Becoming a Teacher Ninth Edition Forrest W. Parkay Revisions – Michael Immerman Chapter 10 (30 slides) Creating a Community of Learners ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

Focus Questions What determines the culture of the classroom? How can you create a positive learning environment? What are the keys to successful classroom management? What teaching methods do effective teachers use? What is taught in schools? How is the school curriculum developed? Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

What determines the culture of the classroom? Classroom Culture determined by the manner in which teachers and students participate in common activities Classroom Climate atmosphere or quality of life in the classroom Determined by How teachers interact with students Exercise of authority Warmth and encouragement shown Competition and/ or cooperation encouraged Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

How can you create a positive learning environment? Teacher communication Teachers should express themselves verbally and nonverbally in a clear, concise, and interesting manner Teachers should be good listeners Student interaction Teachers should foster positive, cooperative interactions among students Students should feel supported by their peers and free to devote their attention to learning Presentation Title runs here l 00/00/00

How can you create a positive learning environment? Caring Classroom Help students learn to their fullest potential Attention to Physical Environment Place furniture and seat students to enhance learning and movement in room Have “eye candy” in the classroom Classroom Organization Structure tasks, group students and use resources to optimize learning for all Univ. of Miami – The most effective way to manage classroom management is to create a classroom design which allows for teacher interaction with students Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

What are the normal classroom dynamics Classroom Dynamics have four necessary conditions: The classroom must be relatively organized The teacher must be a patient, supportive person who never embarrasses students for mistakes The work must be challenging but reasonable The learning tasks must be authentic (based upon “real world” experiences) Presentation Title runs here l 00/00/00

How can you create a positive learning environment? Grouping Between-Class Ability Grouping (several classes) assigned by ability or achievement or goals (tracking) Examples - College prep vs. vocational options in high school Advanced English vs. regular vs. developmental Does not contribute to greater achievement Within-Class Ability Grouping (one classroom) Can cause some students to be under taught and regrouping does not occur Common in elementary school reading groups) Bluebirds, Ravens, Eagles, etc.) Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

How can you create a positive learning environment? Cooperative Learning (group/ team learning) Small groups 4-6 students Assignment required students to help each other on group projects Groups may be set up to compete against one another Students may contribute based on their talents, interests, and abilities Students may concentrate on one specific project (example building a rocket) Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

How can you create a positive learning environment? Delivering Instruction Authentic Pedagogy Helps Students Have students merge prior knowledge and experiences with new concepts Engage in experiential conversations Make connections between knowledge and real world Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

How can you create a positive learning environment? Time Allocated Time – actual classroom instruction Academic Learning Time – student actions (80% success rate) Block Scheduling – extended time devoted to one class example - 90 minutes vs. 50 minutes in high school Language Arts instruction) Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

What are the keys to successful classroom management? Classroom Management Techniques Creating a Caring Classroom Classroom Organization – physical and environmental Student Grouping Structuring Time Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

What are the keys to successful classroom management? Discipline Methods teachers use after misbehavior Management Prevention oriented Goal of Management – Maximize student attention and minimize disruption Many teachers adopt a rule and consequence design Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

What are the keys to successful classroom management? Democratic Classroom Allowing students more power and responsibility over their classroom activities Choice Theory Human beings make choices that enable them to meet the need for belonging, power, freedom, and fun (teachers are leaders not bosses) Preventive Planning Teacher Behaviors “Eyes-in-the-back-of-the-head” - constant attention to students and actions within the classroom Ripple effect – using models to communicate expectations (this is an example of what is good and bad – explained to students) Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

What are the keys to successful classroom management? Establishing Rules & Procedures Should be: Carefully planned with clear explanations, examples and practice Enforced consistently and fairly Procedures (routines) and consequences (failure to follow rules) taught to students Consequences should equal the severity of the misbehavior (gum chewing should not equal 5 days suspension) Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

What are the keys to successful classroom management? Organization and Planning for Instruction Authentic Learning Tasks Tasks that enable student to see connection between learning and real world Planning geared to instructional time, activities and materials to guarantee effective learning and the lessening of possible classroom misbehaviors Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

