EDUC 4454

1
EDUC 4454 Class 3

• Bell Work
• Please Bookmark
• http//www.canteach.ca/elementary/classman.html

2
Placement Debriefing

• Consider.
• Changes noted in the students since the first
  week
• Behaviours
• Discipline / Consequences / Classroom Management
  Techniques
• How routines affect behaviour
• Sharing Discussion

3
Scenario

• In grade 2 Social Studies, expectation 2z27 reads
  as follows
• Identify the ways in which climate affects how
  needs (e.g., the need for food, recreation,
  shelter) are met in different communities around
  the world
• You have the children sitting on the floor and
  have been brainstorming for 15 minutes how
  different people in different climates have
  different kinds of homes. Carlos begins to
  wiggle, and then he spins around on the floor.
  He then begins to verbally interrupt with
  comments about his house.
• How would you respond as the teacher?

4
In Text pp. 79-80, Case 4.1

• 4 Power Bases
• All teachers come from a dominant power base. The
  approach supports the specific power base
• If you mismatch the approach with the power base,
  you will have chaos in the classroom
• Any system you pick must match your own personal
  beliefs and be appropriate for the context of the
  situation
• Not all power bases/approaches work in all
  situations and a good teacher uses a variety

5
Make the following chart on your laptop or on a
piece of paper
A1 A2 A3
B5 B6 B4
C7 C8 C9
D11 D12 D10
E15 E13 E14
F17 F18 F16
Total Total Total
Give each top choice 3 points, each middle choice
2 points, and each lowest choice 1 point when
done. Add them up!
Adapted by from Levin J. Nolan J.F. (2004).
Principles of Classroom Management A
professional decision-making model, 4th edition.
pp. 98-101
6
Power Bases Theories of Classroom Management

• 3 General Theories of Classroom Management
• Exist on a continuum
• Student directed ?Collaborative ?Teacher directed
• Most teachers represent some blending of the 3
  theories
• -If you are aware of your beliefs, you can
  identify the theory most closely aligned to your
  beliefs
• -This will help you solidify your goals and
  general approach for classroom management
• -Teacher power bases are used to influence
  students in a given situation
• -Teachers use a combination of power bases in the
  classroom depending on type of class and students
• -Certain power bases relate better to certain
  theories
• -Examining your beliefs about power bases and the
  one you use most frequently also helps you form
  the basis of your classroom management style
  plan

7
Do you prefer a teacher-directed, collaborative
or student-directed theory?

• You will see three statements about classroom
  management.
• Read each statement
• Rank these three statements by putting the
  corresponding number in the chart. The statement
  you agree with gets a 3, the least a 1.
• Watch my example.

Taken from Levin J. Nolan J.F. (2004).
Principles of Classroom Management A
professional decision-making model, 4th edition.
pp. 98-101
8
Responses to Questions Row A

1. As the adult, the teacher must have primary
   responsibility for controlling student behaviour.
2. Responsibility for controlling student behaviour
   is a shared responsibility of student and
   teacher.
3. The student alone must have primary
   responsibility for controlling his/her behaviour.

Taken from Levin J. Nolan J.F. (2004).
Principles of Classroom Management A
professional decision-making model, 4th edition.
pp. 98-101
9
Responses to Questions Row B

1. The goal of classroom management is the
   development of a caring community of
   self-directed learners.
2. The goal of classroom management is an
   efficiently run classroom in which academic
   learning is maximized.
3. The goal of classroom management is the
   development of an environment in which the
   students feel respected and academic learning is
   the focus.

Taken from Levin J. Nolan J.F. (2004).
Principles of Classroom Management A
professional decision-making model, 4th edition.
pp. 98-101
10
Responses to Questions Row C

• 7. The goal with dealing with misbehaviour is to
  minimize the loss of learning time.
• 8. The goal in dealing with misbehaviour is to
  find a way to help the misbehaving student while
  minimizing the loss of learning time for others.
• 9. The goal in dealing with misbehaviour is to
  identify the unmet need that led the student to
  misbehave and to find a productive way to get
  that need met.

Taken from Levin J. Nolan J.F. (2004).
Principles of Classroom Management A
professional decision-making model, 4th edition.
pp. 98-101
11
Responses to Questions Row D

1. Above all, students must learn to really care
   about each other as people.
2. Above all, students must learn not to interfere
   with each others right to learn.
3. Above all, students should learn to respect each
   other as well as the teacher.

Taken from Levin J. Nolan J.F. (2004).
Principles of Classroom Management A
professional decision-making model, 4th edition.
pp. 98-101
12
Responses to Questions Row E

1. Students should be given freedom and choices
   about classroom activities within options defined
   by the teacher.
2. Students should be given lots of freedom and
   choices about classroom activities.
3. Given their limited experience, students should
   not be given much freedom and choice. The
   teacher must make the decisions.

Taken from Levin J. Nolan J.F. (2004).
Principles of Classroom Management A
professional decision-making model, 4th edition.
pp. 98-101
13
Responses to Questions Row F

1. Since students are different in terms of their
   needs, it is okay for teachers to handle
   discipline problems in different ways for
   different individuals.
2. Consistency is crucial. Misbehaviour must be
   dealt with in the same way for all individuals.
3. In dealing with individual differences, the
   teacher must find a way to balance the need for
   consistency with the need to meet individual
   needs.

Taken from Levin J. Nolan J.F. (2004).
Principles of Classroom Management A
professional decision-making model, 4th edition.
pp. 98-101
14
Do you prefer a teacher-directed, collaborative
or student-directed theory? Create the following
chart.
Teacher-directed
Collaboration
Student-directed
A1 A2 A3
B5 B6 B4
C7 C8 C9
D11 D12 D10
E15 E13 E14
F17 F18 F16
Total Total Total
Give each top choice 3 points, each middle choice
2 points, and each lowest choice 1 point when
done. Add them up!
15
The Approaches

• Look at pages 99-100, Table 4.2

16
Philosophical Approaches to Classroom Management
Teacher-power
Theories
Referent Expert Legitimate Reward /
Coercive
-Students like the teacher and perceive the
teacher to like them -Not to be confused with
friendship where the teacher is trying to meet
their own needs
Student-directed
Student-directed Collaborative
- Students perceive the teacher as helping them
to learn, sharing a knowledge-base they have
which students value

• Teacher has the authority
• Teacher must accept responsibility as well as
  power
• Image of teacher in dress, manner, etc. must be
  supported by the principal

Collaborative
-Teacher must consistently reward, withhold, and
punish -Students must see a cause and
effect -Rewards are rewards Punishments are
punishments
Teacher-directed
17
Consolidation

• Why is it important for teachers to know their
  power base?

?
18
Application

• Open Management Plan
• Center and underline the words Classroom
  Management
• Create a subheading, flush to the left, called
  Philosophy of Classroom Management
• As succinctly as possible state what power-base
  and theory you lean towards.
• Explain why you think you lean towards this power
  base and theory. This should be about half a page
  as I want you to create a strong rationale
• SAVE

19

• Homework
• Read Chapter 7 and pp. 138-144 of Chapter 6 for
  next class
• Remember to bring your textbook to the next
  class