2 different research studies on “Teacher’s organizational and Management Skills”?
effective teachers’ classrooms were heavily influenced by effective planning and organization during the first few weeks of school
What did Rosenthal and Jacobson learn from their research?
that teachers’ expectations for their students performance became self-fulfilling prophecies
what did Kellam and his colleagues learn from their research about highly aggressive six year old boys?
first-grade classroom with teachers skilled in classroom management were three times likely to be highly aggressive when they reached eight grade than similarly aggressive boys placed classrooms ran by poor classroom management
According to Jones and Jones, what five areas of knowledge and skills are included in effective classroom management?
1. Understanding students’ personal and psychological needs
2. Creating an affirmative classroom climate and a community of support by
establishing positive teacher-student and peer relationships and maintaining constructive
involvement with students’ caregivers
3. Involving students in developing and committing to behavior standards that promote
on-task behavior and help support a calm, safe learning environment
4. Using instructional methods that facilitate optimal learning by responding to the
academic needs of individual students and the classroom group
5. Implementing responses to unproductive student behavior that treat students
respectfully and help them develop skills for working effectively in the classroom
and school settings
What are two approaches to “unproductive school behavior”?
1. students basic personal/emotional needs are not being met.
2. Skill deficiencies
Describe three different beliefs about the nature of children. Explain how each belief could affect a teacher’s approach to classroom management.
Describe briefly each of the following theories:
Maslow (hierarchy of needs) suggested that students cannot have energy for learning unless their basic personal needs have been met.
* Knowledge and understanding
* Belongingness and affection
* Safety and security
* Physiological needs
Dreikurs (four goals) centered his ideas for working with children on the belief that their basic need is social acceptance.
* attention getting, power, revenge, and displays of inadequacy
Glasser (five basic needs)has crusaded for increasing the sense of efficacy and power students experience.
* love, fun, power,freedom, survival
Coopersmith ( factors associated with self-esteem) found that in order to possess high self-esteem, individuals need to experience a sense of significance, competence, and power.
How would Glasser explain a child’s behavior?
Glasser indicated students will function productively
only in school environments that allow them to experience a sense of control or power
over their learning.
Discuss in detail Martain’s Seligman’s analysis of the “optimistic child” and his/her opposite.
teaching our children the skills of optimism we can immunize them against depression and help them build lifelong resilience. Seligman
argues that pessimistic people
get depressed more often than
optimistic people. He also points out that pessimists do worse at school and on the job, because they fail to use their talents to the fullest. And a pessimist’s health is usually worse than an optimist’s. Seligman is careful to point out that by teaching our children to become optimists, we are not simply boosting self esteem, or promoting “empty” positive thinking. Rather, we are teaching our children to seek the accurate causes of a problem, to overcome helplessness, and to master adversity.
According to Dr. Campbell in ” How to Really Love Your Child”, what is one thing every child needs? What are four categories for communicating that need to children?
Children have four basic needs: 1) eye contact, 2) physical contact, 3) focused attention and 4) discipline. When these four areas are met, your child’s “emotional tank” gets full.
Discuss two factors that need to be part of every teacher’s classroom management? Explain each necessary.
taking action, and being flexible.
Describe the three general types of teacher-student relationships according to Jones and Jones. Explain which one is the best.
2. Openness related to our reactions to and feelings about the school environment, with limited sharing of aspects reflecting our out-of-school life (best option)
1. Almost complete openness, in which we share a wide range of personal concerns and values with students.
2. Openness related to our reactions to and feelings about the school environment, with limited sharing of aspects reflecting our out-of-school life
3. An almost exclusive focus on a role-bound relationship; that is, we share no personal feelings or reactions but merely perform our instructional duties
According to research, what are some specific ways positive teacher-student relationships impact students and/or the classroom?
How do you plan to establish effective relationships with your students?
* Greeting students at the classroom door
*Eating lunch with students
*sending letters and notes to students
*Joining in playground games
Why is it important to work with parents?