What are the keys to successful classroom management? Effective Responses to Student Behavior Severity of Misbehavior (infraction equals consequence) Zero Tolerance (student awareness equals no second chances) Constructive Assertiveness (teacher is serious about maintaining order) Developing Your Own Classroom Management Approach (most teachers have an eclectic approach borrowing from several concepts based upon the individual teacher's personality) Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

What are the keys to successful classroom management? Steps to help misbehaving students make proper choices Misbehaving student evaluates and takes responsibility for behavior Students plan and agree upon future behavior Require students to commit to the plan Excuses not accepted Consequences are pointed out not just punishments Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

What are the keys to successful classroom management? 3 philosophies of teacher response to student misbehavior Relationship-listening (students are responsible for actions and are willing to accept consequences upon discussion with the teacher) Confronting-Contracting (teacher imposes the rules immediately and without discussion) Rules and Consequences (teacher reinforces the rule and indicates the immediacy of the consequence as an example of misbehavior) Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

What teaching methods do effective teachers use? Models of Teaching Methods Based on Learning New Behaviors Direct instruction – systematic instructional method that focuses on knowledge from teacher to student Direct Instruction Steps Orient students Review Present Assess Practice or apply Feedback Homework Review periodically Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

What teaching methods do effective teachers use? Mastery Learning (Behaviorist approach) All students can learn given sufficient time Student learn best in structured program (step by step) Mastery Learning Cycle – Immerman - Plan, Implement, Evaluate design (PIE) Deming – Plan, Do, Study, Act (PDSA) Set objectives Teach Collect feedback through assessments Correct errors Teaching, Testing, Reteaching, Retesting Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

What teaching methods do effective teachers use? Graphic Designs of Effective Teaching Methods Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

What teaching methods do effective teachers use? Methods Based on Child Development Modeling – basic demonstration (teacher reads one paragraph and asks specific students also to read out loud) Demonstrate thinking (provide a problem and then discuss possible solutions – example recycling) Focus students on applying previous experiences and newly taught thoughts to solving problems Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

What teaching methods do effective teachers use? Constructivist teaching Teacher elicits prior knowledge Teacher presents material Students absorb and use information to construct meaning Students reflect and talk with others to construct meaning and solve problems Scaffolding teacher provides clues, encouragement and suggestions to guide learning Zone of Proximal Development point at which students need help to continue learning (lessons equal the ability of the students – begin to create a bridge from one concept to another) Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

What teaching methods do effective teachers use? Inquiry or Discovery Learning Students given opportunities to discover knowledge for themselves Group Investigation Teacher create environment that allows students to determine what and how they will learn Peer Tutoring Students are tutored by others in same class or grade Cross Age Tutoring Older students tutoring younger students (benefits both groups by addressing concept learning and behavior) Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

What is taught in schools? Curriculum Course of study Knowledge students are expected to learn Planned learning experiences Identify intended learning outcomes All experiences obtained at school whether intended or unintended Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

What is taught in schools? Kinds of Curricula Explicit Overt goals the school intended to be taught Hidden Implicit attitudes unintentionally taught Null Knowledge not taught (general respect is observed by all students as a consequence of maturity) Extracurricular / Co curricular School sponsored activities Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

How is the school curriculum developed? Tyler Rationale (Elem and Sec Ed Act of 1965) Questions to be answered when planning a curriculum What purposes should be attained? What experiences can attain purposes? How can experiences be organized? How to determine if purposes are attained? What types of assessments will be implemented? Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

How is the school curriculum developed? Focus of Curriculum Planning Macro – Curriculum content decisions applied to a large group of students across school lines Micro – Curriculum content decisions applied to a school or a class Curricula designs may vary based upon the tracking of the students and/or the specific needs of the classroom (example Advanced Placement classes) Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

How is the school curriculum developed? Student Centered Curriculum Growth and development of students emphasized with content, more typical in elementary schools. Emphasis on content as well as behavior. Subject Centered Curriculum Logical order of curriculum emphasized, more typical of high school. Emphasis on content Integrated curriculum Curriculum drawn from different subject areas focused around theme; may adopt a thematic unit concept Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

Who Plans the Curriculum? Federal Government (example Sputnik, 1957) State Government Standards and Benchmarks/ Common Core Curriculum Planning Team Teachers (school curriculum committee) Parents and community members (PTA) Local districts (bilingual classes required) Social Issues and Changing Values (evolution vs. creationism) Textbook Publishing Companies Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved