Managing a Classroom for Science Learning. Reading Assignment Chapter 12 in Teaching Science to Every Child: Using Culture as a Starting Point

Maslow's Hierarchy of Needs Maslow’s theory maintains that a person does not feel a higher need until the needs of the current level have been satisfied. Maslow's basic needs are as follows:

Implementing Maslov’s Hierarchy in the Classroom Self- Actualization Provide challenges Encourage autonomy Esteem Feedback Acknowledge success Social Introductions Interact with students Inclusive activities Safety Maintain a safe, non-threatening atmosphere Create a comfortable environment Physiological Room temperature Pacing/Breaks As educators, it is our responsibility to meet the five basic levels of needs in the classroom.

Definitions Classroom Management: the set of strategies used to ensure a productive, harmonious learning environment Classroom Organization: the ways teachers structure time, space, and classroom interactions to promote learning Discipline: any action taken by the teacher to directly control student behavior Punishment: a form of discipline entailing either withdrawing a privilege or subjecting the student to unpleasant consequences Culture: the shared values, beliefs, and ways of knowing and living of a group Culturally Responsive Classroom Management

Management and Organization: Part of Culturally-Responsive Pedagogy

To support diverse recognition: Provide multiple examples Highlight critical features Provide multiple media and formats Support background context To support diverse strategies: Provide flexible models of skilled performance Provide opportunities to practice with supports Provide ongoing, relevant feedback Offer flexible opportunities for demonstrating skill To support diverse affective learning: Offer choices of context and tools Offer adjustable levels of challenge Offer choices of learning context Offer choices of rewards Culturally Responsive Classroom Management

Urban middle school students have spoken-out on effective school practices. They prefer RIGOR. Raise your expectations. Involve your students. Guide your students. Open -end your activities. Rigorous Engagement

ELEMENTS OF COOPERATIVE LEARNING Under certain conditions cooperative efforts may be more productive than individualistic efforts. Those conditions are: Clearly perceived positive interdependence Considerable face-to-face interaction Clearly perceived individual accountability and personal responsibility to achieve the group’s goals Frequent and regular group processing of current functioning to improve the group’s future effectiveness