Establishing a Classroom Climate

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Effective Teaching Methods:
Research-Based Practice

Classroom Management I: Establishing the Learning Climate

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

Social Power

There are five types of social power that teachers may use to gain trust or control of the classroom

Expert Power
Referent Power
Legitimate Power
Reward Power
Coercive Power

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007

Provided by Region 4 Education Service Center, Houston, Texas

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

Depending on the teacher’s background and experiences, teachers will use different ways to get the respect of students. These five different ways will be explained in the next slides.

Expert Power

Students see these teachers as competent and knowledgeable in their content area of instruction
Explain things well
Show enthusiasm and excitement about teaching their students

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

The teacher proves that they are an expert in the content that they teach and students acknowledge that level of expertise.

Referent Power

These teachers are respected and considered to be trustworthy, fair and concerned about their well being
Research says that teachers that have both expert and referent power show greater student satisfaction and higher achievement level scores

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

These teachers treat students with respect and have to work to gain student trust. This does not happen immediately and it is a two-way street with students respecting teachers and teachers respecting students.

Legitimate Power

This type of power is related to societal expectations that students need to obey and listen to teachers due to their role in our culture.
Teachers need to use this power to gain expert and referent power structures in the classroom

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007

Provided by Region 4 Education Service Center, Houston, Texas

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

Legitimate power does provide a new teacher with some time to establish expert and referent power but having strong structures in place the first week of school is still needed in order for students to accept legitimate power.

Reward Power

This type of power is providing students with privileges, approval and tangible compensation for their work
Not all students will work for rewards and there is still a need to be paired with referent and expert power

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

Determining what rewards students will work for is always a challenge but many teacher use surveys and other interest inventories to find out what students like to do.

Coercive Power

This type of power is used when the teacher wants to stop a behavior that includes denial of privileges or removal from the classroom
Overuse of this power structure may result in student antagonism and disengagement in the learning process

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

Coercive power will work in the short-term but it will not work in the long run. You need to be cautious about using this model.

Stages of Group Development

Forming

Resolving concerns about how to fit in and will I be accepted or rejected in class?

Storming

Resolving concerns about willingness to abide by the group expectations and teacher’s authority

Norming

Resolving concerns about how work gets done and how to think and behave in the group

Performing

Resolving concerns about freedom, control and self-regulation and how to be a member but have freedom at the same time

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

These are the normal processes that every group goes through as they determine how they will work together how much they will be willing to share and work with their colleagues.

Establishing an Effective
Classroom Climate

Social Environment

The climate and tone set by the teacher can vary from authoritarian in which you are the primary provider of information, opinions and instruction to laissez-faire where the students are the major provider of information
Teachers need to use a variety of styles and ways of working with students and not use only one method of instruction

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007

Provided by Region 4 Education Service Center, Houston, Texas

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

There is a time and place for everything that is done in the classroom, to strictly only use one method of delivery does not reflect their learning styles of your students. You need to use a variety of different teaching styles and formats.

Competitive Classroom Climate

Students are competing with one another during work activities or events in the classroom and individually
Spelling Bees
Team Competition
Group Project
Grades/Test Scores

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

The students will go into a job market where they are competing with other students. This is the nature of society and is an important skill to learn; however students need to experience other models other than competition.

Cooperative Classroom Climate

Students are engaged in dialogue to present opinions and to discuss different points of view
Large or small group discussions

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

Students need to learn to work with a diverse group of others. Cooperative learning opportunities provide these venues and allow them to form opinions, discuss and learn about other people’s points of view. In the work world, they will need to be able to communicate in writing and verbally so this type of activity is critical to their success.

Individualistic Classroom Climate

Students work on their own to complete a project and the teacher provides feedback and support to the individual student

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

Students need to do independent work in order to show that they understand the content being taught to them as well as gaining feedback from the instructor on what is correct and what needs to be changed. This is how student’s learn and grow.

