I have come to a frightening conclusion' I am the decisive element in the classroom' It is my person - PowerPoint PPT Presentation

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I have come to a frightening conclusion' I am the decisive element in the classroom' It is my person

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'I have come to a frightening conclusion. I am the decisive element ... Lee Canter. Assertive discipline. Teachers should insist on ... Canter Model of ... – PowerPoint PPT presentation

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Title: I have come to a frightening conclusion' I am the decisive element in the classroom' It is my person


1
  • I have come to a frightening conclusion. I am
    the decisive element in the classroom. It is my
    personal approach that creates the climate. It
    is my daily mood that makes the weather. As a
    teacher I possess tremendous power to make a
    childs life miserable or joyous. I can be a
    tool of torture or an instrument of inspiration.
    I can humiliate, hurt or heal. In all
    situations, it is my response that decides
    whether a crisis will be escalated or
    de-escalated, and a child humanized or
    dehumanized.
  • Hiam Ginott

2
Classroom Structure
  • Classroom Management
  • Physical layout of classroom
  • Manageable room
  • Accessible materials
  • Procedures clearly stated and understood by
    students
  • Behavior Management
  • Rules should be clearly stated and consistently
    reinforced throughout the year.

3
Historical Perspective
  • Traditional
  • Bureaucratic and Monitorial
  • New England Pedagogy
  • Progressive
  • Conservative Restoration

4
Models for Classroom Structure
  • Lee Canter
  • Assertive discipline
  • Teachers should insist on responsible behavior
  • Many teachers fail to discipline because they
    believe that firm discipline is inhumane

5
Assertive Discipline Teachers
  • Teachers have three basic rights as educators
  • To maintain an optimal classroom setting for
    learning
  • Expect appropriate behavior
  • Expect help form administrators as well as
    parents

6
Assertive Discipline (students)
  • Students have three basic rights
  • To have teachers who help them develop and grow
    by limiting self-destructive behaviors
  • Teachers who support and encourage appropriate
    behavior
  • Students should have prior of the consequences of
    their behavior

7
Canter Model of Classroom Behavior
  • The following items are essential to good
    behavior management
  • State and clearly teach expectations early
  • Use I messages
  • Calm voice, eye contact, non-verbal gestures
  • Repeat the rules when needed
  • Firm, positive insistence

8
Jones Model of Classroom Behavior Management
  • Reduce the loss of instructional time
  • Statistics
  • 50 of class time is lost because of misbehavior
    and being off task
  • 80 is lost due to talking
  • 19 is lost to daydreaming, out of seat and
    making noises
  • 1 is lost to more serious behavior

9
Focus of Jones Model
  • Apply effective body language
  • Use of body for non-verbal communication
  • - Eye contact
  • - Facial expression
  • - Posture
  • - Signals and gestures
  • - Physical proximity
  • Incentive systems
  • Individual help

10
Mackenzie Model for Classroom Structure
  • Structure is the organizational foundation of the
    classroom.
  • Common Misconceptions
  • Teaching rules is the parents job
  • Children should know what to expect
  • Explaining the rules should be enough
  • Students resent firm rules and the teacher who
    makes them
  • Male teachers are the best disciplinarians

11
Mackenzies Setting Limits Program
  • Rules in theory
  • Rules in practice
  • All rules should be introduced to students the
    first day
  • Broad and inclusive rules
  • Limit rules to three to five

12
Harry K. Wongs Classroom Structure
  • Main characteristics of effective teachers
  • Classroom management skills
  • Teaching for lesson mastery
  • Positive expectations
  • Classroom management is organization of students,
    space, time and materials.

13
Classroom Management
  • Security
  • Accessible materials
  • Manageable room
  • Highly focused students
  • Clear expectations
  • Little wasted time, confusion or disruption

14
Managing Your classroom
  • Engaged time
  • Academic time
  • Achievement
  • Predictable environment
  • Rules-(General and Specific)
  • Consequences
  • Rewards
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