TEN%20THINGS%20NEW%20TEACHERS%20NEED%20FOR%20SUCCESS%20IN%20

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TEN THINGS NEW TEACHERS NEED FOR SUCCESS IN
CLASSROOM MANAGEMENT

• SUSAN F. BELGRAD
• ASSOCIATE PROFESSOR OF EDUCATION
• CALIFORNIA STATE UNIVERSIY, NORTHRIDGE
• Susan.belgrad_at_csun.edu
• http//www.csun.edu/sb4310

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Working with NOT Doing to . . .

• This presentation looks at the other side of the
  classroom management problem
• How children themselves view their roles as
  subordinate members of a classroom.

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Some questions we will address are

• Why is so hard to keep students attentive?
• Why do rewards only work for so long?
• Why do punishments always have to get harsher?
• What are the true perspectives behind the
  ever-popular Assertive Discipline Strategies?
• How do I reach the unmotivated student in a class
  of 30?

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Some ideas we will share are

• Promoting a sense of community in your classroom
  through
• Cooperative learning strategies
• Promoting Habits of Mind
• Energizers and silent cheers
• Room arrangement
• Classroom Meetings
• Jigsaws and graphic organizers

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Consider in your classroomAre you working
with or doing to your students. It makes a
BIG difference!
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THINK-PAIR-SHARE

• 1. Why is so hard to keep students attentive?
• 2. Why do rewards only work for so long?
• 3. Why do punishments always have to get
  harsher?
• 4.
• 5.

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Why is so hard to keep students attentive?

• Kohn et al believe that curriculum and
  instruction are the major reasons why students
  tune out. If they find the curriculum empty of
  meaning or above their ability to comprehend,
  they can do nothing but tune out.
• Health educators believe that many students are
  brain starved having not eaten breakfasts (or
  lunch and dinners) rich in protein and important
  nutrients for the brain and body.

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Why do rewards only work for so long?
Behavioral theory is clear that interest in the
reward becomes extinguished if they are not
considered important or sufficient enough to the
subject. Psych 101 course work about
intermittent reinforcement is often lost on the
use of rewards in the classroom. The only option
is to escalate the value of the reward to the
subjects (students). Students often become inured
to or resistant to the reward. (fearing
everything they attempt nothing)
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Why do punishments always have to get harsher?

• Is the message of a punishment that the adult is
  demanding compliance?
• If we have to keep using it then it isnt
  especially effective
• Punishment seldom solves the problemit generally
  makes it worse. Thus, harsher punishment
• THE PUNISHMENT WILL CONTINUE UNTIL MORALE
  IMPROVES!!

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SOME THINGS TO CONSIDER ABOUT YOUR CLASSROOM
CLIMATE

• Do you seek strategies to control or stop bad
  behaviors or to help children to become good
  people?
• What do you believe children need from us to be
  successful participants in the classroom?

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• If the teacher isnt in control of the
  classroom, the most likely result is chaos.
• Children need to be told exactly what the
  adult expects of them as well as what will happen
  if they dont do what theyre told.
• You need to give positive reinforcement to a
  child who does something nice if you want him to
  keep acting that way.

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• Working independently is a euphemism for
  higher rates of disruption and time off task.
• Children are not innately motivated to behave
  in school.
• Offering a reward for compliance constitutes
  a bribe.
• Without the powerful reinforcement of
  recognition students will likely revert to less
  cooperative ways.

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FIVE THINGS EFFECTIVE TEACHERS DO TO PROMOTE
POSITIVE LEARNING CLIMATES
STRIVE TO CREATE A POSITIVE LEARNING CLIMATE
AMONG ALL STUDENTS
LEAD ENGAGED LEARNING CLASSROOMS
LEARN ABOUT AND INTEGRATE COOPERATIVE LEARNING
STRATEGIES
EXPLICITLY TEACH AND ASSESS SOCIAL SKILLS AND
INTELLIGENT BEHAVIORS
PROVIDE TIME AND OPPORTUNITY FOR STUDENTS TO TAKE
RESPONSIBILITY FOR THEIR CLASSROOM COMMUNITY
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I A L A C

• Use this strategy to begin the conversation about
  why the way we treat one another makes a BIG
  difference.

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THE SOCIAL CONTEXT OF THE CLASSROOM
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• The effective teacher works within a
  learning community with both peers and students.
  The necessity for engagement of all learning
  community members in shared activity that values
  the processes of dialogue and inquiry is
  recognized and respected.

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Why Effective Teachers Promote Community in
Their Classrooms

• Consider the brighter side of human nature. . .
• The evidence increasingly points to an
  innate disposition in children to be responsive
  to the plight of other people. Creating people
  who are socially responsive does not totally
  depend on parents and teachers. Such socializing
  agents have an ally within the child.
• 
  Martin Hoffman

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EFFECTIVE TEACHERS LEAD ENGAGED LEARNING
CLASSROOMS
Engaged Learning Indicators Definition
1. Tasks 1. Challenging and authentic.
2. Assessment 2. Performance-based and an ongoing part of instruction.
3. Learning Outcomes 3. The learner is responsible for his/her own learning. Also, the learner collaborates with others.
4. Grouping is heterogeneous 4. Different ability levels and backgrounds.
5. Teacher Roles 5. Facilitator, guide and co-learner. The teacher is an explorer and helps students construct their own opinions.
6. Student Roles 6. Producer and teacher. They are encouraged to teach others and explore new ideas.
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Turn Your Classroom into a Place Where
Students Recognize We Can Learn . . .

• 95 of what we teach to someone.
• 80 of what we experience personally.
• 70 of what is discussed with others.
• 50 of what we both see and hear.
• 30 of what we see.
• 20 of what we hear.
• 10 of what we read.
• 
  
  
  William Glasser

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• To help students become ethical people, as
  opposed to people who merely do what they are
  told, we cannot merely tell them what to do. We
  have to help them figure out--for themselves and
  with each other--how one ought to act. That's why
  dropping the tools of traditional discipline,
  like rewards and consequences, is only the
  beginning. It's even more crucial that we
  overcome a preoccupation with getting compliance
  and instead involve students in devising and
  justifying ethical principles.
• 
  Alfie Kohn

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Dimensions of Teaching, Learning and
Professional Authority3 ADAPTIVE
DECISION-MAKING
MODES OF LEARNING INSTRUCTIONAL STRATEGIES PROFESSIONAL AUTHORITY
STUDENT passive IMITATION EXPLORATION PREDICTION TESTING CONSTRUCTION Active TEACHER Active DIRECTING (DIDACTIC) INQUIRING BRIDGING FACILITATING Interactive LEADER Dominant AUTOCRATIC CONSULTATIVE PARTICIPATIVE DEMOCRATIC Interactive and facilitative
S.F. Belgrad, 1991
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CHARACTERISTICS OF INTELLIGENT BEHAVIOR(Habits
of Mind)

•                Persistence
•  
•               Decreasing impulsivity
•  
•               Empathic listening
•  
•               Flexibility in thinking
•  
•               Metacognitive awareness
•  
•               Checking for accuracy
•  
•               Questioning
•       Problem posing
•  
•        

•  
•               Drawing on past knowledge
•  
•               Application to new situations
•  
•               Precision of language and thought
•  
•               Using all the senses
•  
•               Ingenuity, originality,
• insightfulness and creativity
•  
•               Inquisitiveness, curiosity
•  
•               Enjoyment of problem solving

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4 MANGEMENT PLAN

• BE CONSISTENT ! BE FLEXIBLE!
• DEVELOP TOOLS TO PROMOTE STUDENT RESPONSIBILITY
  AND AUTONOMY
• Peer Mediation ?Conflict Resolution
• ? Working with NOT Doing To Students!

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SOCIAL SKILLS WE NEED TO TEACH IN THE
LEARNER-CENTERED CLASSROOM

• FORMATION OF GROUPS
• SUPPORT
• COMMUNICATION
• CONFLICT RESOLUTION

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FORMATION OF GROUPS

• FORM GROUPS QUIETLY
• SIT EYEBALL TO EYEBALL
• MAKE EYE CONTACT
• USE EACH OTHERS NAMES
• SHARE MATERIALS
• FOLLOW ROLE ASSIGNMENTS

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TEACH COMMUNICATION SKILLS

• USE 6-INCH VOICES
• TAKE TURNS
• MAKE SURE EVERYONE SPEAKS
• WAIT UNTIL SPEAKER IS FINISHED
• BEFORE YOU SPEAK

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TEACH AND ASSESS FOR CONFLICT RESOLUTION

• DISAGREE WITH THE IDEA- NOT THE PERSON
• RESPECT THE OPINIONS OF OTHERS
• THINK FOR YOURSELF
• EXPLORE DIFFERENT POINTS OF VIEW
• NEGOTIATE AND/OR COMPROMISE
• REACH CONSENSUS

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ASSESS YOUR GROUP

• ONE THING WE DID WELL . . .
• ONE THING WE COULD DO BETTER ON . . .
• SOCIAL SUPPORTING SKILLS
• COMMUNICATING SKILLS
• CONFLICT SOLVING SKILLS
• ON A 1 (HIGH) TO 5 (LOW) SCALE OUR GROUP IS A
  ___.

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5 - 6 CLUSTER STANDARDS INTO CONTENT AREAS

• STANDARDS CAN BE YOUR FRIEND!!
• LEARNING STANDARDS
• TPES TO TPAS TO NBCT!
• THINK OF YOURSELF AS THE HEAD LEARNER
• PUF--YOUR KNOLWEDGE BUILDING AS AN EFFECTIVE
  TEACHER IS NEVER DONE!!

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7 FAIL SAFE LESSON DESIGN

• TEACH THEM.
• THEN COACH THEM

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RUBRIC FOR DEVELOPING A CONSTRUCTIVIST LEARNING
LESSON OR UNIT
NOT YET ALMOST THERE GOT IT
ORGANIZATION Hook Engagement Reflection Self-Assessment Dimensionality Hook is not present or ineffective Learners dont get it No plan for student reflection No plan for self assessment No opportunity to move from passive to active learning Hook is somewhat effective Learners get it Good plan for student reflection Good plan for self assessment Good plan for moving from passive to active learning Hook is exceptional in capturing student involvement Learners really get it Exceptional plan for student reflection Exceptional plan for self assessment Exciting plan for moving from passive to active learning
CONSTRUCTIVIST OBJECTIVES Satisfying (intrinsically motivating) Variable (multiple intelligences) Multiple effects (outcomes can lead to varied study) Only 1 - 2 characteristics result in an unsatisfying lesson Only one or two intelligences --limited variability limited effects little or no continuity-integration little or no breadth and depth of content exploration/construction 3 - 6 characteristics result in a motivating lesson Three to four intelligences --some variability Variable effects are visible Good continuity-,integration Good breadth and depth of content exploration/construction 7 - 12 characteristics result in a highly motivating lesson 5 -8 intelligences --exceptional variability Widely -varied effects Excellent continuity-,integration effective breadth and depth of content exploration/construction
COOPERATION Plan for Assigning Teams Plan for Defining Group Roles Plan for Assessing Group Performance If there is a plan for assigning teams and defining roles it is confusing or inappropriate No plan for assessing group performance Good plan for assigning teams Good plan for defining group roles Good plan for assessing group performance Excellent plan for assigning teams Excellent. well devised plan for defining group roles Well conceived plan for assessing group performance
EVALUATION Assessment of learning objectives Assessment of learning dispositions, social skills, intelligent behaviors Assessment of lesson effectiveness Assessment plan is ineffective No plan for assessing dispositions, social skills or intelligent behaviors No plan for assessing lesson effectiveness Assessment of learning objectives is effective Assessment of social skills, learning dispositions, intelligent behaviors is effective Good assessment plan of lesson effectiveness Assessment of learning objectives is exceptional Assessment of social skills, learning dispositions, intelligent behaviors is very well designed Assessment plan of lesson is highly effective
SBELGRAD 1999
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8 - BUILD YOUR REPERTOIRE OF TEACHING STRATEGIES

