Being a teacher is not about being up

“Being a teacher is not about being up on a pedestal and simply disseminating information to the students. It’s a reciprocal adventure; whereby, each day teachers present opportunities for students to learn and grow, and they, in turn, do the same for us. ” --Christine Santhuff, Teacher Chapter 10 Creating Productive Learning Environments

Chapter Objectives How effective teachers manage their classrooms to create productive learning environments The kinds of personal characteristics effective teachers possess The Caring effective teachers communicate Expectation The effective teachers communicates with parents Assertive Discipline creates a community of learners in the classroom Culturally Responsive Teaching

Classroom Management Refers to teachers’ abilities to create and maintain orderly classrooms. Number-one concern of beginning teachers. Effective management is one of the key characteristics of an effective school. Create environments that promote the most learning possible.

Classroom Management Goals Creating a positive classroom climate Creating a community of learners Developing learner responsibility Maximizing opportunities for learning

Classroom as Learning Communities Inclusiveness: all students participate and believe they can succeed. Respect for others: students respect the teacher and other students. Safety and security: students feel safe and protected. Trust and connectedness: students count on each other for help and assistance. http: //www. youtube. com/watch? v=dzv. D 9 v 7 Cb. EE Listen to youtube & discuss in your cooperative group the details of what you heard.

Dimensions of Classroom Time Allocated time: amount designated for a particular topic or subject Instructional time: amount left for teaching after routine management and administrative tasks are completed Engaged time: time students actually spend actively involved in learning activities Academic learning time: amount of time students are both engaged and successful

Personal Characteristics Teaching Efficacy: Teachers believe that they can have a positive effect on students learning. 2) Communicate Caring: refers to teachers’ willingness to invest time in the protection and development of young people. 3) Modeling: Behaving in ways you would like your students to imitate 4) Teacher Expectation: Expectations can be self-fulfilling. 1) http: //mindshift. kqed. org/2011/11/khan-academys-physicaliteration/ Think –pair-share …then, whole group discussion

How do you Communicating “Caring”? Learning students’ names quickly Getting to know them as individuals Using eye contact and smile Using “we” and “our” in reference to class activities and assignments Spending time with students Demonstrating respect for students

Teacher Expectation There is a difference in the way teachers communicate their expectations. Emotional Support: Interaction/eye Thorough explanations contact Questioning: Socratic/wait time/encouragement Feedback: specific/complete/lengthy

Benefits of Involving Parents Greater willingness to do homework Higher long-term achievement More positive attitudes and behaviors Better attendance and graduation rates Greater enrollment in postsecondary education

Strategies for Involving Parents Start at the beginning of the school year with a letter. Maintain communication by sending home frequent and periodic packets of work, descriptions of new units of study, and other information about the class. Use e-mails, newsletters, and individual notes to emphasize positive student accomplishments.

Communicating with Parents from Diverse Backgrounds Cultural diversity, SES, and caregivers for whom English is not the first language all pose communication challenges. Effective teachers make a special effort to reach out to these parents. Sending homework guidelines and suggestions are effective in involving parents in their children’s education.

Livonia Buchanan Elementary

Elements of Successful Management Preventing problems through planning Rules Procedures Intervening effectively: (1) stop misbehavior, (2)lesson flow, (3) use experiences to learn Handling serious management problems

School-wide Reward Systems Coupons/Lottery Drawings – Classroom/School-wide Redeemable Coupons – School Store Monthly Reward Events – for students that meet criteria

PBIS Coupons

Common Classroom Activities Requiring Procedures Entering and leaving the classroom Handing in and returning papers Accessing materials such as scissors and paper Sharpening pencils Making trips to the bathroom Making up work after an absence

Favoritism Research indicates that teachers call on some students more often than others, give them more time to answer, and prompt them more when the students are originally unable to answer, because they have higher expectations for the favored students than the ones less favored.

Corrective Feedback Name the problem behavior What should you have done Practice it “That’s rude” “We speak respectfully here …. ” “Try making your point in a respectful way. ” Acknowledge cooperation “Thanks”

Create a Continuum of Consequences Identify “Majors” & “Minors” Create a consistent approach – “get on the same page” with other staff Directly instruct students in consequences Create predictability for students Be neutral, firm, & consistent – reduce “drama”

Portable Pocket Chart

Serious Management Problems: “Violence and Aggression” Most management problems are minor and involve day-to -day logistical and cooperation issues. Steps to follow when serious problems arise Stop the incident Protect the victim Get help Teachers are legally required to intervene when problems occur. Seek the advice of administrators and veteran teachers.

Assertive Discipline A comprehensive approach to classroom management that clearly specifies both teachers’ and students’ rights and responsibilities Successful but controversial Advocates claim it Works Clearly specifies both teacher and student actions Is fairly easy to learn and apply http: //www. youtube. com/watch? v=d. Sx. Elvdd 0 R 4 Learning Environment vs Discipline: Jeff Bliss

Classroom Rules

The Obedience and Responsibility Models of Management Obedience Model Responsibility Model Teach students to follow orders Teach students to make responsible choices Organizing Principle Obey authority Learn from actions and decisions Teacher Actions Punish and reward. Explain and apply logical consequences. Goal Student Outcomes Students learn obedience and conformity. Students internalize the reasons for rules and learn to self-regulate.

Assertive Discipline (continued) Critics claim it Emphasizes control and obedience at the expense of personal development Focuses on behaviors instead of the reasons for rules Treats symptoms (e. g. , talking) versus possible causes (e. g. , boring or ineffective instruction)

Culturally Responsive Teaching Aware of Biases Learn students culture Learn home environment Create caring environment CRT classroom management strategies: Student responsibility Clear expectations Interactive lessons Specific feedback