CH 13

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  1. permissive teaching style
    • no rules
    • no consequences
    • wants kids to love them
    • constantly remind students of rules but
    • they do not listen because no consequences
    • not helpful because students need rules
  2. Authoritarian
    • lots of rewards
    • lots of punishment
    • many teachers start with this because
    • afraid to lose control
    • “Because I said so”
  3. Authoritative
    • tell rules and reasons behind them
    • most effective
    • teacher sets most of the rules
    • do this because...
    • set rules and follow through
  4. when is most important time to set rules
    • first few weeks.
    • children will learn expectations and consequences
  5. Kounins 6 concepts of withitness
  6. 1. show your students you are “with

    it”
    • make students aware that you are aware
    • of everything happening in the classroom.
    • With it teachers have eyes in the back
    • of their heads
    • always scanning the room
    • making eye contact with all students so
    • they know they are being monitored.
    • Prevent minor disruptions from becoming
    • major
    • if two problems at once will deal with
    • most effective first
  7. 2. Learn to cope with overlapping situations
    • Teachers should be able to handle two things at once without losing control of the whole class
    • dealing with only one problem causes frequent interruptions
    • withitness and being able to deal with overlapping situations are parallel skills
  8. 3. Strive to maintain smoothness and momentum in class activities.
    • Keep interruptions and distractions to a minimum will cut down on problem behavior.
    • ineffective if constantly interrupting classroom activities
    • ineffective when moving from one activity to another abruptly
    • comment on something unrelated to classroom function
    • waste time dwelling on trivial incidents- ie kid lost pencil
  9. 4. keep whole class involved, even when dealing with individual students.
    • call on students when they don't expect it
    • ask students a question, call on random students for the answers.
  10. 5. introduce variety and be enthusiastic, especially with younger students.
    • Don't follow routine.
    • Stimulate interest and move on to new activity when interest has wavered.
  11. 6. Be aware of ripple effect
    • students learn through observation
    • benefit from ripple effect when deal appropriately with misbehavior in the class
    • when punish a student for something the rest of the students become inhibited.
    • Criticize behavior not person.
    • Say stop that, not you are being bad.
    • Explain what they should do not what they should not do.
    • Explain why should do it.
    • Be authoritative
    • Don't humiliate
  12. Basic characteristics of well-managed classrooms
    • students know what they are expected to do
    • kept busy in teacher-led activities
    • little wasted time or disruptions
    • no nonsense, work-oriented tone but relaxed and pleasant atmosphere.
  13. Effective teachers do the following
    • Good planners
    • list classroom rules and consequences
    • engage students in group activities maintain control
    • give clear directions
    • hold students accountable
    • give frequent feedback
  14. How to manage classrooms-prevent problems
    • organize spaces for learning
    • set rules
    • set procedures
    • deliver effective instruction
  15. techniques for dealing with behavior
    problems
    • 1. influence techniques
    • 2. I-messages- explains how behavior is negatively influencing you.
    • 3. Problem ownership and active listening
  16. Iinfluence techniques
    • planned ignoring
    • signals
    • -stimulate self-control-”the look”, clear throat, etc
    • proximity and touch control
    • -place hand on shoulder, stand next to student
    • interest boosting
    • humor
    • helping over hurdles
    • -misbehaviors begin because students do not understand what to do
    • Direct Appeals
    • -student aware of connection between of behavior and consequence. “sam was running and he got hurt”
    • Criticism and encouragement
    • -criticize privately-
    • negatively influences self-esteem I don't like the way you...behavior.
    • Follow up with something positive. Or assign task easy to accomplish then praise.
  17. I-messages
    • explains how behavior isnegatively influencing you.
    • don't say “you did... or you were bad"
    • say ”I understand or I feel...
  18. Problem ownership and active listening
    • Determine problem behavior and who it's affecting.
    • in order to solve problem, must know who owns it
    • -if teacher is upset-owns problem
    • -if student upset-owns problem
    • if student angry- actively listen to what they have to say “i'm sorry you feel that way
    • ”teacher owned-use I message
  19. level of violence in schools
    10% of all public schools reported one or more incidents of serious violent crime.

    relatively low
  20. Most common types of school violence
    • verbal harassment
    • arguments
    • physical fights
  21. why so aggressive
    • Biological
    • gender
    • academic performance
    • lack problem solving skills
    • psycosocial factors
    • school environment- classes to large

Card Set Information

Author:
 kristencmu
ID:
 80919
Filename:
 CH 13
Updated:
2011-04-21 02:13:51
Tags:
EDP
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