A3 WINTER
Queenstar
WhatyoubelieveiswhatyoudoEXAMPLE.pptxKnow Thyself
How can we help each student to know “who” they are and what potential they offer.
First we have to know ourselves and then help students know themselves
We have to understand both our biological makeup and our personality.
Biology: Brain
Personality: The essence of who you are as a unique individual
How can Educators create Brain Compatible Classrooms for all students?
Creating a rich environment and an emotionally safe climate
Is risk taking encouraged?
Can students learn as much from being “wrong” as being “right”?
Is there time and place for students to explore, investigate and inquire to construct their own knowledge?
Teaching that is multifaceted with inherent choices and options for the learner fosters optimal learning
Understanding and remembering occur best when facts and skills are embedded in natural, spatial memory …..experiential learning!
How do we best design Learning for the construction of knowledge for all students?
How do we apply this to our classroom experience?
How do we design our learning objectives for all learners?
Ecological Behavioral Humanistic Psychoanalytic What We Believe is What We DO
Ecological Theory Bronfenbrenner)
Behvior develops as a result of multiple and complex systems.
The total learning environment is seen as shared responsibility of the school , the families and the community.
Children do best when all environmental influences are considered as decisions are made.
Behavioral
Humans are born blank slates and their development is the result of environmental reinforcements and punishments paired with genetic and physiological influences.
Humanistic
Humans are born with their own inner capacity to grow optimally and become all they want to be.
This comes from the child’s own inner resources in environments that provide for optimal growth.
Psychoanalytical Freud
Humans are born with inner drives to meet their own needs and desires first and foremost.
Children are pre-programmed to ensure that they get their needs met.
As they grow and develop parents and teachers can teach them to control their drives and balance them with the needs of others.
Pick the Theory that is closest to your own beliefs about children
Ecological
Behavioral
Humanistic
Psychoanalytical
Communication and Power
Attractive Power
Expert Power
Reward Power
Coercive Power
Legitimate Power
Pick the type of Power(s) you use in your classroom:
Attractive Power
Expert Power
Reward Power
Coercive Power
Legitimate Power
Classroom Community
Classroom dynamics changes as the school year proceeds and as children grow and develop.
Mauer (1985) described four stages that classrooms might follow as the year progresses.
Forming: Honeymoon period
Storming: Testing the limits
Norming: Students are becoming oriented to the ways of the classroom
Performing: Students are self-reliant, self-controlled and self-disciplined. They know what to do and can work in groups or individually. A great period of productivity.
Conduct Management
1. How can I best manage behaviors in my classroom to facilitate a positive learning environment?
2. Classrooms will vary tremendously depending upon the needs and dispositions of the teacher and the students.
3. The teacher’s philosophical framework will determine so much of this plan.
4. Rules and Procedures are part of a teacher’s plan to provide order, safety and the flow of the day.
Here is one way to focus on the positive
Responsible behaviors are posted in a middle school classroom:
Respectful
Teachable
Responsible
Honorable
Arrangement of the Classroom
Classrooms are crowded places!
That is a most important aspect to consider when you design your classroom.
Safety Issues
Behavioral Issues
Social Issues
Learning Issues
Collaborative versus Directive Conduct Management Strategies
Collaborative Classroom Management:
Working collectively for conduct management. (Example from the first day of school: The teacher says “If eighth graders had to live by just one rule, what should it be?”)
Positive Behavior Support:
promotes the social, emotional and academic growth of students.
The belief that all students can be successful.
Attention is on the entire system; looks at the relationship between the student behavior and the environment.
Directive Classroom Management: The teacher assertively works to correct irresponsible behaviors using a variety of strategies:
Proximity Control
Preferential Seating
Gentle Oral Reprimands
Cues and Warnings
Ignoring
Time-Owed
Time-Out
Behavior Contract
The teacher also acknowledges responsible behaviors.
Consequences for misbehavior are needed but rarely turn behavior around without acknowledgement of responsible behavior.
How does Conduct Management impact Content Management?
Over 50% of the students that attended a summer webinar in classroom management said:
Conduct Management takes up too much time and takes away from learning subject matter.
Do you agree with that?
Are these conduct issues that impact content or content issues that impact conduct?
Off task
Talking without permission
Poor listening
Not bringing materials to class
Late or incomplete assignments
Tardiness
Failure to be motivated
Cheating
Test Anxiety
How many of you agree with these statements?
If only I could get my conduct under control, I could teach so much more.
I agree
I disagree
Is the converse statement true?
If only I could get my content management under control, I could have so much better conduct!
I agree
I disagree
Hmmmm, still thinking about that one
Here is something interesting to consider!
Research shows that when teachers manage content with great competency it greatly impacts conduct!
So often we say, if only I could get my conduct under control, I could teach so much more!
We could be saying, if only I could get my content management under control, I could have so much better conduct!
A Question to Ponder
How many of you have found that the more prepared you are with a specific topic the less discipline problems you have while you are working on that topic?
Always
Most of the time
Sometimes
Not really
Not at all
