CHAPTERCHAPTER Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. TEACHERS, SCHOOLS, AND SOCIETY NINTH EDITION DAVID MILLER SADKER KAREN R. ZITTLEMAN Teacher Effectiveness 11

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. TIME ON TASK Allocated TimeEngaged Time Academic Learning Time (ALT) Amount of time scheduled for a subject Allocated time in which students are actively involved with subject matter Engaged time with high student success rate 11.1

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. Jere Brophy and Carolyn Evertson, Learning from Teaching: A Developmental Perspective (Boston: Allyn & Bacon, 1976). See also R. Marliave and J. Filby, “Success Rates: A Measure of Task Appropriateness,” in C. W. Fischer and D. Berliner (eds.), Perspectives on Instructional Time (New York: Longman, 1986); Gary Borich, Effective Teaching Methods (Columbus, OH: Merrill, 1988); Richard Kindsvatter et al., Dynamics of Effective Teaching (New York: Longman, 1992). HIGH SUCCESS RATE How can you tell whether students are performing at a high success rate? Guidelines: At least _____%* of teacher questions should result in accurate student answers. (Important for younger students and for those needing more time.) During independent practice, the success rate should be almost _____%**. Engaged Time + High Success Rate = Academic Learning Time *70%**100% 11.2

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. HIGH SUCCESS RATE (Continued) In theory… High Success Rate = Achievement In reality… Students are often working at levels of failure. In one study, 14% of the time, student answers to teacher questions were 100 percent wrong. a Researcher Jere Brophy concludes that teachers have a tendency to assign tasks that are too difficult, rather than too easy. b a Gary Davis and Margaret Thomas, Effective Schools and Effective Teachers (Boston: Allyn & Bacon, 1989). b Jere Brophy, “Classroom Organization and Management,” The Elementary School Journal 83, no. 4 (1983). 11.3

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. Teacher Management Skills 1.Group Alerting-ask question then call on students 2.Withitness- “eyes in the back of your head” Teacher knows what is going on in every area of the room 3.Overlapping-do several things at once 4.Least intervention-Spend as little time as possible on discipline

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. JACOB KOUNIN’S PATTERNS TO AVOID DURING TIMES OF TRANSITION Flip-flopsTeacher terminates one activity, begins another, then returns to the original activity OverdwellingTeacher spends more time than is necessary to correct an infraction of classroom rules FragmentationTeacher breaks directions into choppy steps instead of one fluid unit ThrustsTeacher interrupts classroom momentum with random, unrelated comments DanglesTeacher begins a thought, then leaves it hanging without completion 11.4

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. We create a fair learning community when rules are: 1.Few in number 2.Fair and reasonable 3.Appropriate for student maturation

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. Good classroom managers arrange their classrooms to minimize disturbances, provide students with sense of confidence and security, and make sure that instruction occurs efficiently. Teaching eye-to-eye Teaching materials/supplies readily available High-traffic areas are free from congestion Model procedures and routines

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. Ways to understand and manage student anger and aggression Choice Responsibility Voicee

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. MODELS OF CLASSROOM MANAGEMENT Table AdvocateMain FocusBelief System Lee and Marlene Canter Assertive DisciplineStudents deserve a safe and productive learning climate, and it is the teacher’s job to provide it. Each student is taught how to behave responsibly through clear rules and consequences. When expectations are not met, students know that the teacher will mete out consequences. Curwin and Mendler Discipline with Dignity Students should always be treated with dignity, even when they misbehave. Interesting learning activities, positive reinforcement and opportunities for student success keep students on track, especially students with a history of misbehavior. Barbara Coloroso Developing Inner Control and Discipline Students need to take responsibility for their actions to develop their inner discipline. If students are messy, they need to learn to clean up after themselves. If they are too noisy, they need to develop strategies to allow others to do their work. Rudolf Dreikurs Collaborative Decision Making and Belonging The key in this approach is to identify the motivation behind misbehavior, and within a classroom community, to help students redirect their behavior in a positive way. Haim Ginott CommunicationsYou speak to students as you, the teacher, would want to be spoken to. Model desirable behaviors and maintain your calm as a teacher. Focus on what needs to be done rather than on what was done wrong. Source: Carol M. Charles. Building Classroom Discipline (Boston: Allyn & Bacon) 2007.

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. MODELS OF CLASSROOM MANAGEMENT (Continued) Table AdvocateMain FocusBelief System William Glasser Student Satisfaction The teacher meets with the class to discuss not only behavior rules, but the curriculum being taught. The teacher plans meaningful work for the students and holds them to high standards. Students feel a part of the school, possessing a sense of fun, power, and independence. Thomas Gordon Discipline as Control Students are involved in making the rules about classroom life and procedures, and the problem owners are identified – that is, those who are bothered by certain behaviors. The class as a group works to resolve these issues. Jacob Kounin Engagement and Supervision Student misbehavior is reduced by engaging lessons, and the teacher’s watchful monitoring skills keep students on track. Redl and Wattenberg Group DynamicsGroup dynamics, insights and peer influence are used to control misbehavior. The causes of any misbehavior are diagnosed and appropriate consequences are applied. B. F. Skinner Behavior Modification Desired behaviors are encouraged by immediately awarding positive reinforcement. Undesirable behaviors are ignored. Source: Carol M. Charles. Building Classroom Discipline (Boston: Allyn & Bacon) 2007.

