classroom management no. 1 - july 27
TRANSCRIPT
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Exemplary Elementary
Classroom Management:
The Effective Teacher
T.T. I
Jul. 27
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Exemplary Elementary
Describe the importance of classroommanagement and its impact on academic
learning time.
Describe differences in the approach to
classroom management from a behavioral,
cognitive, and humanistic perspective.
Name and describe three general categories of
the events of classroom management from abehavioral perspective, giving examples of
specific teacher activities for each category.
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Primary purpose?
Primary purpose is to gain control of
the classroom
Good classroom management results in
high levels of student engaged time
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Characteristics of an Effective Teacher
Classroom
Management
High
Expectations
Mastery Teaching
Classroom
Management
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Classroom Management
Last year, there were 210 total infractionswritten.
46 students who repeated behaviors for
which they had already received infractions.
More than half of the infractions resulted
from ineffective classroom routines,
procedures or rules.
Conclusions: 1) The schools discipline plan is
not effective and must be addressed. 2)
Improving classroom management will decrease
infractions.
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Classroom Management
As we discuss classroom management, oneimportant point to remember is YOU ARE
NOT ALONE!
Your classroom is yours and you will
ultimately decide how you want to
manage it.
This module is designed only to enhance
your classroom management skills andencourage teamwork between teachers
to improve classroom management.
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Classroom Management
Classroom management includes all of the
things a teacher must to do toward these
two ends:
1. To foster student involvement and
cooperation in all classroom activities.
2. To establish a productive working
environment.
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Objectives
Understand proven research and sound
theories that provide a foundation for
quality classroom management
Share effective classroom management
strategies
Implement classroom managementstrategies
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Classical ConditioningPavlov
Classical Conditioning
Presenting a conditioned stimulus
serves as a signal that the
unconditioned stimulus is coming
Ivan Pavlov
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Classical Conditioning
A neutral stimulus is a stimulus to which n person
does not respond (NS).
An unconditioned response (UCR) can be learned
using a neutral stimulus just before an
unconditioned stimulus (UCS).
After being paired with an unconditioned stimulus,
the previous neutral stimulus now elicits a responseand is no longer neutral. The NS becomes a
conditioned stimulus (CS) and the person has
learned a conditioned response (CR).
Basic principles of Classical Conditioning Theory:
Ivan Pavlov
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Classical Conditioning
Classical Conditioning Procedure
Before Conditioning
Unconditioned
Stimulus (UCS)
|
Incapable of
producing
conditioned
response (CR)
During Conditioning
Conditioned
Stimulus (CS)
UnconditionedStimulus (UCS)
Unconditioned
Response
(UCR)
After Conditioning
Conditioned
Stimulus (CS)
Conditioned
Response (CR)
Ivan Pavlov
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Classical Conditioning
Using Classical Conditioning to Develop Classroom Procedure
Before Conditioning
Morning Bell
(UCS)
Start Class
Incapable of
producing (CR)
During Conditioning
Morning Bell
Conditioned
Stimulus (CS)
Start Class
Unconditioned
Stimulus (UCS)
Students sit
down, look at
teacher and
listen for
directions(UCR)
After Conditioning
Morning Bell
Conditioned
Stimulus (CS)
Start ClassConditioned
Response (CR)
Ivan Pavlov
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Using classical conditioning, we havethe ability to:
Affect students likes/dislikes
Influence our students attitudes
Develop a respect for authority
Classical ConditioningIvan Pavlov
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Affecting Students Likes/Dislikes
Classical Conditioning Theory indicates that
people develop a taste for pleasant
experiences and aversions to experiences they
find unpleasant
Classical Conditioning
Therefore, we must intentionally provide learningexperiences for which the studentsfind pleasant
if we want students to enjoy learning.
Ivan Pavlov
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Influencing students attitudes toward learning Classical Conditioning Theory suggests that
students will develop a positive attitude toward
learning simply by presenting content along with
words and images that evoke positive feelings such
as excellent, awesome, and good work.
Classical Conditioning
Therefore, we must intentionally incorporatewords and images in our classrooms that evoke
positive feelings for students.
Ivan Pavlov
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Therefore, we must instill a healthy sense of respect of
authority so that students will avoid behaviors that result in
unpleasant consequences.
Develop a respect of authority
Classical Conditioning Theory explains that people develop
respect/fear based on conditioned stimuli that are associated
with unpleasant unconditioned stimuli.
This theory also suggests that people do not have to experience
the unpleasant stimuli first hand but will develop respect/fear ofconditioned stimuli by watching someone experience an
unpleasant unconditioned stimuli.
Classical ConditioningIvan Pavlov
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Operant Conditioning
B.F. Skinner
Operant ConditioningA Response that
is immediately followed by a reinforcer is
strengthened and is therefore more likely
to occur again. (1)
B.F. Skinner
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Operant Conditioning
Skinners Basic Law of Operant Conditioning Theory:
Reinforcera response that increases in
frequency when preceded with a stimulus or
event.
Almost any behavior can be learned throughoperant conditioning including academic, social
and psychomotor.
Undesirable behaviors are reinforced just as
easily as desirable behaviors.
B.F. Skinner
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Operant Conditioning
Important Conditions for Operant Conditioning:
The reinforcer must follow the response.
The reinforcer must follow immediately.
The reinforcer must be contingent on the response.
