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

2. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

3. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

4. 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
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5. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

6. 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)
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7. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

8. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

9. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

10. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

11. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

12. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

13. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

14. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

15. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

16. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

17. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

18. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

19. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

20. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

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

22. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

23. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

24. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

25. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

26. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

27. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

28. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

29. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

30. 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:
© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved