EDTE 408 Principles of Teaching

1
EDTE 408 Principles of Teaching

• Session 3

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?

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.

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

5
Helping Students Develop Positive Attitudes and
Perceptions

• About Classroom Climate
• Turn to pp. 40-41 in Teachers Manual
• About Classroom Tasks
• Turn to p. 41 in Teachers Manual

6
Help students understand that attitudes and
perceptions related to classroom climate
influence learning

• Revisit strategy 1 on page 15 in the Teachers
  Manual.
• Think why this might be important.
• Discuss your thoughts with your group.

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?

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.

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?

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 dos and five donts that
  would help people to show respect for and
  sensitivity to peoples diverse customs,
  perspectives, and backgrounds.
• Share your results with another pair from another
  table.

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.

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 Elizabeths surname?
• (Windsor)

13
Quiz 1 Part 2

• The city of Singapore is in what country?
• (Singapore)
• 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 Cuckoos Nest)
• Spell Albuquerque.

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 4 8 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.

15
Structure opportunities for students to work with
peersProvide 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

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.
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

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.

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.

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.

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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