Establishing Rules & Procedures

Establish rules that enhance work engagement, promote safety and security, prevent disturbance to others and promote standards of courtesy and interpersonal relationships
Establish rules consistent with the classroom environment
State rules as general enough to include a range of specific behaviors
Choose not to develop rules that you cannot enforce

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007

Provided by Region 4 Education Service Center, Houston, Texas

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

Rules are important to running your classroom and are critical to the success of students. Students need to have structure and an organizational system to follow and rules provide that structure

Establishing Rules & Procedures

Establish rules that enhance work engagement, promote safety and security, prevent disturbance to others and promote standards of courtesy and interpersonal relationships
Establish rules consistent with the classroom environment
State rules as general enough to include a range of specific behaviors
Choose not to develop rules that you cannot enforce

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007

Provided by Region 4 Education Service Center, Houston, Texas

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

Rules are important to running your classroom and are critical to the success of students. Students need to have structure and an organizational system to follow and rules provide that structure

Establishing Rules & Procedures

Why Rules Don’t Work:
Rule is not workable or appropriate
Teacher does not monitor the rule effectively
Teacher does not feel strongly enough to enforce it

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

The teachers and students need to have buy in order to follow the rules or the rules will not be enforced or used by the teacher or students.

Problem Areas in Classroom Management

Monitoring is the process of observing, mentally recording, and when necessary, redirecting or correcting students’ behaviors
Some problems teachers create in the classroom are the following:
Talk only to the middle-front rows
Talk with their backs to the class
Talk while not being able to see all the students because their view is blocked

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007

Provided by Region 4 Education Service Center, Houston, Texas

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

Teachers cannot sit at their desk and monitor student engagement, teachers need to be actively moving around the class, checking student work and determining what they are doing in the class. Thisis also a time to re-direct students when they are off-task.

Making Classroom Transitions

Transitions between activities are one of the points in instruction where teachers lose a great deal of instructional time
Clear Expectations
Clear Beginning and Ending Points in Time for Activities and Clear Guidelines on Roles and Responsibilities

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007

Provided by Region 4 Education Service Center, Houston, Texas

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

Assignments & Closure

Giving Assignments

Assignments are an important part of the independent work that students do to show that the student’s understand the content
It is critical to have clear guidelines on assignments and expectations

Bringing Closure

Closure is critical to wrapping up the main points and bringing the lesson to its end
Summarizing the key pints and content is a critical component of doing it

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

Assignments are an important component of the school day, how you provide the information to students and what is expected of them is even more critical to their success. Thing such as the following:

How does the teacher want the paper headed?
Is there a format for writing papers a certain design the teacher wants?
What are the rules for completing the assignment? How does the teacher want it done?
When is the assignment due? Can the assignment be done in a handwritten format or does it have to be type-written?

Learner Diversity & Classroom Management

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007

Provided by Region 4 Education Service Center, Houston, Texas

Oral and Written Expression

Study Aids

Teach Learning Strategies

Student Interest, Needs

& Experiences

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

Students Interests, Needs and Experiences

Connecting to the student on a personal level and getting to know what they will and will not work with the individual student is critical

Study Aids

These depend on the student but note-taking guides, books on audiotape, mnemonic devices, graphic organizers are all examples of aides that may help students learn the content

Oral and Written Expression

Giving students as much information as possible with written instructions and oral instructions is very important

Teaching Learning Strategies

Using visual, tactile and auditory strategies to meet all learner needs

Welcome To Your First Day at School!

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007

Provided by Region 4 Education Service Center, Houston, Texas

Administrative Business

Rules and
Expectations

Introducing

Yourself

Introducing Your

Subject

Closure

Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

Introducing Yourself

Great the students at the door as they come into school and let them know something about you such as hobbies, what you like to do etc

Administrative Business

Critically important points about how the classroom is run and how things are done like going to the restroom etc

Introducing Your Subject

Make sure to have enough activities and over-plan rather than under plan for the day going over procedures and how you do things will be very important.

Rules and Expectations

Clearly stated, the teacher needs to actually model the rules and expectations with the students.

Closure

How areyou going to finish the day with the students that leaves a very exciting ending to a first day.