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Unit 1: Basic Principles of Classroom Management
Basic Principles of Classroom Management
Students learn best when their minds are engaged and their bodies are moving.
People learn through experimentation with the real world, rather than by memorizing
a list of rules. This statement has implications for the design of instruction. Learning
opportunities should be based, as much as possible, on real tasks and rich
environments, and include opportunities for reflection and application.
The
The
The
The
teacher
teacher
teacher
teacher
Problems arise when teachers fall into the four traps listed above. The information
we are providing in this section focuses on this last area: the effective learning
environment and structure. Research shows that discipline is the primary concern
of beginning teachers and an ongoing issue that creates burn out for maturing
teachers. Teachers who are successful in classroom management do the following:
Behavior problems are caused by many factors. What you see in the classroom can
be limited to three areas. You can recognize them when you see them:
Fear: We are referring to fear of the material, of the teacher, of fellow students.
Students express it in various ways; it is up to the teacher to read the signs. A
climate of fear can be created. This includes a fear of being struck, embarrassed,
and/or excluded. Our responses are simple: children should never be hit, under any
circumstances. They should also never be belittled or treated with lack of respect.
Flight: The students you do not remember, or the ones who seem quiet in class, are
often the ones who suffer the most in social situations. They know how to hide or
leave difficult situations. We often refer to this behavior as flight because it
describes students who tend to remove themselves from the interactions in the
classroom. In other words, they flee the classroom environment because they feel
uncomfortable in it. Since students cannot physically remove themselves from what
is happening in the classroom (with the exception of serious behavioral problems
where students especially older ones get up and leave during class or skip
classes), they often employ strategies that allow them to reduce their presence in the
classroom. Some students pretend that they are absorbed in taking notes or working
on a problem in their notebook to avoid being called upon and participate in class, for
example. They do not understand the material or have no interest in what is being
taught/discussed, and instead of asking a question the way an engaged student
would, they stay silent and will often pretend that they are doing work because they
know that the teacher is less likely to ask them a question if they appear to be on
task. Some students, when asked if they understand the material, will state that they
do, when in fact all they are doing is deflecting attention from themselves, hoping
that the teacher will move on to someone else.
Students who find classroom situations stressful (because they do not have any
friends in the class, or because they just have no interest in being there, or because
they are exceptionally shy) are quite likely to blame themselves for all their
shortcomings, which causes even more disengagement from the class, their peers,
and the teacher.
So, the role of the teacher in regards to classroom management must also extend to
identifying such students and creating the kind of learning environment where they
will be encouraged to participate and to risk engagement and learning. All too
often, teachers tend to assume that students who appear to be working or who stay
quiet are one less problem to worry about often, the opposite is true. A good
teacher will ensure that all students participate and feel comfortable asking
questions, seeking clarification, admitting that they do not understand, and
interacting with their peers and the teacher.
Fight: Disruptive students intimidate their teachers. Their behavior may be
confrontational or aggressive. They are often attacked themselves, either at home or
in their community, and this is often all that they know. They may withdraw from
classroom interactions or, more commonly, may be openly hostile to the teacher or
their peers this is their way of asserting control. Often, the reaction of the teacher
whether anger or punishment makes the situation worse.
Boredom: Students who are bored will frequently look around the room. The
source of their boredom is that the work is too easy or too hard, or it lacks
relevance. To help the situation, position yourself where you can see most
students. Learn how and why this is taking place; re-envision or revise the
assignment.
Frustration: If students are frustrated, it is often because the work is too
difficult or because they can do it easily. They usually are silent and make no
contribution. To remedy this, you can move about the work area, create
groups of students with different abilities, give praise or support, ask
questions you believe struggling students are afraid to ask.
Low Self-Esteem: The origin of low self-esteem is many past failures. You'll
notice students shut down. To help, ask good questions, support individual
students, and spend extra time with students.
Device for Getting the Class to Pay Attention: Teach your students a
hand clapping pattern or some other visual or auditory aid that will let them
know that you need silence and eyes on you. Practice it to make sure they
know it. Use it frequently on the first day of school and thereafter. Also, take
the time to explain to the students why it is important to have this technique
in place how and why it will help all of you stay focused on learning.
Establish the Importance of Listening: Teach your students the "Say
Back" game. It's simple; after you or any student has spoken, ask the class:
Raise your hand if you can now say back what I just said (or what your
classmate has just said). Note the percentage of hands in the air and simply
say to your students, I notice that approximately 60% of your hands are
raised. Our goal during the course of the year is to get to 100% - maybe not
every time, but close to it. We're learning how to listen when others are
speaking.
