Study #8“Lauren – French Exam: The Catherine Tate Show”

This video is an example, for me, of what not to do as a teacher. Remember to: not engage with student’s bickering, if it persists to give student an

option of two choices. Don’t give student heaps of attention – try tactical ignoring or humour to brush it off and continue on with the lesson.

Case Study #9“Attention Seekers”


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I like how the French teacher uses logical consequences before putting them into action. She gives the students the opportunity to take responsibility for their actions and behaviour with clear consequences laid out.

I also like how she uses Bill Roger’s ideas of repair and rebuild. She flips the class around in the second half by reading the atmosphere. The first half wasn’t working so well so she decides to make it more interactive.

By making the lesson more interactive and allowing students to come up the front she is feeding their egocentric nature (Erikson, *See Appendix 2).

Great teaching in action! She reads and responds to the nature of the class and adjusts it accordingly (Kounin’s “with-it-ness” page 8).


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Works CitedReadings + Lecture

Brady, L and A Scully. ‘Generating and Sustaining Interest’. Engagement: Inclusive Classroom Management. NSW: Pearson Education, 2005. Print.

Charles, C.M. Building Classroom Discipline. New Jersey: Pearson, 2002. Print.

Cowley, Sue. Getting the Buggers to Behave. _______, 2006. Print.

Killen, R. ‘Foundations for quality teaching and learning’. Effective Teaching Strategies: Lessons from Research and Practice. Ed. Thomson. Social Science Press, 2006. 1-44. Print.

Levin, J, and James F. Nolan. Principles of Classroom Management: A Professional Decision-Making Model. Boston: Pearson Education, 2004. Print.

Matthews, Robert. ‘Student Teaching and Interaction: The positive Classroom Lecture One Week Two’. Student Teacher Interaction. University of Adelaide. 12 March 2014.

Matthews, Robert. ‘Student Teaching and Interaction Part Two: The Adolescent Personality in Development Lecture One Week Two’. Student Teacher Interaction. University of Adelaide. 12 March 2014.

Matthews, Robert. ‘Student Teaching and Interaction: Supportive Lecture One Week Five’. Student Teacher Interaction. University of Adelaide. 2 April 2014.

McInerney, D.M and Valentina McInerney. ‘Classroom Management and Cooperative Group Work for Effective Learning’. Educational Psychology: Constructing Learning. NSW: Pearson Education, 2002. Print.

Websites + Images

Wikipedia. Inverted Pyramid: Wikipedia. 2014. Web. 1 May 2014. <http://en.wikipedia.org/wiki/Inverted_pyramid>.

Wikipedia. Restorative Justice: Wikipedia. 2014. Web. 1 April 2014. < http://en.wikipedia.org/wiki/Restorative_justice>.

Culatta, Richard. ‘Operant Conditioning’. Instructional Design. Open Colleges. 2013. 5 May 2014.


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<http://www.instructionaldesign.org/theories/operant-conditioning.html>.

CreativeEducation. Bill Rogers:10 Key ideas on Behaviour Management. Creative Education. 2014. Web. 26 April 2014.

Headguruteacher. Behavior Management Strategies from Bill Rogers. World Press. 2013. 21 April 2014.

<http://headguruteacher.com/2013/01/06/behaviour-management-a-bill-rogers-top- 10/ >.

Figure 1Google Images. Maslow’s Hierarchy of Needs: Google. 2014. Web. 5 May 2014.

<https://www.google.com.au/search?q=gardner%27s+multiple+intelligences&rlz=1C1GGGE_enAU468AU468&oq=gardner%27s+multiple+in&aqs=chrome.1.69i57j0l5.5746j0j1&sourceid=chrome&es_sm=93&ie=UTF-8#q=maslow's+hierarchy+of+needs&spell=1>.

Figure 2Google Images. Gardner’s Multiple Intelligences: Google. 2014. Web. 5 May 2014.

<https://www.google.com.au/search?q=gardner%27s+multiple+intelligences&rlz=1C1GGGE_enAU468AU468&oq=gardner%27s+multiple+in&aqs=chrome.1.69i57j0l5.5746j0j1&sourceid=chrome&es_sm=93&ie=UTF-8>.

