If you ask me what to do about a kid being

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EDUC 4464 MethodsClass TwoSeptember 15, 2006

• If you ask me what to do about a kid being
• off-task (one of our favourite buzzwords)
• my first response is going to be, whats
• the task? - Alfie Kohn

2
Bell Work

• You have 5 minutes
• 1) In your teaching ideas file under the
  sub-heading Lesson Planning define the term
  Hook.
• 2) In a group talk about the best teacher you
  ever had

3
Where good teaching exists
Cognitive Domain
Affective Domain
Analytic Intellectual
Rational Reasoning Thinking
Influence Inspire Impress
Persuade Touch
The social and the personal / emotional
The Skills The Facts
MOTIVATION TO LEARN (also results in a decrease
in behavioural issues)
Good Teaching
(Venn Diagram)
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How students make sense of their world
Junior / Intermediate Students
what motivates them
Kohlberg
exchange of favours ages 6-9
Junior
good boy nice girl ages 10-15
Intermediate
law order ages 15-18
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Junior-Aged Student Development
PHYSICAL (psychomotor) SOCIAL/EMOTIONAL (affective) COGNITIVE (thinking)
growth rate slower hand / eye co-ordination well-developed wrist bones developed still building nerve pathways often hungry boys developing better overall co-ordination see and respect others point of view greater responsibility to persevere enthusiastic, moody at times learns about self through peer interactions more sharing co-operation begin to challenge authority able to sort, classify ideas able to focus, sustain thought still need concrete references notion of time, space can use graphs/forms can reason can make carry out plans able to think about different dimensions
6
Intermediate-Aged Student Development
PHYSICAL (psychomotor) SOCIAL/EMOTIONAL (affective) COGNITIVE (thinking)
extremely rapid growth second only to infancy awkward, ungainly as bones lengthen and body shape changes influence of hormones resulting changes changes in appetite, energy and sleep patterns anger and aggressive outbursts are more common in early adolescents dominant fears are related to social situations affection becomes more intense - friends, pets, family autonomy becomes a major need increased questioning of values, attitudes, ideas preoccupation with self changeable, erratic in taking intellectual positions preference for group work increased selectivity about likes / dislikes
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Maslows Hierarchy of Needs
Self-fulfillment by using ones talents and
potential
Affective Domain working on the Cognitive
Feeling adequate, competent, worthy,
appreciated, accepted
Love, warmth, affection
Protection from injury, pain, temperature
Hunger, thirst, breathing
Before a level can be met, the lower level must
first be met.
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Application Discuss-1) effect of area on the
students 2) considerations due to this area for
teaching learners of this age in the classroom.
Group 1 Physical Growth Junior
Group 2 Social relationships Junior
Group 3 Parents other adults Junior
Group 4 Television, media video games Junior
Group 5 Trends Fads Junior
Group 6 Physical Growth Intermediate
Group 7 Social relationships Intermediate
Group 8 Parents other adults Intermediate
Group 9 Television, media video games Intermediate
Group 10 Trends Fads Intermediate
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Application

• Time to go outside
• I am locking the classroom ?

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In your teaching ideas file, under Rapport
Building copy

• Icebreaker activities which acquaint groups to
  get to know one another in a non-threatening, low
  risk manner. These can be used with students on
  the first day of class, at your schools open
  house, if you have parents in your classroom,
  when you are in charge of a meeting where people
  do not know each other, or even at a staff
  meeting to add some variety. They are a great way
  to build group cohesion in the classroom, while
  building rapport between yourself and students.
  Further, if the ice breaker is active, it expels
  excess energy and provides a break. It therefore
  helps with classroom management.

(Remember Cut and Paste is an option!)