Positive and Negative Reinforcers
Positive Reinforcement involves the presentation of
a stimulus after a response such as a smile, positive
words, and a good grade.
Negative Reinforcement increases a response
through the removal of a stimulus.
B.F. Skinner
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Operant Conditioning
Punishment is not negative reinforcement.
Negative reinforcement increases the frequencyof a response by taking away a negativestimulus. For example, homework is not given
to a student because of his/her positivebehavior.
Punishment decreases the frequency of aresponse by giving a negative stimulus or taking
away a positive stimulus. Talk with your tableabout some examples of this.
B.F. Skinner
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Operant ConditioningB.F. Skinner
Give Positive
StimulusTake Away
Negative Stimulus
Positive
ReinforcementNegative
Reinforcement
Give Negative Stimulus or
Take Away Positive Stimulus
Increase?
Punishment
Decrease?
What do you want the behavior to do?
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Operant ConditioningSkinners assessment of operant conditioning and
teaching. Reinforcement in the classroom usually occurs
inconsistently and not soon enough after the
desired response has occurred.
If immediate reinforcement is impossible, then
environmental cues that indicate reinforcement is
coming later can be effective.
B.F. Skinner
Therefore, we must use reinforce positive behavior
immediately after it occurs if possible and use environmental
cues only as a second option.
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Operant ConditioningSkinners assessment of operant conditioning and teaching.
Teachers have the difficult task of teaching behaviorsthat will be useful for students in their future. Students
do not see the natural positive reinforcers immediately
that they might in the realize in the future. As a result,
teachers use artificial reinforcers such as stickers whichare ineffective because students do not se how they
connect to their behavior.
B.F. Skinner
Therefore, we must make learning relevant to studentspresent interests and provide effective connections between
learning and the reinforcement method we choose.
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Operant Conditioning
Skinners assessment of operant conditioning and
teaching.
Teachers find themselves punishing misbehaviors
rather than reinforcing appropriate responses. For
example, when most of the students are in line
appropriately and one or two students aremisbehaving, the teacher will punish the two students
who are misbehaving rather than praising the rest of
the class for their appropriate behavior.
B.F. Skinner
Therefore, we must focus on reinforcing the desirable
behaviors of some students in order to solicit appropriate
responses from the rest of the students.
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Exemplary Elementary
Classroom Management Strategies
Use Maslows Hierarchy of needs to ensure the
classroom environment provides for meetingdeficiency needs of the students
Establish routines and procedures for every task
Communicate discipline plan which includes positive
and negative consequences or reinforcers
Classroom management refers to all of the things that a teacher does to
organize students space, time, and materials so instruction in content andstudent learning can take place. It is important to:
Effective teachers MANAGE their classrooms.
Ineffective teachers DISCIPLINE their classrooms.(2)
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Classroom Management StrategiesMeeting Mavlovs Hierarchy of Needs
Esteem Needs
Love and Belongingness Needs
Safety Needs
Physiological Needs
Discuss ways you meet Maslows Hierarchy of Needsfor your students with the people at your table
Remember to focus on the needs you can meet, not the
needs you cant meet
Deficienc
yNeeds
Need for Self-ActualizationGrowth Need
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Classroom Management Strategies
Knowledge of classroom procedures tells the students things like:
What to do when the bell rings
What to do when the pencil breaks
What to do when you hear an emergency alert signal
What to do when you finish your work early
What to do when you have a question
What to do when you need to go to the bathroom
What to do when you want the my attention
Where to turn in assignments
What to do at dismissal of class
Establishing Classroom Routines and Procedures
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Classroom Management Strategies
Parents also need to follow procedures for the school and your class:
You must be a model and follow the schools procedures
How can you expect students and parents to follow proceduresif you dont follow them? Allowing a parent to drop off a
student tardy without a tardy pass because you dont want to
ask them to walk to the office and back will hurt you in the long
run. That parent will not understand when you call and explain
that their child does not follow procedures because they saw
that you didnt follow them either.
Establishing Routines and Procedures for Parents
Communicate classroom and school procedures to parents the first
week of school and expect parents to follow them.
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Classroom Management Strategies
Investing time in teaching discipline and procedures will be repaid
multifold in the effective use of class time.
Here are a few things to keep in mind as you are establishing rules:
Rules are expectations of appropriate behavior. You can state
your expectations as rules
Rules immediately create a work-oriented atmosphere
Rules create a strong expectation about the things that are
important to you.
Include consequencesWhat the student chooses to accept if
a rule is broken.
Include rewardsWhat the student receives for appropriate
behavior
Establishing a Discipline Plan
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Classroom Management Strategies
Take some time to discuss with your colleagues things that you have
done that worked and things that didnt work.
What are the areas are the strongest? Weakest?
How can you help another colleague in the area where you are
strongest?
What do you need to improve the areas you thought were weak?
What materials and/or resources are needed in order to improve your
classroom management skills this year?
TeamworkImplementing Classroom Management
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There is absolutely no research
correlation between success and family
background, race, national origin,
f inancial status, or even educationalaccomplishments. There is but one
correlation with success, and that is
ATTITUDE.
Harry K. Wong (2)
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Works Cited
Ormrod, J. (2004). Chapter 7 Social Cognitive
Theory. Human Learning 4th ed. New
Jersey. Pearson Merrill Prentice Hall.
Wong, Harry K., Rosemary T., (1998). The First
Days of School. Mountain View. Harry K.
Wong Publications.
1.
2.