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Lecture 4

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EDUC 4380U
David Gray

September 25, 2012  Classroom Management Stems from Effective Teacher Instruction o What are the 4 characteristics of a well-managed classroom?  brainstorm  Established leader  Guideline of rules  Respect  Organization  Preparation  Collaboration  Routines  Flexible  care  TRIBES  Right to pass  Appreciation  Mutual respect  No put-down  Actual answers  Students are involved in their work  Students know what is expected of them  There is little time wasted or confusion in the classroom  The climate is productive, yet relaxed  These also describe an effective teacher  Ineffective teacher o If they believe that a job is just a job -> they turn off when the day is done o They believe they can handle any situation in the world o They think punishment is more effective than discipline o They think parents are supposed to teach morality and virtues  This is partially true, but there has to be a partnership o Can't separate behaviour from the child  Effective teacher o Establishes positive control o They care about the lives of the students -> actually involved o Positive with ALL students  Sometimes you don't always like every single student, but you have to try to be positive with all of them o You want to plan lessons so that students can succeed o You have to work well with colleagues o Never stops learning  Factors that affect child behaviour o Their peers  Peer pressure o The home Emotional, stability, parent's style   Rigid parenting will hound teachers for homework  Lackadaisical will be opposite o Role models o Their own attitude  Children misbehave because o They are bored  Maybe relook your own lesson plans o They want power o They like to o For attention  Negative attention is better than no attention in some kids' minds  Logical consequence and arbitrary consequence o Whether or not there is a link between the act and the result  Has no pencil  Logical: ask a friend for a pencil, if not, lend a pencil and make it clear that he/she should bring it the next day  Get a pencil with their name on it; they have to sign it out everyday  Practice taking home a pencil and bringing it back -> a special pencil  Rather, keep it on the teacher's desk  Write out a pencil contract in their agenda, so that they would plan it out and take authority  Scholar dollar program --> buying pencils from the teacher  Leave collateral with the pencil everyday so that it is returned  Arbitrary: if you have no pencil, then they just have to sit there (do it at home)  Forgets gym clothes  Logical: If young, warning.  A written gym assignment  Make them your helper  Arbitrary: Do plank position (yoga poses)  Make them sit out  Is late from recess  Logical: Keep them in for as long as they were late (after class) ; talk it through, unless they have a good reason  Make them walk with you in recess  Arbitrary: Can't participate in the lesson; lines  Eats in class  Logical: talk it through; have them put it away  Natural consequence -> they'll be hungry for the rest of the day because they finished their snack  Probe further --> find out why they're eating  Build in an actual snack time in the transition between classes  Arbitrary: confiscate the food and eat it in front of them  How do I schedule my classroom? o Start on time o Plan your time  i.e. in a 50 minute timeslot plan  5 min to review and hook  10 min to teach new concepts  10 min to review and practice with the whole class  15 min for follow up activities  10 min for sharing o Formative -> when chef samples soup -> you can still change it before submitting  Assessment for learning o Summative -> when customer samples soup  Assessment of learning o Diagnostic -> before making the soup  Assessment as learning  Think about possible behavioural issues o Aggressive : agitated and can be unruly o Resistant: can't get started o Distracted: can't focus o Dependent: want you all the time  Now think about o Work are: can students see you? Can they move freely around classroom? Do you have all materials that you need?  THINK about room arrangement  Discipline vs. punishment o Punishment re
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