1. EDTE 408 Principles of Teaching
Session 3
11/15/2018

2. Board Work: Write your responses to the following questions and put them in your notes for future reference.
Think of your favorite elementary teacher. What made her/him your favorite?
Now think of your favorite secondary school teacher. What made her/him your favorite?
Now think of your favorite college teacher. What made her/him your favorite?
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3. Dimension 1
Recall a time you were a student, and identify a teacher who you knew accepted and respected you. After you have that person in mind, identify how you knew he or she accepted and respected you and what difference that made in your learning.
Then recall a time you were a student and a teacher did not accept or respect you. What effect did his or her feelings have on you as a learner?
Share your examples with your group.
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4. With your east-west partner, decide whether the teacher behaviors listed below would influence climate or task?
The teacher describes what a project might look like when completed.
The teacher posts classroom rules & procedures on a chart.
The teacher organizes students in cooperative groups.
Details about this topic
Supporting information and examples
How it relates to your audience
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5. Helping Students Develop Positive Attitudes and Perceptions
About Classroom Climate
Turn to pp in Teachers’ Manual
About Classroom Tasks
Turn to p. 41 in Teachers’ Manual
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6. Revisit strategy #1 on page 15 in the Teacher’s Manual.
Help students understand that attitudes and perceptions related to classroom climate influence learning
Revisit strategy #1 on page 15 in the Teacher’s Manual.
Think why this might be important.
Discuss your thoughts with your group.
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7. Establish a relationship with each student in class
How many of you had a negative experience today?
Did anyone oversleep?
Did anyone wake up to a car that would not start?
Did anyone not want to come to class today?
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8. Monitor and attend to your own attitudes
With your partner, share a past experience in which you reacted too hastily, one that would have had an entirely different outcome had you rehearsed the situation.
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9. Engage in equitable and positive classroom behavior
Work with your group to create two different scenarios. In one, the waiter is very attentive to each person at the table. In the second, he is attentive and interacts positively with everyone at the table except for one person.
What kinds of specific behaviors might you see in each scenario?
Discuss how the one “left out” might feel.
How might s/he react?
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10. Recognize and provide for students’ individual differences
With your partner, pretend that you are volunteering to host an international group of teachers this summer as part of a government summit. The two of you are in charge of part of the orientation.
Make a list of five do’s and five don’ts that would help people to show respect for and sensitivity to people’s diverse customs, perspectives, and backgrounds.
Share your results with another pair from another table.
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11. Respond positively to students’ incorrect responses or lack of response
Take a minute to skim the bulleted items on page 19 of the Teachers’ Manual.
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12. Quiz #1 Part 1 What is the most frequently broken bone in the body?
(The Clavicle/collar bone)
Spell broccoli.
What do you call a baby rabbit?
(A kitten)
What is the name of the first shot in a billiards game?
(The break)
What is Queen Elizabeth’s surname?
(Windsor)
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13. Quiz #1 Part 2 The city of Singapore is in what country?
What is the second tallest mountain in the world?
(K2. It is next to Everest)
How many items are in a gross?’
(144)
What book did Ken Kesey write that was turned into an Oscar Award-winning movie?
(One Flew over the Cuckoo’s Nest)
Spell Albuquerque.
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14. Vary the positive reinforcement offered when students give the correct response
Explain at least one cause of the Civil War.
Solve the following: 3 X ÷ 2 = _____
Identify an influential author (or scientist, artist, or athlete) of the 20th century, and explain in what way he or she was influential.
What is censorship?
___ is to a tree as ___ is to a person.
(Complete this analogy. Try not to use the most obvious relationships, such as, “Branch is to a tree as arm is to a person.”
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15. On a piece of paper, make a list of things you like to do.
Structure opportunities for students to work with peers Provide opportunities for students to get to know and accept each other
On a piece of paper, make a list of things you like to do.
Next to each example, indicate whether you like to do those things alone or with others.
List why you prefer doing them alone or with others
Share with your group
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16. Help students develop their ability to use their own strategies for gaining acceptance from their teachers and peers
What do I do?
What do others do?
Tailor the lists to your particular grade level.
Create an activity that you might use in your classroom to help students generate their own lists of strategies for gaining acceptance.
Share this plan with your group.
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17. Attitudes and Perceptions
About Classroom Climate
Feel accepted by teachers and peers
Experience a sense of comfort and order
About Classroom Tasks
Perceive tasks as valuable and interesting
Believe they have the ability and resources to complete tasks
Understand and be clear about tasks
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18. Frequently and systematically use activities that involve physical movement
Many educators have noticed that the higher the grade level, the less physical movement there is in the classroom.
What has been your experience?
If your group agrees that there is less physical movement in classrooms as students get older and older, discuss why this is the case and whether you believe this is appropriate.
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19. Introduce the concept of bracketing
As a group, generate some examples of people or fictional characters who have used bracketing successfully or who have benefited from using it.
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20. Establishing rules and Attending to malicious teasing
Share with your partner experiences in which, either as a learner or a teacher, you experienced the teacher and students working together to set and achieve standards of comfort and order.
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21. Attitudes and Perceptions
About Classroom Climate
Feel accepted by teachers and peers
Experience a sense of comfort and order
About Classroom Tasks
Perceive tasks as valuable and interesting
Believe they have the ability and resources to complete tasks
Understand and be clear about tasks
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