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. Questioning Bloom’s Taxonomy Lower-order question (70-95% of teacher questions) answered through memory and recall Example: What is the name of the largest Native American nation? Higher-order question demands more thought and time to answer Example: Do you think Bill Clinton was an effective president? Which type of question fosters deeper learning?

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. BLOOM’S TAXONOMY APPLIED TO QUESTIONING LEVELS Level I:KnowledgeRecall information; rely on memory or senses to provide answer Level II:ComprehensionStudents go beyond simple recall; demonstrate ability to arrange and organize previously learned information mentally Level III:ApplicationApply previously learned information to answer a problem Level IV:AnalysisUse three kinds of cognitive processes: 1.Identify causes, reasons, or motives 2.Reach a conclusion 3.Find evidence to support a conclusion Level V or VI: Synthesis/CreationDevelop original communication, make a prediction, and solve problems with many possible answers Level VI or V: EvaluationJudge the merits of an aesthetic work, idea, or solution to a problem 11.8

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. BLOOM’S TAXONOMY Key Words or Examples Level IKnowledge Level IIComprehension Level IIIApplication Level IVAnalysis Level V or VI Synthesis/Creation Level VI or V Evaluation 11.9 Student Generated Responses-Study chart on page 397 in textbook and Blendspace lesson.

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. Wait Time Mary Budd Rowe’s research: Teachers typically only wait one second Need to wait at least three to five seconds Two important times to wait: After asking a question After a student answers a question Teachers give more wait time to high-achieving students Avoid “teacher echo”

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. WAIT TIME: CHANGES IN STUDENT BEHAVIOR Longer responses Statements supported with evidence Speculative thinking increases More student questions Fewer failures to respond More students participate Fewer discipline problems Better performance on higher-order thinking skills 11.10

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. WAIT TIME: CHANGES IN TEACHER BEHAVIOR Comments more fluent Discussion more logical More higher-order questions Higher expectations of students 11.11

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. TEACHER REACTIONS Figure Acceptance is overused by teachers.

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. EFFECTIVE USE OF PRAISE Praise works best when: It is contingent upon student performance It is specific It is sincere It informs students of their competence and the importance of their accomplishments It attributes success to ability or effort It uses past performance as context for present performance 11.13

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. EFFECTIVE USE OF FEEDBACK Constructive feedback works best when: It is specific and contingent upon student performance It focuses on student performance, not personality It provides a clear blueprint for improvement It is an environment that tells a student mistakes are acceptable It relates eventual success to effort It recognizes improvements in student performance 11.14

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. Instruction Google Presentation Group Assignment Go to Edmodo. Click on the link. Each group provides information from its assigned pages in the textbook. Add information to assigned 3 slides. No more than six bullets on each slide. No more than six words for each bullet. Add one multi-media piece. We will summarize on the following chart.

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. FIVE MODELS OF INSTRUCTION TERMStudent Generated Key Ideas Direct Teaching Cooperative Learning Mastery Learning Problem-Based Learning Differentiated Instruction 11.16

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. Final Thoughts on Effective Teaching Deep Teaching (Ted Sizer advocates for fewer principles organized around great ideas that foster problem solving and critical thinking) Learning community: teacher is skillful in conducting discussing, group work, debates, and dialogues. Learning becomes a community effort, not an individual effort. Looping: schools “promote” teachers along with students to provide teachers more time to get to know their students and to provide stability for students. Block scheduling: increases teacher-student contact through lower teacher-student ratio and more time in class each day. Reflective teaching: requires teachers to continually and intensely analyze their own practices to improve performance in the classroom

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. TEACHING THAT WORKS Good teachers… Know their subject matter Are enthusiastic about teaching and their subject area Develop deep rather than shallow knowledge Connect new learning to prior knowledge Spend the major part of class time on academic activities Teach content at a level that ensures a high rate of success Are organized Structure learning experiences carefully Ensure that students have sufficient time to practice skills Clearly present both directions and content information 11.17

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved. TEACHING THAT WORKS (Continued) Good teachers… Maintain high student interest and engagement Actively monitor student progress Involve all students (not just volunteers) in discussions Ask both higher- and lower-order questions appropriate to the objective of the lesson Use adequate wait time Provide clear academic feedback Vary student activities and procedures Hold high expectations for students Have high regard for students and treat them with respect Build classroom learning communities 11.18