1 Guiding Behavioral Expectations in the Non-Traditional Classroom.

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Presentation transcript:

1 Guiding Behavioral Expectations in the Non-Traditional Classroom

2 INTRO: non-traditional classes are conducted in lab/studio/open spaces are process/performance oriented are “authentic assessment” basedauthentic assessment

3 Problem: non-traditional classes require freedom of movement between teacher/students/workspaces/supplies require multiple strategies of communication to reach a diversity of learning/skill levels require grading rubrics which place “value” on the product AND the producer

4 Goal I: establishing norms group students by ability in proximity to the teacher and establish peer leadership create unique attention-getting signals and practice “not teaching” until 100% are actively listening determine which aspects of classroom management will be constant and which aspect will be flexible and change on demand

5 Goal II: practicing norms vary presentation methods and experiment with ways for students to actively participate in collecting and documenting the information use rubrics/student responses which place “value” on the intrinsic and extrinsic aspects of the process and product

6 Goal III: appealing to Maslow’s hierarchy of needs of students KEY DISCIPLINE FACTORS: EGO/ESTEEM SOCIAL

7 Goal IV: appealing to the five senses for quality performance and behavior BASIC LEARNING:FIVE SENSES LEARNING:FIVE SENSES HIGH LEVEL TEACHING SKILLS USING FIVE SENSES TEACHING SKILLS USING FIVE SENSES

8 Goal V: appealing to the five senses for quality performance and behavior: VALUE=PRIDE KEY DISCIPLINE FACTORS: RECOGNIZE QUALITYRECOGNIZE QUALITY UNDERSTAND REWARDUNDERSTAND REWARD

9 Action: environment issues Get the best out of the seating arrangements: tricks from teachers Art Studio-Agriculture-ESL/PALS- FCCLA-Music-Others (tips)

10 Action: presentation issues Vary communications to appeal to all of the senses including visual and tactile responses Art Studio-Agriculture-ESL/PALS- FCCLA-Music-Others (tips)

11 Action: grading issues Make grading rubrics “authentic assessments” so the emphasis reflects on the value (quality) of the works and builds the esteem of the person (extrinsic and intrinsic evaluations) Art Studio-Agriculture-ESL/PALS- FCCLA-Music-Others (tips)

12 Summary Arrange, Articulate, Assess –Plan the space Create a sense of “belonging” –Establish clear signals of communication Present diversely and insist on feedback –Allow for student ownership in the “value” Grade based on intrinsic and extrinsic quality

13 GO ROHO Fill in the BLANK –Two key Maslow needs that the environment should address are ___________ and _____________. –A variety of communication (teaching) should appeal to all of the ____________ (including visual and tactile.) –Real world classroom projects are usually graded as ________________ assessments.