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Chapter Nine

Instruction and Discipline

Instruction
Instruction

is the delivery of
the curriculum content in the
classroom.
Teachers implement
instruction either by
authoritarian/subject
centered approach or the
democratic/learner centered
approach.

The Role of the Teacher in


Subject-Centered Curriculum
Subject matter and instructional materials

determine the curriculum


The teacher

Follows the text book & curriculum guide


Uses direct instruction
Tests measure learning
Encourages convergent thinking

The Role of the Teacher in


Learner-Centered Curriculum
Needs & interests of students help

determine the course learning


The teacher

Serves as a guide
Encourages student learning
Uses multiple indicators of learning
Promotes divergent thinking

Factors that Affect Student


Achievement
Sociological
Psychological
Physiological
Educational Factors

Sociological Factors
A student's success or failure in school is

often related to the home and community


environments.
These include the ethnicity and race of the
family as well as the socio-economic and
educational background of the parents.
An important part of the teachers role is to
encourage parents or caregivers to help
their children learn.

Psychological Factors

There are many psychological factors


associated with student achievement.
These include learning disabilities such as,
dyslexia, dyscalculia, dysgraphia, attention
deficit disorder (ADD), and attention deficit
hyperactivity disorder (ADHD).
It is estimated that as many as 15% of students
may have a learning disorder.
As a teacher you should try to recognize these
potential problems, obtain testing, and begin
early intervention.

Physiological Factors

There are a number of physiological factors that


may affect a students achievement.
These include various vision, hearing, speech
impairments, and certain health problems.
As a teacher, you will need to work with related
specialists such as the speech teacher, special
education teacher, school nurse, or school
psychologist to develop an IEP to help the child
learn and function in the classroom.

Educational Factors

There are a number of educational factors that


affect achievement.
We can adjust our instructional approach,
provide effective interventions, and we can act
appropriately to deal with the problems of our
students.
Through careful planning and effective
organizing we can improve the learning and
achievement of all of our students.

Learning Theories
There are a number of theories that

describe how students learn and explain


why students learn in different ways.
Two of the most enduring learning theories
are the Learning Modalities and Learning
Domains.

Learning Modalities
Visual these students learn best by

actually seeing written words or images.


Auditory - these students profit from
teacher lectures, discussions, reading
aloud, and by using recording devices.
Kinesethic/tactile - these students need to
handle and manipulate objects and learn
by doing.

Strategies for Helping Visual


Learners
Provide written instructions
Write terms and vocabulary on the board
Have students take notes
Use maps, charts, graphs, videos,

transparencies

Strategies for Helping Auditory


Learners
Provide verbal instructions
Use videos
Allow students to use tape recorders
Set-up listening stations with stories or

lessons

Strategies for Helping


Kinesthetic or Tactile Learners
Use demonstrations
Conduct laboratory experiments
Construct

murals, mobiles, dioramas


Use manipulatives for math (Cuisenaire
Rods, abacus, Popsicle sticks, etc.)

Learning Domains

Cognitive - centers on the traditional area of


learning. Concerns memory, recognition,
intelligence, and the development of academic
skills.
Affective - centers on learning as a reflection of
student motivation, interests, attitudes and
values.

Related here, is ones locus of control (external and


internal) that centers on ones sense of responsibility
for behavior and performance.

Psychomotor - involves objectives associated


with the development of muscular and motor
skills.

Instructional Environment
Teachers
Learners
Subject Matter
Learning Milieu

Teachers

Good teachers create a family environment


where the students and teachers support each
other and work together.
Teachers typically have certain characteristics or
dispositions and are:

Attentive
Genuine
Understanding
Respectful
Knowledgeable
Communicative

Learners
The principles of invitational education:

All students are able, valuable and


responsible
Education should be a collaborative,
cooperative activity
The process of education is the product in the
making
Students possess untapped potential
This potential can best be realized by inviting
development

Multiple Intelligences

Research has shown that intelligence is not just a single


attribute, but consists of other dimensions.
Linguistic
Logical-mathematical
Musical
Spatial
Kinesthetic
Interpersonal
Intrapersonal
Naturalist
Emotional

Subject Matter
There are two distinct forms of delivery of

instructional materials.

Subject centered - often driven by EOG


exams or other high stakes tests.
Learner centered - students and teachers
have input into the subject matter and
curricular materials and a variety of both
traditional and non-traditional instructional
materials are used.

Learning Milieu

The physical and social environment of the


classroom.
Authoritarian classrooms are arranged in rows
with the teacher in the front of the class with
passive and quiet students.
Democratic classrooms are less structured in the
selection and delivery of the subject matter as
well as the physical setting of the classroom
itself. Desks are arranged to facilitate
cooperative and collaborative work in small
groups.

