TEN THINGS NEW TEACHERS NEED FOR SUCCESS IN - PowerPoint Presentation

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TEN THINGS NEW TEACHERS NEED FOR SUCCESS IN “CLASSROOM MANAGEMENT

SUSAN F. BELGRAD

ASSOCIATE PROFESSOR OF EDUCATION

CALIFORNIA STATE UNIVERSIY, NORTHRIDGE

Susan.belgrad@csun.edu

http://www.csun.edu/~sb4310Slide2

Working with NOT Doing to . . .

This presentation looks at the

other side

of the classroom management problem:

How children themselves view their roles as subordinate members of a classroom.Slide3

Some questions we will address are:

Why is so hard to keep students attentive?

Why do rewards only work for so long?

Why do punishments always have to get harsher?

What are the true perspectives behind the ever-popular Assertive Discipline Strategies?

How do I reach the unmotivated student in a class of 30?Slide4

Some ideas we will share are:

Promoting a sense of community in your classroom through:

Cooperative learning strategies

Promoting Habits of Mind

Energizers and silent cheers

Room arrangement

Classroom Meetings

Jigsaws and graphic organizersSlide5

Consider in your classroom:

Are you “working with” or “doing to” your students.

It makes a BIG difference!Slide6

THINK-PAIR-SHARE

1.

Why is so hard to keep students attentive?

2.

Why do rewards only work for so long?

3.

Why do punishments always have to get harsher?

4.

5.

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Why is so hard to keep students attentive?

Kohn et al believe that curriculum and instruction are the major reasons why students tune out. If they find the curriculum empty of meaning or above their ability to comprehend, they can do nothing but tune out.

Health educators believe that many students are “brain starved” having not eaten breakfasts (or lunch and dinners) rich in protein and important nutrients for the brain and body.Slide8

Why do rewards only work for so long?

Behavioral theory is clear that interest in the reward becomes extinguished if they are not considered important or sufficient enough to the subject. Psych 101 course work about intermittent reinforcement is often lost on the use of rewards in the classroom. The only option is to escalate the value of the reward to the subjects (students).

Students often become inured to or resistant to the reward. (“fearing everything they attempt nothing”)Slide9

Why do punishments always have to get harsher?

Is the message of a punishment that the adult is demanding compliance?

If we have to keep using it then it isn’t especially effective

Punishment seldom solves the problem—it generally makes it worse. Thus, harsher punishment

THE PUNISHMENT WILL CONTINUE UNTIL MORALE IMPROVES!!Slide10

SOME THINGS TO CONSIDER ABOUT YOUR CLASSROOM CLIMATE

Do you seek strategies to control or stop bad behaviors or to help children to become good people?

What do you believe children need from us to be successful participants in the classroom?

Slide11

If the teacher isn’t in control of the classroom, the most likely result is chaos.

Children need to be told exactly what the adult expects of them as well as what will happen if they don’t do what they’re told.

You need to give positive reinforcement to a child who does something nice if you want him to keep acting that way.Slide12

“Working independently” is a euphemism for higher rates of disruption and time off task.

Children are not innately motivated to behave in school.

Offering a reward for compliance constitutes a bribe.

Without the powerful reinforcement of recognition students will likely revert to less cooperative ways.Slide13

FIVE THINGS EFFECTIVE TEACHERS DO TO PROMOTE POSITIVE LEARNING CLIMATES

STRIVE TO CREATE A POSITIVE LEARNING CLIMATE AMONG ALL STUDENTS

LEAD ENGAGED LEARNING CLASSROOMS

LEARN ABOUT AND INTEGRATE COOPERATIVE LEARNING STRATEGIES

EXPLICITLY TEACH AND ASSESS SOCIAL SKILLS AND

INTELLIGENT BEHAVIORS

PROVIDE TIME AND OPPORTUNITY FOR STUDENTS TO TAKE RESPONSIBILITY FOR THEIR CLASSROOM COMMUNITYSlide14

I A L A C

Use this strategy to begin the conversation about why the way we treat one another makes a BIG difference.Slide15

THE SOCIAL CONTEXT OF THE CLASSROOM

The effective teacher works within a learning community with both peers and students. The necessity for engagement of all learning community members in shared activity that values the processes of dialogue and inquiry is recognized and respected.

1Slide16

Why Effective Teachers Promote

Community in Their Classrooms

Consider the brighter side of human nature. . .

The evidence increasingly points to an innate disposition in children to be responsive to the plight of other people. Creating people who are socially responsive does not totally depend on parents and teachers. Such socializing agents have an ally within the child

.

Martin HoffmanSlide17

Engaged Learning Indicators

Definition

1. Tasks

1. Challenging and authentic.

2. Assessment

2. Performance-based and an ongoing part of instruction.

3. Learning Outcomes

3. The learner is responsible for his/her own learning. Also, the learner collaborates with others.

4. Grouping is

heterogeneous

4. Different ability levels and backgrounds.

5. Teacher Roles

5. Facilitator, guide and co-learner. The teacher is an explorer and helps students construct their own opinions.

6. Student Roles

6. Producer and teacher. They are encouraged to teach others and explore new ideas.

EFFECTIVE TEACHERS LEAD ENGAGED LEARNING CLASSROOMSSlide18

Turn Your Classroom into a Place Where Students Recognize “We Can Learn . .

.”

95% of what we teach to someone.

80% of what we experience personally.

70% of what is discussed with others.

50% of what we both see and hear.

30% of what we see.

20% of what we hear.

10% of what we read.

William GlasserSlide19

“To help students become ethical people, as opposed to people who merely do what they are told, we cannot merely tell them what to do. We have to help them figure out--for themselves and with each other--how one ought to act. That's why dropping the tools of traditional discipline, like rewards and consequences, is only the beginning. It's even more crucial that we overcome a preoccupation with getting compliance and instead involve students in devising and justifying ethical principles.”

Alfie KohnSlide20
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MODES OF LEARNING

INSTRUCTIONAL

STRATEGIES

PROFESSIONAL

AUTHORITY

STUDENT

passive

IMITATION

EXPLORATION

PREDICTION

TESTING

CONSTRUCTION

Active

TEACHER

Active

DIRECTING

(DIDACTIC)

INQUIRING

BRIDGING

FACILITATING

Interactive

LEADER

Dominant

AUTOCRATIC

CONSULTATIVE

PARTICIPATIVE

DEMOCRATIC

Interactive and facilitative

Dimensions of Teaching,

Learning and Professional Authority

3

ADAPTIVE DECISION-MAKING

S.F. Belgrad, 1991Slide22

CHARACTERISTICS OF INTELLIGENT BEHAVIOR

(

Habits of Mind)

         [   ]   Persistence

        [   ]   Decreasing impulsivity

        [   ]   Empathic listening

        [   ]   Flexibility in thinking

        [   ]   Metacognitive awareness

        [   ]   Checking for accuracy

        [   ]   Questioning

[   ]   Problem posing

        [   ]   Drawing on past knowledge

        [   ]   Application to new situations

        [   ]   Precision of language and thought

        [   ]   Using all the senses

        [   ]   Ingenuity, originality,

insightfulness and creativity

        [   ]   Inquisitiveness, curiosity

        [   ]   Enjoyment of problem solvingSlide23

4 MANGEMENT PLAN

BE CONSISTENT ! BE FLEXIBLE!

