chapter 6 pragmatics - classroom management
TRANSCRIPT
Pragmatics: Classroom Management – Chapter 6 (pp.
198 - 218
Ebert, E., & Culyer III, R. (2014). Pragmatics: Assessment and Classroom Management. In School: An introduction to education. Belmont: Wadsworth.
Where to Begin?
• Is the curriculum “meaningful to the students”?
• Is the teaching “engaging and motivating”?
• What types of things derail these best of plans and intentions?
Some Theory
• Read through the overview of Classroom Management Theories.
• Are you more teacher-centered, student-centered, or somewhere in the middle?
• Read the “Teacher Testimonial” on pp. 200 – 201. Which suggestions make you say “Aha!”?
Terminology
• Classroom management – the things teachers do “to organize students, space, and time to prevent or minimize behavior problems that would interfere with instructional time.”
• Discipline (according to the text) – “actions a teacher takes aftermisbehavior has occurred.”
• Consequences – must be clear, fair and reasonable, and consistently enforced. Children will test limits, so be prepared.
• Procedures – “manner in which particular activities are to be carried out”
• Routines – “automatic” procedures
• Are students aware of the rules?
• Are the rules fair and reasonable?
• Is following the rules in the best interest of the students?
• Is positive behavior encouraged?
• What is the teacher doing to reduce the needfor reinforcers?
Planning for Classroom Management
• Curriculum is generally static
• Student groups are dynamic
• Organization is a must to keep all groups, no matter their makeup, maximizing instructional opportunities and minimizing behaviors that take away from that.
• Much effective classroom management is inherent in what is not seen. (Note chart 6.4 on p. 205)
Practicing for Classroom Management
• Practice following the rules, procedures, and routines
• Allow the children to experience what it is that the teacher wants
– What does it look like?
– What does it sound like?
– What does it feel like?
Communicate Those Thoughts!
• Communicate expectations
• Involve the students
• Make sure the expectations are positive, facilitate instruction, and support positive student development.
Why do students misbehave?
• Need to belong
• Need for power
• Need for freedom
• Need for fun
• William Glasser (1997) suggested we lead students rather than “boss” them and help them make correct choices that help them fulfill those 4 needs.
Where to Draw the Line?
• Students must understand there are limitations in a society and that is a part of their educational experience
• If students feel they have a stake in the guidelines, they are more likely to feel they belong
• Debate “If the rules are worth following, the following of them should be rewarding”
Which View?
• “’buying’ rule conformity”
• “my way or the highway”
• teacher-centered
• Principles of Effective Discipline
• Emphasis on interpersonal relationships
– Communicating expectations
– Involving students in development of rules and procedures
– View rules and procedures as positive boundaries
Principles for Effective Discipline
• For the soft hearted (and anyone else)– Respond to the behavior– Provide appropriate consequences– Enforce – Always!!!– Consider extenuating circumstances, but still respond to the inappropriate
behavior• Excuses• Power struggles• Volatile situations
– Recognize situations that go beyond the classroom– Implement problem-solving conferences as needed (see steps on p. 210)Note: these are not alternatives to consequences, but are in addition to
consequences
Implementation-What to Do?
• Practice
• Best Teacher Behaviors
– “Withit ”
– Handle multiple situations at once
– Handle transitions smoothly
Implementation (cont.)
• Room Arrangement
– Efficient
– Accessible
• For “stuff” –pencil sharpeners, materials, etc.
• For moving around and proximity to students
– Visible
• Teachers can see all the activity in the room
• Students can participate and see everything they need to see.