It’s important to work with parents because parents can have a positive impact on students’ attitudes towards school. second parents/guardians can be a valuable resources for teachers. last parents can provide support when students are not behaving in the classroom
List 5 things you plan to do to work well with parents. Explain what each of these would accomplish.
*Early contact (introductory letter)-positive
*Home Visits-learning more about students background
*Involving parents in the classroom-makes them feel apart of the school and their child’s learning
*Back to school night- First impression
*Parent teacher conferences- chance to talk to them one on ones about child’s progress.
List 5 things you could possibly do when a parent is upset. Explain what each of these would accomplish.
*Greet parents in a pleasant manner-it’s difficult for parents to be upset if you greet them in a cheerful manner.
*Use active listening to defuse the parent’s emotions-you can help the parent feel understood
*Ask parents what they wish to accomplish-moves conference towards a potentially productive prole solving conference.
*Be honest-maintain professionalism and sets the stage for future meetings
*Tell parents specifically what will be done to deal with the problem.
Be prepared to discuss how you would handle a particular problem with a parent.
What are 6 reasons for making the effort and allocating time to create a supportive classroom community?
1. peer attitude toward achievement affects students’ achievement in several ways.
2. the quality of peer relationships and personal support in classroom affects the degree to which students’ personal needs are met and their ability to be productive and learn.
3.peer relationships can directly affect achievement through cooperative learning activities.
4. students with disabilities perform better when teacher and peers are positive and supportive.
5. positive peer relationships helps create situations for students to feel valued and respected.
6. peer relationships can affect achievement by facilitating collaborative working relationships between students.
Name and describe 3 different activities you plan to use (for a particular grade level) to help build positive peer relationships in your classroom. Explain how using these activities will help build positive peer relationships.
The name chain
*help’s students learn each other’s names
Know your classmates
*help student get to know one another interest
*help students get rid of the fears and assumptions about their peers so they can get to know them
What is a base group? What is its purpose(s)?
Cooperative base groups are long-term cooperative learning groups with stable membership whose primary responsibilities are to help students provide each other with support, encouragement, and assistance in completing assignments and hold each other accountable for striving to learn.
What should a teacher do before using base groups?
*Clearly outline the group roles and assist the student into getting to know one another.
*Initially provide some instruction for the base group
What do studies indicate about the time students are engaged in instructional activities?
varies from less than 50% in some classes to more than 90% in others. Managing time wisely and thereby enhance the time available for instruction and monitoring students work.
What does research clearly indicate that effective classroom managers spend time doing?
spend time teaching students classroom rule and procedures.
Kounin’s research published in 1970:
a. Describe Kounin’s research on classroom discipline.
b. what did he find was the same between successful and unsuccessful classroom management?
c. What did he find was different successful and unsuccessful classroom management?
a. His work identified sets of teacher behaviors and lesson characteristics that determined the extent to which the learning environment would be productive.
b. Handling discipline problems in the classroom, both teachers responded to the problem in the same manner.
c. successful teachers prevented to prevented the problem and was better prepared and organized and moved smoothly from one activity to another.
*seat work that’s individualized and engaging
*greater classroom awareness
*anticipated students’ needs
*effectively coped with the multiple and often overlapping demands associated with teaching
According to Wong, what are the 2 kinds of classroom rules?
General (broad) and Specific (precise)
a. How many rules should a teacher have? Why?
b. What if a teacher wants to add more rules? What should the teacher do?
a. no more than (3) 5, because people find it easier to remember things grouped in 3’s and 5’s
b. do not post more than 5 at a time. replace one rule with another (switch out)
Should you stop instruction when carrying out a consequence? Why or why not?
No, because you will disrupt the lesson.
When a student says one of the following:
Why are you picking on me?
What did I do?
Everyone else is doing it. Why look at me?
How should the teacher responds?
(Whole class responds) Because you chose to break the rules!
According to Wong, what are three steps to teaching procedures?
Explain: State, explain, model, and demonstrate the procedure.
Rehearse: Rehearse and practice, the procedure under your supervision.
Reinforce: Reteach, rehearse, practice and reinforce the classroom procedure until it becomes a students habit or routine.