tchr 6020 class 3 spring 2010
TRANSCRIPT
TCHR 6020MAT Classroom Management
Class #3
Dr. Brian HousandEast Carolina University
Monday, February 1, 2010
1. Get a laptop.2. Log on to our
website.3. Take Today’s Poll. 4. Log on to Today’s
Meet.
Welcome Back
Today’s Agenda
1. Week in Review2. Charles on Preventing Misbehavior3. Charles’s Synergy4. RTM: Literature Reviews5. Gimme Five6. TGS: Discipline Prevention7. CMP: Establishing Rules
My Week in Review PhiladelphiaiPad
My PADState of the Union
Snow!!!Future Trips
Tales from the
Field
Strategy 2: Preventing Misbehavior
Taking Proactive Steps to Prevent the Occurrence of Misbehavior in the Classroom
What is Misbehavio
r?
• “An adult concept in which a specific action of the child is seen as producing an undesirable consequence for the adult.”
• Misbehavior is anything students do that teachers do not like.
Linda AlbertInappropriate acts associated with students’
pursuits of mistaken goals which are:– Attention Seeking– Power Seeking– Revenge Seeking– Withdrawal / Assumed Inadequacy
Misbehavior appears when students fail to achieve their prime goal of acceptance in the classroom.
Barbara Coloroso
Categorizes misbehavior as:• Mistakes
– Accidental or uninformed• Mischief
– Intentional but benign• Mayhem
– Intentional and more serious
Spencer KaganWith Kyle and ScottDisruptions that can be categorized in four types: A – AggressionB – Breaking RulesC – ConfrontationsD – Disengagement Spring from 7 student positions:Attention seeking, avoiding failure, angry, control
seeking, energetic, bored, or uninformed
William Glasser
Unacceptable acts students perform in an attempt to meet one or more of the five prime needs:
Safety, Love and Belonging, Fun, Freedom, and Power
Misbehavior is minimized to the extent that students are able to satisfy those needs in the classroom.
C. M. Charles
Any action that, through intent or thoughtlessness,
Interferes with teaching or learning, Threatens or intimidates othersOversteps society’s standards of moral,
ethical, or legal behavior
13 Types of Misbehavior
1. Inattention2. Apathy3. Needless talk4. Moving about
the room5. Annoying others6. Disruption7. Lying8. Stealing
9. Cheating10. Sexual
Harassment11. Aggression and
Fighting12. Malicious
Mischief13. Defiance of
Authority
Causes of Misbehavior and Where They Reside
In Individual StudentsIn Class Peers and GroupsIn Instructional Environments
In Teachers and Other School Personnel
In Individual Students Unmet needs Thwarted desires Expediency Urge to transgress Temptation Inappropriate Habits Poor behavior choices Avoidance Egocentric personalities Neurological-based behavior
In Class Peers and Groups
• Provocation• Contagious group behavior
In Instructional Environments• Physical
Discomfort• Tedium
• Meaninglessness• Lack of
Stimulation
In Teachers and Other School Personnel
• Poor Habits• Unfamiliarity with better
techniques• Presenting poor models of
behavior• Showing little interest in or appreciation of students• Succumbing to personal frustration• Succumbing to provocation• Providing ineffective guidance and feedback• Using ineffective personal communication• Failure to plan proactively• Using coercion, threat, and punishment
http://scils-synergetic.pbworks.com
Syn-er-gy |ˈsinərjē|
noun
a phenomenon in which two or more people (or other entities) interact in a manner that builds mutual energy.