Inviting Classroom
Environments
Living plants and flowers
Big, soft pillows
Rocking chairs
Area rugs
Attractive, colorful bulletin boards
Positively worded signs

Example: Walk in the halls

Uninviting Classroom
Environments
Artificial plants and flowers
Dingy colors
Clutter, dirt, and overflowing trash cans
Faded bulletin boards

The Effective Teaching Model


This model is sometimes referred to as the seven-step
lesson plan and can help you effectively organize your
lessons.
1-Anticipatory set
2-Instructional objective
3-Instructional input
4-Learner outcome
5-Checks for learner understanding
6-Guided practice
7-Independent practice

Behavioral Objectives
Behavioral objectives can be summarized
by three questions:
What do you want your students to learn?
How should they demonstrate that they
learned it?
And how well did they actually learn the
material?

Beneficial Use of Time

Proper time management can maximize the


amount of time allocated for learning.
There are periods during the day when time may
be wasted in the classroom. Referred to as time
leaks, they can occur during the following
periods:

Transitional Time - when you are moving from one


lesson or activity to another.
Instructional Time - involves inappropriate pacing
through the material.
Post-instructional Time - involves the independent
practice time.

Testing and Evaluation


There are three distinct forms of evaluation.
Norm-Referenced - Compares individual students to others
who took the national exam, such as a comparison of others
in the same grade or age-group

Criterion-Referenced - A pre-set score (criterion) must be


met or exceeded for passing the exam and is generally used
as a condition for a decision (i.e. high school graduation,
teacher certification, etc.)

Results reported in percentiles.

If the test-taker scores below the criterion score, he or she must


retake the exam.

Portfolios - Recently, portfolios have been used for the


evaluation.

National Board Teacher Certification requires teachers to develop an


extensive portfolio.
Portfolios are also used as a central component of the Praxis III.

Discipline and Classroom


Management
Over time there has been fierce debate regarding the
discipline of children between educators who favor:

the authoritarian approach to behavior management


or
the democratic approaches to behavior management

The shift from physical punishment (sometimes favored


by authoritarian educators) to psychological correction
(often favored by democratic educators) has been a
clear trend since the colonial period.

Corporal Punishment
Traditional attitudes toward children were

rooted in the biblical interpretation of


inheriting original sin.
In the colonial era schools, discipline was
extremely harsh.
Severe punishment was administered for
what we might consider slight offenses,
such as not learning the lesson, being
tardy, or talking in class.

Rewards and Psychological


Punishment

Gradually, during the 1800s methods of discipline began


to change because of philosophers and educational
reformers.
John Locke encouraged psychological discipline
consisting of praise and encouragement for correct
behavior and humiliation for misbehavior.
Jean-Jacques Rousseau also advocated psychological
discipline, rather than corporal punishment.
Joseph Lancaster, father of the monitorial system,
rewarded high achieving and well behaved students with
books and medals and used the dunce cap to punish
students that misbehaved.

Social Efficiency Movement

The growing size of classrooms in the late 1800s


and early 1900s called for new approaches to
discipline.
The social efficiency movement was
characterized by standardized classrooms with
wooden desks and chairs bolted to the floor and
arranged in rows, facing the blackboard and
teachers desk.
In addition there was a new emphasis on student
regimentation to control large classes of forty or
more students.

Behaviorism

During the early to mid 1900s behavioral


psychology developed.
Advocates such as B.F. Skinner recommended
that teachers establish classroom discipline
through positive reinforcement and reward.
Misbehavior should be ignored, (if possible) so
that the student is not given attention for
misbehavior and inadvertently rewarded for it.

Neo-Behaviorism

Today neo-behaviorists have developed


disciplinary techniques that are used in schools.

Positive Classroom Discipline, developed by Fredrick


Jones in the late 1980s, encouraged teachers to
control their students by using non-verbal methods
such as eye contact, facial expressions, hand
gestures, and physical proximity.
Assertive discipline developed by Marlene and Lee
Canter suggested that teachers take charge, clearly
lay out a discipline plan and establish a system of
rewards and punishments.

Progressive/Humanistic
Approaches
Progressive educators contended that

keeping order in the classroom did not


mean that learning was taking place.
They argued that these authoritarian
approaches squelched students and
diminished their motivation.
The pioneers of this area were Pestalozzi,
Rousseau, Francis Parker, and the
Deweys.

Neo-Progressives: The
Democratic Classroom

Neo-Progressives argue that democratic


classrooms and the use of positive
reinforcement can best maintain discipline.

Alfie Kohn recommends the use of praise rather than


rewards and prizes (as advocated in assertive
discipline) and promotes democratic environments
where students assume responsibility for themselves.
Rudolf Dreikurs felt that the classroom should be one
of mutual respect where the group rather than the
teacher alone established rules.

Neo-Progressives: Activity
Other neo-progressive
Based reformers
Learning
advocated

activity-based learning to prevent misbehavior.

Jacob Kounin recommended movement/ pacing of


activities and transitions from one activity to the next
was crucial in keeping students on track.
Hiam Ginott argued that communication was crucial in
maintaining student discipline and contended that
self-esteem also played an important role.

Neo-Progressives: Corrective
Discipline
William

Glassers Reality Therapy is an


approach that focuses on the modification
of ones own behavior.
Today, conflict resolution and mediation
programs are used in schools.

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