•  Encourage and accept student autonomy,
  initiative and leadership.
•       
• Whenever possible, use raw data and primary
  sources along with manipulative, interactive and 
  physical materials.
• When framing tasks, use cognitive terminology
  like classify, analyze,
• predict, and so on.
• Allow student thinking to drive lessons.  Shift
  instructional strategies of alternative content
  based on student responses.
• Ask students for their theories about the
  concepts before sharing the
• facts or background of these concepts.
• Encourage students to engage in dialogue both
  with the teacher and
• with one another.
• 
  Brooks
  Brooks, 1999

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BUILD YOUR REPERTOIRE OF TEACHING STRATEGIES

• Seek elaboration of students initial responses.
• Pose contradictions to students hypotheses (in
  diplomatic ways) and
• then encourage alternative responses.
• Encourage student inquiry by asking thoughtful,
  open-ended questions
• and encouraging them to ask questions of others.
• Allow wait time after posing questions.
• Provide time for students to discover
  relationships and to create
• metaphors about the topics of their learning
  experiences.
• Encourage students to reflect on experiences and
  actions, and then
• participate in deciding future activities or
  predicting future outcomes
• 
  
  Brooks Brooks, 1999

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9 BECOME AN EXPERT AT AUTHENTIC ASSESSMENT

• Teacher Made Tests Learning Logs
• Graphic Organizers Journals
• Performance Rubrics Checklists
• Project Rubrics Learning Lists
• Portfolios, Showcases and Exhibitions
• 
  
  Burke, Belgrad
  Fogarty, 2002

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10 DEVELOP SKILL WITH PARENTS/GUARDIANS

• Involve parents in the teaching/learning process
• ? Family/school assignments
• ? Technology supported lessons
• ? Parent volunteers to work with children.
• ? Take a course! Take several workshops!
• Find early childhood teachers who can share how
  to create winning relationships with parents
  and guardians
• E. H. Berger Parents as Partners in Education
  Families and Schools Working Together (5th
  Edition)

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Professional Development of Pedagogical Knowledge
Learn about
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TEACHER EFFICACY AND REFLECTIVE PRACTICE

• The teacher is a reflective practitioner who
  continually evaluates the effects of his/her
  choices and actions on others (students, parents,
  and other professionals in the learning
  community) and who actively seeks out
  opportunities to grow professionally.
• 
  INTASC STD.9

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Why Effective Teachers Promote Dialogue and
Inquiry

• INQUIRY IN THE LEARNING COMMUNITY
• Sharing What is Learned
• At some point, learners need to go public
  with what they currently know and understand
  about their inquiry sharing what has been
  learned from in-depth investigations.
• Planning New Inquiries
• Opportunities for learners to reflect on what
  they know (content), how they came to know
  (process), and why they inquire (purpose and
  goals) an important context for taking a
  reflective stance.

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DIALOGUE

• Dialogue is the most fundamental form of
  communication.
• Dialogue is a social exchange characterized by
  multiple perspectives that encourage the
  construction of deep meaning.
• Dialogue is central to the development of
  community and of membership within that community.

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Critical Friends Group Work

• Four beliefs from Critical Friends Networks that
  are applied in schools that promote teacher
  efficacy
•  
•         that school people, working together,
  can make real and lasting improvements in their
  own schools
•         that teachers and administrators must
  help each other turn theories into practice and
  standards into actual student learning
•         that the key to this effort is the
  development of a learning community that
  regularly conducts public, collaborative
  examinations of both adult and student work and
• that to create such a community, practitioners
  need high-quality training and sustained support.
  
• 
  Houston Annenberg Challenge

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TEACHER RESOURCES

• CLICK HERE
• TO ACCESS ONLINE LINKS
• FOR CLASSROOM/INSTRUCTIONAL RESOURCES AND SUPPORT