Basic Student NeedsSecurity
Hope
Dignity
Belonging
Power
Enjoyment
Competence
Elevating Class Spirit and Energy
Emphasize Class Conditions and Activities Students are Known to Like
Work to Develop Class Ethics and Trust
Emphasize and Use Your Personal Charisma
Improve the Quality of Communication
Make use of “Co-opetition”
Preventing Problems
Physical EnvironmentA well-ventilated room
Glare free lighting
Colorful and informative bulletin boards
A clean and orderly room
Private spaces for students
Visibility from all areas of the room
Compatible seatmates
Match of layout with teaching style
Meeting Individual Differences
Differentiated Assignments
Grouping
Choices and Decisions
Realistic Expectations
Capitalizing on Interests
• Meaningful Activities
• Procedures• Student
Engagement• “Sponge”
Activities
Instruction• Focus Attention• Avoid Over-Dwelling and
Fragmentation• Practice Kounin’s
Withitness• Variety and Group Alerting• Overlappingness• Smooth Transitions• Know When to Stop• Check for Understanding
Emotional Objectivity
Focus on the behavior and the causes.
Do Not Personalize.Do Not Blame. Remain Positive.
Questions?
Reflective Teaching Module
Identify a problem or issue
Identify a problem or issue (related to teaching) from your senior I internship
This may be something you wish to improve upon in your own practice
This may be something that you observed in your CT’s practice and foresee as an issue for you
Analyze the problem – break it down into its component parts
Learn more about how to “fix” it Investigate ways to
fix/solve/address this problem or issue
Search for research and practice articles that address the same or similar problems
Some helpful databases: Proquest research library EBSCOhost PsycARTICLES JSTOR
Read carefully looking for:
InterventionsApproaches to the problem/issue
TreatmentsWays to measure behaviorWays to set up a study
What is a Literature Review?
Summary and Synthesis of previous research
These are NOT your ideas!
Report on the ideas of others
Clarifications
10 – 15 sourcesFocus on research articles in academic journals
One paragraph summary for each piece of literature Describe the study / strategy Identify the population studied (if applicable) Briefly presents the results/conclusions of
the study
Considerations
Find a focusDecide what is currentUse quotes sparingly! Do NOT use First Person! Refer to authors by their last name
Follow APA style
Steps for Getting Started
1. Identify Topic2. Choose KEYWORDS3. Search Databases4. READ5. Look at citations6. Narrow Search
+
Five Fabulous Tricks, Tips, and Tools for Today’s
Teacher
Today’s FiveChallengeChildren’s LiteratureCurriculum ConnectionContent ResourceComputer Tool
Gimme Five!
84
82
81
38
62
32
26
89
92
82
The name of the game is
24You task is to use all 4
numbers on the card only once. You can add,
subtract, multiply or divide, but it has to be equal to 24.
Classroom Management Plan
Creating Classroom Rules
Are you going to create the rules?
Or
Will you create them with the class?
Creating Classroom Rules
Should be about 5 total rules. State them in the positive instead
of the negative. NOT: Don’t get out of your seat. INSTEAD: Stay Seated
State the behaviors you wish to observe. NOT: No hitting INSTEAD: Respect each other
Cute Class Rules
Show your armpits6 legs on the floorYARFYOS
You Are Responsible For Your Own Self
Measure Your Voice
Example #1
1. Raise your hand.2. Keep your hands and feet to
yourself.3. Walk.4. Treat people the way that
you would like to be treated.5. Follow directions.
Example #2
1. Follow directions the first time given
2. Keep body parts, objects and unkind words to yourself
3. Be in the proper place at the proper time
4. Use materials and equipment properly
5. Always walk in the building
Example #3
1. Follow directions the first time given
2. Raise your hand and wait for permission to talk
3. Do not leave seat while the teacher is teaching
4. Hands, feet, and objects to yourself
5. Respect yourself and others
Example #4
1. Bee a good listener2. Bee responsible3. Bee in control4. Bee cooperative5. Bee your best
Example #5
Red rule: Pay attention. Listen carefully.
White rule: Raise your hand.Pink rule: Stay on task.Yellow rule: Keep hands and
objects to yourself.Green rule: Clean up your area.Orange rule: Be kind and show
respect.
Begin Your Planning
Brainstorm answers to the following: What behaviors do you value? What do you expect from your students? What type of behavior is unacceptable?
Begin Drafting Rules that encompass what you value and expect from your students.
February 15, 2010Charles #3TGS: Chapters 11-14Literature ReviewList current and needed Protocols
Next Time
I am a teacher.