Chapter 4 Group Management Approaches

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Chapter 4 - Group Management Approaches The
Professional Teacher

• Dr. Thomas G. Ryan
• Nipissing University

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Classroom Management is

• A dimension of curriculum, instruction, and
  school climate that requires teachers to
  acknowledge,
• the importance of arranging the classroom and
  planning for instruction,
• ways of instructing and interacting with groups
  of learners and
• methods of responding to disruptive behaviors of
  individual students without losing control of the
  classroom group

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Classroom Management is Proactive!

• Three characteristics of this Proactive approach
  
• (1) it is preventive rather than just reactive,
• (2) it integrates management methods that
  encourage appropriate student conduct with
  instructional methods that encourage student
  achievement of curricular objectives and
• (3) it focuses on managing the class as a group,
  not just on the behavior of individual

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Basics of Effective Teaching

• Lesson Design - Clarity
• Introduction - Hook
• Coached Practice - Like this
• Closure - draw together
• Independent Practice - U try
• Review - A,B,C,D. . .

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Don not forget Student Motivation

• Interest level - ballet vs nintendo
• Student Needs - hunger - food
• Novelty - field trip
• Success - Win, play, win, play.
• Tension - Affective state
• Feeling tone - climate
• Feedback - coaching

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Teachers Classroom Questioning ?

• Effective questions are clear, purposeful, brief,
  naturally sequenced, and thought provoking.
• Cognitive levels - list to evaluate
• Call on volunteers/nonvolunteer
• Wait 3-5
• Multiple student responses before feedback - OK!
• Be Positive - tell student why answer is good
• Extend answer via probing questions.

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Instructional Approach - Learning Facts

• When teachers wish to teach specific facts, they
  may employ a strategy consisting of
• information giving,
• factual questioning,
• informational feedback with corrections and
• descriptive praise for correct responding

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To provoke discussion requires a spark!

• When you wish to assist students in discussing
  information and arriving at their own opinions,
  teachers employ
• open-ended questioning,
• redirection of pupil comments to other pupils
• responses to student comments which ask them to
  further probe and/or extend their ideas.

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Maximizing Learning Time

• Good Teaching(Instruction) Good Tasks
  Learning
• Time on tasks Teacher directed(Coaching)
  individual practice time progress, example
  Sports Skills
• Student Misconceptions problematic

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Constructivism

• Active construction of knowledge by learner
• Teacher coaches, guides, supports, facilitates,
  questions socratically
• Prior knowledge informs current growth
• restructuring prior learning is key to new
  learning
• Knowledge is socially constructed
• Thinking skills, Critical thinking, Multiple
  Intelligence's 8

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Teaching for Understanding

• Deep Understanding - Howard Gardner
• Explain in your own words
• Make Predictions
• Apply concepts to new context
• Find exemplars in new situations
• So - Cover less curricula but go deeper rather
  than wider and shallow

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Authentic Instruction

• Higher Order Thinking Skills HOTS emphasis
• Depth of coverage
• Connection to real world
• Achievement via trial and error/risk taking
• Emergent teaching style - self regulation develops

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Emphasis on Thinking Problem-Solving

• Thinking Dimensions (5)
• 1 Positive attitudes/perceptions - Physical -
  Psychologically comfortable - Order/Routine
• 2 Acquiring new knowledge/skills - relate new to
  old
• 3 Extension Refinement of knowledge using HOTS
• 4 Using knowledge in meaningful and productive
  habits of mind - self-direction - long term
  projects

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Create Community

• Cooperative learning activities Cooperative
  teaching and learning .
• Face-to-face interaction 11, small group
• Positive interdependence (team approach/sink or
  swim together)
• Individual accountability (we are all
  responsible)

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Attitude

• Teachers must
• (1) earn the respect and affection of their
  students by developing personal relationships
  with individual students and demonstrating
  enjoyment of and concern for students and their
  individual welfare,
• (2) be consistent and, therefore, credible and
  dependable,
• (3) assume responsibility for seeing that their
  students learn and
• (4) value and enjoy learning and expect their
  students to do the same

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Style Chameleon as context changes !

• Teaching styles are reflections of what teachers
  are, as much as of what they do, styles are not
  as easily acquired or altered as are skills and
  strategies
• Consider MI What learning style describes how
  you learn, and does this affect how you teach ?
  see next slide for 8 MI areas.

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Multiple Intelligences MI

• 8 types at present,
• linguistic
• logical-mathematical
• spatial
• body-kinesthetic
• musical
• inter-personal
• intra-personal
• nature - ecology - environment

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With-it-ness

• With-it-ness refers to a teacher's behaviors that
  demonstrate knowledge of what is going on in the
  classroom. Kounin defines with-it-ness as "a
  teacher communicating to the children by her
  actual behavior that s/he knows what the children
  are doing." Increases students' work involvement
  and decreases deviant or disruptive pupil
  behavior. (p.221)

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With-it-ness

• Desist Stop touching others (hitting)
• Suggest Alternative Behavior Hit the ball not
  Eric!
• Concurrent Praise Good, the class is working
  quietly!
• Description of Desirable Behavior How do we
  move through the Halls, Susan?

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Smoothness of Transitions

• Delayed Response - "I'll get your permission
  slip after we solve this problem, Ilene.
• Timely Interjection - "Oh, by the way, that
  reminds me
• Smooth Transition Closure then new Acitivity

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Group Alerting

• Positive Questioning Technique - teacher frames
  a question, pauses (3-5 seconds on the average)
  and then calls on a student. This ensures that
  all students think through the question.
• Positive Recitation Strategy - If students know
  exactly when they will be called upon, they can
  "turn-off' during safe times.
• Alerting Cues - "Now, I want everyone to think
  about this as I might ask anyone

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Questions and/or Conundrums - Kounin

• What are Goal-Directed Prompts ?
• Work Showing Peer Involvement is self
  explanatory!
• What is Overlapping
• What is Momentum ?
• Always have variety novelty in a lesson/day?
• What do you do with these students who are
  active aggressive (acting out), passive
  aggressive (delaying, off-task), withdrawn
  (avoidant, dreamy) and overly peer dependent
  (distractible) do not learn well in typical
  classroom settings .
• What is Direct instruction?

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Task 1

• Hand your reflection to a peer for evaluation
  they will forward your grade our of 10 to me on a
  small piece of paper - Name on it?