DEVELOP TOOLS TO PROMOTE STUDENT RESPONSIBILITY AND AUTONOMY

Peer Mediation



Conflict Resolution



Working with NOT Doing To Students!Slide24

SOCIAL SKILLS WE NEED TO TEACH IN THE LEARNER-CENTERED CLASSROOM

FORMATION OF GROUPS

SUPPORT

COMMUNICATION

CONFLICT RESOLUTIONSlide25

FORMATION OF GROUPS

FORM GROUPS QUIETLY

SIT EYEBALL TO EYEBALL

MAKE EYE CONTACT

USE EACH OTHER’S NAMES

SHARE MATERIALS

FOLLOW ROLE ASSIGNMENTS

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TEACH COMMUNICATION SKILLS

USE 6-INCH VOICES

TAKE TURNS

MAKE SURE EVERYONE SPEAKS

WAIT UNTIL SPEAKER IS FINISHED

BEFORE YOU SPEAK

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TEACH AND ASSESS FOR CONFLICT RESOLUTION

DISAGREE WITH THE IDEA-

NOT

THE PERSON

RESPECT THE OPINIONS OF OTHERS

THINK FOR YOURSELF

EXPLORE DIFFERENT POINTS OF VIEW

NEGOTIATE AND/OR COMPROMISE

REACH CONSENSUSSlide28

ASSESS YOUR GROUP

ONE THING WE DID WELL . . .

ONE THING WE COULD DO BETTER ON . . .

SOCIAL SUPPORTING SKILLS

COMMUNICATING SKILLS

CONFLICT SOLVING SKILLS

ON A 1 (HIGH) TO 5 (LOW) SCALE OUR GROUP IS A ___.Slide29

5 - 6 CLUSTER STANDARDS INTO CONTENT AREAS

STANDARDS CAN BE YOUR FRIEND!!

LEARNING STANDARDS

TPE’S TO TPA’S TO

NBCT

!

THINK OF YOURSELF AS THE “

HEAD LEARNER

”

PUF

--YOUR KNOLWEDGE BUILDING AS AN EFFECTIVE TEACHER IS NEVER DONE!!Slide30

7 FAIL SAFE LESSON DESIGN

TEACH THEM.

THEN COACH THEMSlide31

RUBRIC FOR DEVELOPING A CONSTRUCTIVIST LEARNING LESSON OR UNIT

NOT YET

ALMOST THERE

GOT IT

ORGANIZATION

Hook

Engagement

Reflection

Self-Assessment

Dimensionality

Hook is not present or ineffective

Learners don’t get it

No plan for student reflection

No plan for self assessment

No opportunity to move from passive to active learning

Hook is somewhat effective

Learners get it

Good plan for student reflection

Good plan for self assessment

Good plan for moving from passive to active learning

Hook is exceptional in capturing student involvement

Learners really get it

Exceptional plan for student reflection

Exceptional plan for self assessment

Exciting plan for moving from passive to active learning

CONSTRUCTIVIST

OBJECTIVES

Satisfying (intrinsically motivating)

Variable (multiple intelligences)

Multiple effects (outcomes can lead to varied study)

Only 1 - 2 characteristics result in an unsatisfying lesson

Only one or two intelligences --limited variability

limited effects

little or no continuity-integration

little or no breadth and depth of content exploration/construction

3 - 6 characteristics result in a motivating lesson

Three to four intelligences --some variability

Variable effects are visible

Good continuity-,integration

Good breadth and depth of content exploration/construction

7 - 12 characteristics result in a highly motivating lesson

5 -8 intelligences --exceptional variability

Widely -varied effects

Excellent continuity-,integration; effective breadth and depth of content exploration/construction

COOPERATION

Plan for Assigning Teams

Plan for Defining Group Roles

Plan for Assessing Group Performance

If there is a plan for assigning teams and defining roles it is confusing or inappropriate

