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Kuvakäsikirjoitus Teksti
- Welcome to my Chapter 1-6 review session.
- Chapter 1Introduction to Classroom Management Classroom management includes the strategies that teachers use to guide behavior in the classroomA great teacher can design lessons, establish connections, communicate, foster desirable traits and behaviors.
- Chapter 1Classrooms Are Complex PlacesIt is important to learn about classroom management because it helps simply a complex environment and reduce potential problemsTeachers develop strategies overtime to help such as organization, routines, cooperation, encouragement, responses, and activities.
- Chapter 1Learning About Classroom ManagementReading a book on classroom management will give you basic information about classroom management and good perspective but reading does not give you all you need. You need to apply the ideas in field settings.Develop your philosophy of teaching to describe your beliefs about teaching and learning, including your expectations for classroom management.
- Chapter 1Classroom Management’s Connections to Other Facets of TeachingGood classroom management is important because it establishes conditions that enable students to learn better and poor classroom management interferes with desirable educational outcomes.If something doesn’t work, it will need to be modified, wanting good behavior is important but a “my way or the highway” attitude won’t work.
- Chapter 1cont. Developing good relationships with students is another crucial strategy to effective classroom management practices..Good classroom management provides a structure that lets students participate in learning activities and make progress in their development of knowledge and mastery of important skills
- Chapter 2Building Supportive Healthy Classroom Relationships Teachers who have good rapport with their students get better cooperation and have a more positive classroom climate.Teachers have the primary effect on relationship quality first, but students are influential through their interactions with the teacher and their other classroom behaviors.
- Chapter 2What Are RelationshipsA relationship develops over a series of interactions that are interpreted, summed, and eventually result in a general personal meaningInfluence is when behaviors in the relationship exhibit direction, assertiveness, control, or leadership. Affect represents the extent of sociability or connection present in the interaction
- Chapter 2 Self-Management as an Aspect of Building RelationshipsSelf-management is an important part of relationship development with students. In classrooms, teachers have to be aware of how their interactions with students might enhance or tear down a child’s self-image.
- Chapter 2Boundary Concerns in RelationshipsTeachers find that relationships with students must be balanced with other concerns like maintaining control, limiting emotional involvement, preserving instructional time, and school policiesPreventing some boundary problems is possible by planning how relationships will be accomplished.
- Chapter 2 Strategies for Building RelationshipsThe initial impressions you make should convey your acceptance of that role, engaging in the actions expected of a teacher and doing them well.Keeping a positive classroom climate throughout the year is important for maintaining good relationships with students.
- Chapter 2Who Will I Teach Teachers working in urban settings know that good relationships are needed to create a strong foundation for student engagement. Students need opportunities, within a safe and supportive classroom, to participate in decision making and to do meaningful work
- Chapter 3Organizing Your Classroom and Materials Your room arrangement communicates to students how you expect them to participate in your class, and your philosophy of teaching and learning will influence how you arrange your classroom.You should consider furniture, technology, visual aids, and your own personal touches.
- Chapter 35 Keys to Good Arrangement Use a room arrangement consistent with your instructional goals and activities. Keep high-traffic areas free of congestion.Be sure students can be seen easily by the teacher.Keep frequently used teaching materials and student supplies readily accessible.Be certain that students can easily see whole-class presentations and displays
- Chapter 3 Suggestions For Arranging Your ClassroomProvide posters full of useful strategies for content areas, such as reading, and informational charts on the steps in writing.Decorating ideas and displays should be age appropriate for your students. Do not spend too much time decorating.
- Chapter 3Cont.Making a scale drawing of the classroom with templates for various furnishings will decrease the number of times you have to move heavy furniture as well as save time. When arranging your room, make sure that computer monitors are positioned so that you can quickly scan them to be sure students are on task.
- Chapter 3Cont.Bookcases should be placed where they will neither hinder your monitoring nor obstruct students’ ability to see boards or relevant displays. If the location for each you use centers in your classroom, consider carefully.Make sure you have sufficient quantities of materials for everyone.
- Chapter 3Who will I teachYou should also dedicate some wall and bulletin board space to visual displays that provide concrete illustrations of vocabulary on topics relevant to content in your lessonsAll students benefit from a welcoming classroom environment, but students who come from an immigrant culture or whose family has limited financial means need especially to feel valued and welcomed.
- Chapter 4Establishing Classroom Rules and ProceduresAn effective classroom has patterns and routines in place that make interaction and movement easy to organize and accomplish.A carefully planned system of rules and procedures makes it easier for you to communicate your expectations to your students and it helps ensure that the procedures you set up will be workable and effective.
- Chapter 4 What is an Effectively Managed ClassroomAn effectively managed classroom is one that runs smoothly, with minimal confusion and downtime, and maximizes opportunities for student learning. You will be responsible for teaching many cognitive skills to a diverse population of students, and at the same time you will have to handle administrative tasks, arrange for appropriate materials and supplies, and evaluate students
- Chapter 4Preliminary ConsiderationsCarefully consider your personal goals and the goals you want your students to achieve during the year. These goals are reflective of your developing philosophy of teaching.The rules and procedures you design will depend on the kind of classroom community you want to develop. A teacher’s consistent responses can include both positive consequences to reinforce appropriate behavior and negative consequences to deter inappropriate behavior.