Figure 3Levin, J and JF Nolan. Every Teacher Classroom Management. ____: Pearson Education,

2005. Print.

Figure 4Google Images. Zone for Proximal Development:Google. 2014. Web. 2 May 2014.

<https://www.google.com.au/search?q=zone+for+proximal+development&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-GB:official&client=firefox-a&channel=fflb&gfe_rd=cr&ei=sDtsU9HlJKmN8QfbhYDoBA>.

Figure 5Google Images. Bloom’s Taxonomy: Google. 2014. Web. 24 April 2014.

<https://www.google.com.au/search?q=blooms+taxonomy&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-GB:official&client=firefox-a&channel=fflb&gfe_rd=cr&ei=HDxsU9fVEKmN8QfbhYDoBA>.

Case studies

#1

https://www.google.com.au/search?q=blooms+taxonomy&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-GB:official&client=firefox-a&channel=fflb&gfe_rd=cr&ei=HDxsU9fVEKmN8QfbhYDoBA



https://www.google.com.au/search?q=zone+for+proximal+development&ie=utf-%098&oe=utf-8&aq=t&rls=org.mozilla:en-GB:official&client=firefox-%09a&channel=fflb&gfe_rd=cr&ei=sDtsU9HlJKmN8QfbhYDoBA



https://www.google.com.au/search?q=gardner's+multiple+intelligences&rlz=1C1GGGE_enAU468AU468&oq=gardner's+multiple+in&aqs=chrome.1.69i57j0l5.5746j0j1&sourceid=chrome&es_sm=93&ie=UTF-8



http://headguruteacher.com/2013/01/06/behaviour-management-a-bill-rogers-top-%0910/

http://headguruteacher.com/2013/01/06/behaviour-management-a-bill-rogers-top-%0910/


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SchoolsWorld. Praise and Preparation: Teaching with Bayley. 2013. Web. 28 April.<http://www.schoolsworld.tv/node/273>.

#2CreativeEducation. A Lesson from the Best: Teaching with Bayley. 2013. Web. 28 April

2014. <http://www.creativeeducation.co.uk/videos/watch-video.aspx?id=27>.

#3SchoolsWorld. Love ‘Em or Loathe ‘Em: Teaching with Bayley. 2013. Web. 29 April

2014. < http://www.schoolsworld.tv/node/1265>.

#4 & 7SchoolsWorld. Manage That Class: Teaching with Bayley. 2013. Web. 20 April 2014.

< http://www.schoolsworld.tv/node/1752 >.

#5SchoolsWorld. Fidgeting: Teaching with Bayley. 2013. Web. 3 May 2014.

< http://www.schoolsworld.tv/node/2097 >.

#6 & 9SchoolsWorld. Attention Seekers: Teaching with Bayley. 2013. Web. 28 April 2014.

<http://www.schoolsworld.tv/node/1044 >.

#8YouTube. Lauren – French Exam: The Catherine Tate Show: BBC Worldwide. 2007.

Web. 29 April 2014.<https://www.youtube.com/watch?v=zV1zK8zRCPo>.

https://www.youtube.com/watch?v=zV1zK8zRCPo

http://www.creativeeducation.co.uk/videos/watch-video.aspx?id=27


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Appendices

Appendix 1

[Figure 1: Maslow’s Hierarchy of Needs]


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[Figure 2: Gardner’s Multiple Intelligences]

[Figure 3: Hierarchy for Management Intervention; page 43]

[Figure 4: Zone of Proximal Development Focused Teaching]


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[Figure 5: Bloom’s Taxonomy]


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Appendix 2

Erik Erikson: most teenagers are egocentric Erikson’s theory looks at the stages of development and talks about how teenagers are incredibly egocentric. As a teacher it would be good to provide opportunities for students to slow their egocentric nature as they will really engage with this sort of work [Matthews Lecture Two, Week Two]

Thomas Gordon’s I messages: (1) A simple description of the disruptive behaviour.(2) A description of its tangible effect on the teacher and/or other students, (3) A description of the teachers' feelings about the effects of the misbehaviour.

Example:“John, when you call out answers without raising your hand, I can’t call on any other student to answer the question. This disturbs me because I would like to give everyone a chance to answer the questions.[Matthews Lecture One Week Five]

laura sklaptis 1607137€¦ · web viewteaching students to be responsible for their actions....

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