This simple strategy will increase the students awareness of how often and
how deeply they are listening to you or others when speaking. It does it in a
way that does not put any one person on the spot to have to actually say back
what was said. However, it does let the class know that you're all working
towards deep listening no matter who is speaking. It also gives students the
confidence to know that when they speak, their voice will be heard. This is
tremendously important for creating an environment in which students can
feel safe to share their thoughts.
Establish a Theme for Desired Behavior: Just as we discussed the value of
theme-based learning, there can also be theme-based classroom
management. If you say to the students that in addition to listening to one
another, we care for one another, then you have established care as a theme
or behavioral expectation. When a student is disruptive you can ask them,
Are you showing care for what we're doing? Or, if a student misuses
resources (i.e. leaves the cap off the marker or pens so that the pen dries
out), you can ask the student: Are you showing care for the tools we use in
the classroom? It's a gentle way of enforcing what you value in your
classroom: care for one another, care for the classroom environment, and care
for your resources.
Thematic instruction can be a powerful tool for reintegrating the curriculum and
eliminating the isolated, reductionist nature of teaching that is centered around
disciplines rather than experience. It requires a lot of hard initial design work plus a
substantial restructuring of teacher relationships and class schedules.
Distribution of leadership
Creation of heterogeneous groups
Promotion of positive interdependence and individual accountability
Development of positive social skills
Empowerment of the group to work together
Distribution of Leadership:
All students can be leaders. They can also surprise you with their ability to rise to the
occasion.
Creation of Heterogeneous Groups:
You can either randomly place students in groups counting off by 1s, 2s, 3s, 4s, and
5s and putting all of the 1s together, the 2s in another group, and so on. Another way
to do it is to review the learning styles and create groups that reflect different kinds
of learning.
Positive Interdependence and Individual Accountability:
Students need to depend upon each other and work cooperatively. They need to
know their roles, what they are expected to achieve, how to value their piece of the
puzzle, and how to demonstrate that it benefits the group. In this way, materials are
shared, group members create one group product, are given common tasks, and
switch roles to ensure that they experience different ways of participating in a given
activity.
Social Skills:
Discussion, observation, and understanding are key. From time to time, the
atmosphere in the class must be such that time is set aside to examine what is going
on, how students feel, and what could be the best way of going about conducting the
business of learning.
Empowering The Group:
The teacher is not there to rescue students from problems or settle arguments. The
teacher suggests solutions and promotes social skills by having the group itself come
to a fair conclusion.
Cooperative learning depends upon several variables:
1. The teacher's sense that the class can take this on.
2. Just enough structure and just enough freedom. Keep it simple in the
beginning.
3. Make certain that everyone knows what is going on.
4. Make certain that methods are clear and the students know how the groups
will work.
5.
6.
7.
8.
Rules of Conduct
1.
2.
3.
4.
5.
Outcome-Based Learning
In Outcome-Based Learning, all school programs and instructional efforts are
designed to produce specific, lasting results that are defined in advance.
The principles followed by Outcome-Based Learning practitioners include:
Character Education
This curriculum method revolves around developing good character in students by
practicing and teaching moral values and decision making.
Character Education assumes that schools don't just have the responsibility to help
students get smart, they also have the responsibility to help them cultivate basic
moral values to guide their behavior throughout life.
Character Education teaches students to understand, commit to, and act on shared
ethical values. In other words, students are given opportunities to know the good,
desire the good, and do the good. Typical core values include: respect, responsibility,
trustworthiness, fairness, caring, and community participation.
Schools committed to Character Education tend to:
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1.
2.
3.
4.
Curriculum
Curriculum
Curriculum
Curriculum
as
as
as
as
Product
Process
Praxis (Practice)
Context
Curriculum As Product
It used to be that there were certain skills to master and facts to know. Knowledge
was seen as something similar to a product that is manufactured. Generally, one
starts knowing nothing, is taught, and then uses the gained knowledge, often by
transmitting it into action. For the most part, this point of view worked for quite some
time, as it organized learning quite neatly. There was a series of steps leading to the
product, and curriculum could be designed accordingly. The steps were:
Step
Step
Step
Step
Step
Step
Step
1:
2:
3:
4:
5:
6:
7:
Diagnosis of need
Formulation of objectives
Selection of content
Organization of content
Selection of learning experiences
Organization of learning experiences
Determination of what to evaluate, and the ways and means of doing it.
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Curriculum as Process
One way of looking at curriculum theory and practice is to view it as a process. In this
sense curriculum is not a physical pre-defined set of resources or facts to be taught
and learned, but rather the interaction of teachers, students, and knowledge. In other
words, curriculum is what actually happens in the classroom and what people do to
prepare and evaluate.
What we have in this model are a number of elements in constant interaction.
Teachers enter particular situations with an ability to think critically, an
understanding of their role and the expectations others have of them, and a proposal
for action that sets out essential principles and features of the educational encounter.