- Chapter 4 Cont.It is to your advantage to apply school rules consistently in all classes and areas of the building, making it easy for students to learn them.When presenting general rules, discuss your specific expectations with students. Emphasize the positive parts of the rules rather than just their negative counterparts to help students learn how to behave appropriately.
- Chapter 4 Cont. Posting the rules allows you to create a strong expectation about behaviors that are important to you, as does sending a copy of the rules home for parents’ review and signature. The rules you develop, teach, and reinforce are demonstrated by students when they follow the procedures you establish for your classroom.
- Chapter 4 Who Will I Teach A lack of familiarity with a cultural group’s norms and practices may cause a teacher to misinterpret the way a student responds to classroom activities or procedures.In order to best prepare the social space of your classroom for the students you will teach, you will want to get to know them and their families.You could also do some reading about the group, with a view toward anticipating the issues that might arise.
- Chapter 5Procedures for Managing WorkAn accountability system is a set of additional procedures aimed at encouraging students to complete assignments and to engage in other learning activities.Your accountability system should lead you and your students to examine their learning and the learning process in which they are engaged. The critical areas include communicating assignments and requirements, monitoring progress and providing feedback
- Chapter 5Clear Communication of Assignments and Work Requirements Students need a clear idea of what their assignments are and what is expected of them. This means that you must be able to explain all requirements, details, and features of the assignments. Establishing routines for handling makeup work is helpful and will avoid the interruption of instruction.
- Chapter 5Monitoring Progress on and Completion of Assignments Monitoring student progress helps you identify students who are having difficulty and enables you to encourage other students to keep working.Note the progress of all students, not just those who raise their hands for help. Having students identify their papers by an assigned number corresponding to their alphabetical order makes sequencing papers a fast task for easy recording.
- Chapter 5Cont.Monitoring student progress helps you identify students who are having difficulty and enables you to encourage other students to keep working. Protect your grade book, printed summaries, and/or passwords to maintain data security. Portfolios provide teachers with a useful tool for parent conferences and holistic grading.Click To EditChapter 5Cont. Protect your grade book, printed summaries, and/or passwords to maintain data security.Portfolios provide teachers with a useful tool for parent conferences and holistic grading.Allow yourself enough grading time to do the job well—on the last paper as well as the first.you can prevent “straggler” papers by describing, HelpEscapeInsert ParagraphUndo the last commandRedo the last commandTabUntabSet a bold styleSet a italic styleSet a underline styleSet a strikethrough styleClean a styleSet left alignSet center alignSet right alignSet full alignToggle unordered listToggle ordered listOutdent on current paragraphIndent on current paragraphChange current block's format as a paragraph(P tag)Change current block's format as H1Change current block's format as H2Change current block's format as H3Change current block's format as H4Change current block's format as H5Change current block's format as H6Insert horizontal ruleShow Link DialogSummernote 0.8.18 · Project · Issues
- Chapter 5 Feedback to Students Try to give students immediate and specific feedback like telling them how they are meeting your expectations and what they need to do to correct errors, and then check their corrections.You may also want to communicate with parents by having students take checked assignments home regularly. Teach students how to reflect on and record their own progress.
- Chapter 5 Who Will I Teach There are many reasons for frequent absence, including homelessness, transitional living arrangements, and severe or chronic health problems. With parental permission, the teacher can encourage children in class to send cards or notes, email, or other electronic messages in order to maintain peer contact and support the ill child.
- Chapter 6 Getting Off to a Good StartThe beginning of school is a critical time for classroom management because your students will learn attitudes, behavior, and work habits that will affect the tone of your class for the rest of the year. Your major goal for the beginning of the year, then, is to strengthen each student’s belief that school tasks are worth doing and that he or she can be successful.
- Chapter 6Creating a Positive Climate in Your ClassroomHaving a good management plan before the school year begins is essential, but its effectiveness in building community will depend on the presence of a positive classroom environment. Building a positive relationship with individual students is seen as one of the most critical predictors of student success, but understanding the concept of authority is also important to the health of the community.
- Chapter 6Teaching Rules and ProceduresThree important aspects of the teaching process are 1. Describing and demonstrating the desired behavior. 2. Rehearsal—Practicing the behavior. 3.Feedback. One of the surest ways to communicate your expectations for student behavior is through a planned system of classroom rules and procedures.
- Chapter 6 Planning For a Good Beggining You must consider the management strategies of building productive relationships, setting up the physical classroom environment. Planning activities that will allow all your students to be successful will make them feel more secure and confident and will encourage good effort.
- Chapter 6Cont.Plan activities to take into account the students’ perspectives, concerns, and need for information about their new and unfamiliar classroom.You can stimulate excitement in the curriculum and its activities if you foreshadow interesting things the students will be learning this year.Parent involvement is a positive factor in children’s academic and social growthOne of your first steps at the beginning of school will be to establish some means of formal communication with parents/guardians
- Chapter 6Who Will I TeachSeveral factors can cause student mobility, including changes in parents’ employment, divorce or other relationship problems, poverty, and associated housing issues. Make copies of rules and major procedures so that new students have another way to learn about classroom routines.It is important to give special attention to students who arrive later in the school year and to monitor their progress and integration into the school environment.
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