Beruflich Dokumente
Kultur Dokumente
Examples
Punish
Exclude
Threaten
Judgmental Reprimand
Order
Private Desist
Peer Competition
Move Seat
I Message
Remove Distraction
Offer Choice
Urge
Remind
Flattery
Signals
Name Dropping
Offer Help
Touch
Proximity
Examples
Freedom from Distraction
(visual and auditory)
Unison
Prealert
Incomplete Sentences
Equal Opportunity
Random Order
Circulation
Wait-Time
Eye Contact
Startle
Examples
Voice Variety
Gesture
Suspense
Challenge
Props
Personification
ACKNOWLEDGING Acknowledging
WINNING
Encouragement
Enthusiasm
Praise
Humour
Dramatizing
Momentum :
Therere 8 key sub-areas, or kinds of
teacher behavior, whose primary
purpose is to keep things moving
along so that when ignored or
improperly done, they break the
orderly flow of events.
1. Provisioning
Provisioning means having things ready to go the space
and the materials.
2. Overlapping
Overlapping is the ability to manage two or more parallel
events simultaneously with evidence of attention to both.
3. Fillers
4. Intrusions
Every intrusion has the potential to disrupt momentum.
5. Lesson Flexibility
7. Subdividing
Detailing several students to pass out materials to the rest;
storing materials at access points that accommodate
several students getting them at once; or sequencing or
packing activities so that small units of students naturally
come up for materials at different times.
8. Anticipation
Anticipate trouble spots can often benefit from running
advance mental movies of the day they have planned.
space
Recommendations on Using Space
1. Materials students use should be visibly stored and accessible.
2. Avoid dead space, that is, open, purposeless space.
3. In some settings, for reasons of safety or control, it may be appropriate for
space to be arranged so the teacher can see all of it, with no blind spots.
4. Vertical space (walls, dividers, closets, and movable cabinet doors)
should be employed productively for example, for display, learning
stations, or storage of materials.
5. Have a display area where students work, art, and other kinds of products
can easily be seen and examined.
6. Keep active areas distant from quiet areas in a room to minimize
distraction and interference.
7. Have clear traffic paths connecting functional areas of the room that do
not necessitate students walking through one area to get to another.
8. Empty furniture absorbs energy. Move the students forward where they
can be in contact with you and with each other.
Time
Time as a Construct
Allocated time is the amount of time in school formally
scheduled for instruction.
Teacher instructional time is the amount of allocated time
the teacher is actually engaged with students delivering
instruction or actively monitoring learning experiences.
Student engaged time is the number of minutes that students
are observably paying attention to and focusing on
instructional material.
Academic learning time is the portion of time students spend
engaged in relevant academic tasks and performing those
tasks with a high rate of success.
Interactive instruction is time spent directly with a teacher
getting instruction.
Management Areas
Attention moves
Space arrangements
Instructional Areas
Clarity concepts: framing the big picture by
communicating objectives, itinerary, reason for activities,
and activating student knowledge to create context and
establish relevance.
Principles of learning embedded in lesson design,
including active participation, vividness, meaning, feeling
tone, degree of guidance, say-do.
Motivational Areas
Classroom climate: addressing elements from all three
strands (building community, creating an environment
where it is safe to take intellectual risks, and cultivating
personal efficacy)
Expectations: communicate three key messages: This is
important; you can do it; I wont give up on you
Curriculum Areas
Objectives: setting objectives that are challenging but
made attainable.
Learning experiences that are differentiated in input,
process, and output to address differences in student
readiness.
Assessment that is ongoing.