Guided by these, they encourage conversations between and with people, and out of
these conversations may come thinking and action. They continually evaluate the
process and the outcomes.
Lawrence Stenhouse (1926-1982) produced one of the best-known explorations of a
process model of curriculum theory and practice. He defined curriculum tentatively:
A curriculum is an attempt to communicate the essential principles and features of
an educational proposal in such a form that it is open to critical scrutiny and capable
of effective translation into practice (Stenhouse, 1975).
He suggests that a curriculum is rather like a recipe in cookery. A curriculum, like the
recipe for a dish, is first imagined as a possibility, then the subject of experiment. The
recipe offered publicly is in a sense a report on the experiment. Similarly, a
curriculum should be grounded in practice. It is an attempt to describe the work
observed in classrooms. Finally, within limits, a recipe can be varied according to
taste, and so can curriculum.
Stenhouse shifted the ground a little bit here. He was not saying that curriculum is
the process; rather it is the means by which the experience of attempting to put an
educational proposal into practice is made available.
Curriculum as Context
Curriculum is a social enterprise. Many educationalists believe that curriculum, as
practice, cannot be understood adequately or changed substantially without
attention to its setting or context.
Curriculum is contextually shaped. Of special significance here are examinations and
the social relationships of the school: the nature of the teacher-student relationship,
the organization of classes, tracking, and so on. These elements are sometimes
known as the hidden curriculum.
The learning associated with the hidden curriculum is most often treated in a
negative way. It is learning that is smuggled in and serves the interests of the status
quo. The common emphasis in many school systems on regimentation, on time
management, and on tracking is sometimes seen as preparing young people for the
world of capitalist production. What we need to recognize is that such hidden
curricula are not all negative and can be potentially liberating: In so far as they
enable students to develop socially valued knowledge and skills ... or to form their
own peer groups and subcultures, they may contribute to personal and collective
autonomy and to possible critique and challenge of existing norms and institutions"
(Cornbleth, 1990).
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By paying attention to the social context, we learn about how important the spaces
between lessons really are. We can begin to get a better grasp of the impact of
structural and socio-cultural processes on teachers and students. Many problems in
schools are due to the inability of teachers or school leaders to see the powerful
factors behind learning. Economics, social structure, family dynamics, and power
struggles all contribute to the learning process.
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Curriculum as Praxis
First, the notion of curriculum as praxis holds that practice should not focus
exclusively on individuals alone or the group alone, but pays careful attention to the
way in which individuals and the group create understandings and practices, as well
as meaning.
For example, in sessions that seek to explore the experiences of different cultural and
racial groups in society, we could be looking to see whether the direction of the work
took people beyond a focus on individual attitudes. Are participants confronting the
material conditions through which those attitudes are constituted, for example?
Second, we could be looking for a commitment expressed in action to the exploration
of educators' values and their practice. Are they, for example, able to say in a
coherent way what they think makes for human well-being and link this with their
practice?
Third, we could expect practitioners committed to praxis to be exploring their
practice with their peers. They would be able to say how their actions (with respect to
particular interventions) reflected their ideas. In other words, their beliefs and values
would be reflected in the work they do.
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Classroom management
Curriculum
Learning
Instruction
How much in your reflections comes from reading Course Two of the CTM? How much
comes from prior knowledge? Has the content of Course Two made a difference in
your understanding of these concepts? If so, how?
We encourage you to write down your answers. Then, get into small groups (three to
five participants) and discuss your responses with your colleagues. Consider
addressing the following questions as a group: Has Course Two impacted your
professional knowledge and identity? If so, how? How has it prepared you to support
and empower your colleagues? What do you yourself find most empowering,
relevant, and interesting in Course Two?
Part 2: Review
1. Course Two lists ten strategies for successful classroom management. Choose
three or four of those strategies and explain how you would implement them in your
classroom. How would these strategies make your classroom practice different from
what it is now? How would these strategies help you support and engage students?
How would they help you create the optimal learning environment?
2. How would you explain the concept of scaffolding to your less experienced
colleagues? How would you help them see the value of this approach? How would
you assist them in implementing it?
3. Take a moment to reflect on the following instructional theories that you learned
about in Course Two:
Thematic Learning
Cooperative Learning
Outcome-Based Learning
Character Education
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Curriculum
Curriculum
Curriculum
Curriculum
as
as
as
as
a Body of Knowledge/Product
Process
Praxis
Context
Disruptive students?
Fear, flight, and fight?
Student boredom, frustration, and low self-esteem?
a. Are there any strategies or theories in Course Two that can assist you with
this?
b. What can be done to ensure that the possibility of these challenges appearing
in your classroom is minimized at the very beginning of the school year?
c. What can you do as a classroom teacher to ensure that students are engaged,
supported, productive, and empowered?
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