No plan for assessing group performance

Good plan for assigning teams

Good plan for defining group roles

Good plan for assessing group performance

Excellent plan for assigning teams

Excellent. well devised plan for defining group roles

Well conceived plan for assessing group performance

EVALUATION

Assessment of learning objectives

Assessment of learning dispositions, social skills, intelligent behaviors

Assessment of lesson effectiveness

Assessment plan is ineffective

No plan for assessing dispositions, social skills or intelligent behaviors

No plan for assessing lesson effectiveness

Assessment of learning objectives is effective

Assessment of social skills, learning dispositions, intelligent behaviors

is effective

Good assessment plan of lesson effectiveness

Assessment of learning objectives is exceptional

Assessment of social skills, learning dispositions, intelligent behaviors

is very well designed

Assessment plan of lesson is highly effective

SBELGRAD 1999Slide32

8 - BUILD YOUR REPERTOIRE OF TEACHING STRATEGIES

Encourage and accept student autonomy, initiative and leadership.

Whenever possible, use raw data and primary sources along with manipulative, interactive and  physical materials.

When framing tasks, use cognitive terminology like classify, analyze,

predict, and so on.

Allow student thinking to drive lessons.  Shift instructional strategies of alternative content based on student responses.

Ask students for their theories about the concepts before sharing the

facts or background of these concepts.

Encourage students to engage in dialogue both with the teacher and

with one another.

Brooks & Brooks, 1999Slide33

BUILD YOUR REPERTOIRE OF TEACHING STRATEGIES

Seek elaboration of students’ initial responses.

Pose contradictions to students’ hypotheses (in diplomatic ways) and

then encourage alternative responses.

Encourage student inquiry by asking thoughtful, open-ended questions

and encouraging them to ask questions of others.

Allow wait time after posing questions.

Provide time for students to discover relationships and to create

metaphors about the topics of their learning experiences.

Encourage students to reflect on experiences and actions, and then

participate in deciding future activities or predicting future outcomes

Brooks & Brooks, 1999Slide34

9 BECOME AN EXPERT AT AUTHENTIC ASSESSMENT

Teacher Made Tests Learning Logs

Graphic Organizers Journals

Performance Rubrics Checklists

Project Rubrics Learning Lists

Portfolios, Showcases and Exhibitions

Burke, Belgrad & Fogarty, 2002Slide35

10 DEVELOP SKILL WITH PARENTS/GUARDIANS

Involve parents in the teaching/learning process:



Family/school assignments



Technology supported lessons



Parent volunteers to work with children.



Take a course! Take several workshops!

Find early childhood teachers who can share how to create winning relationships with parents and guardians

E. H. Berger

Parents as Partners in Education: Families and Schools Working Together (5th Edition)

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Professional Development of Pedagogical Knowledge

Learn aboutSlide37

TEACHER EFFICACY AND

REFLECTIVE PRACTICE

The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

INTASC STD.#9Slide38

Why Effective Teachers Promote

Dialogue and Inquiry

INQUIRY IN THE LEARNING COMMUNITY

Sharing What is Learned

At some point, learners need to go public with what they currently know and understand about their inquiry – sharing what has been learned from in-depth investigations.

Planning New Inquiries

Opportunities for learners to reflect on what they know (content), how they came to know (process), and why they inquire (purpose and goals) – an important context for taking a reflective stance.Slide39

DIALOGUE

Dialogue is the most fundamental form of communication.

Dialogue is a social exchange characterized by multiple perspectives that encourage the construction of deep meaning.

Dialogue is central to the development of community and of membership within that community.Slide40

Critical Friends Group Work

Four beliefs from

Critical Friends

Networks that are applied in schools that promote teacher efficacy:

·

that school people, working together, can make real and lasting improvements in their own schools;

·

that teachers and administrators must help each other turn theories into practice and standards into actual student learning;

·

that the key to this effort is the development of a “learning community that regularly conducts public, collaborative examinations of both adult and student work; and

that to create such a community, practitioners need high-quality training and sustained support.

Houston Annenberg ChallengeSlide41

TEACHER RESOURCES

CLICK HERE

TO ACCESS ONLINE LINKS

FOR CLASSROOM/INSTRUCTIONAL RESOURCES AND SUPPORT