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Ed Psy 330: Week 10

by: Emma Eiden

Ed Psy 330: Week 10 Ed Psy 330

Emma Eiden
GPA 3.88

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Managing the Classroom
Educational Psychology
Class Notes
ed, psy, 330, managing, The, classroom
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This 5 page Class Notes was uploaded by Emma Eiden on Tuesday October 4, 2016. The Class Notes belongs to Ed Psy 330 at University of Wisconsin - Milwaukee taught by in Summer 2014. Since its upload, it has received 4 views. For similar materials see Educational Psychology in Education Psychology at University of Wisconsin - Milwaukee.

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Date Created: 10/04/16
Topic 10: Managing the Classroom Emma Eiden 1. Describe how the current view of managing a classroom differs from the older view. - Older views emphasized creating and applying rules to control students’ behaviors. The newer view focuses more on students’ needs for nurturing relationships and opportunities for self-regulation. Classroom management that orients students towards passivity and compliance with rigid rules can undermine their engagement in active learning, higher-order thinking, and the social construction of knowledge. 2. Describe the best practices for a good beginning of the school year. - Establish expectations for behavior and resolve student uncertainties: at the beginning of the school year, students will not be sure what to expect in your classroom. Don’t focus just on course content in the first few days and weeks of school. - Make sure that students experience success. - Be available and visible - Be in charge: even if you have stated your class rules and expectations clearly, some students will forget and others will test you to see if you are willing to enforce the rules, especially in the first several weeks of school. 3. Explain how classrooms can be automated using student response systems and the effects of such systems according to research. - One key to managing the complexity of the classroom is to make careful use of the first few days and weeks of school. You will want to use the time to communicate rules and procedures to the class and get student cooperation in following them, and get the students to engage effectively in all learning activities. This can help make a classroom either have the consistent flow of a “well-oiled machine” or like the effective classroom management of a “beehive of an activity”. 4. Describe the best practices for increasing academic learning time. - Maintain activity flow - Minimize transition time: in transitions from one activity to another, there is more room for disruptive behavior to occur. - Hold student accountable: if students know they will be held accountable for their work, they are more likely to make good use of class time 5. List and describe the four principles of classroom arrangement. Topic 10: Managing the Classroom - Reduce congestion in high-traffic areas - Make sure that you can easily see all students - Make often-used teaching materials and student supplies easily accessible - Make sure that students can easily observe whole-class presentations 6. Identify each of the seating arrangement styles and the effects of each. - Face-to-face style: a classroom arrangement in which students sit facing each other. Distractions from the other students are much higher in this seating arrangement - Seminar style: a classroom arrangement style in which large numbers of students sit in circular, square, or U-shaped arrangements. This involves a group of ten or more. This is especially effective when you want students to talk with each other or to talk to the teacher themselves. - Off-set style: a classroom management arrangement style in which small numbers of students sit at table but do not sit directly across from each other. This produces less distraction than face-to-face style and can be effective for cooperative learning activities. - Cluster style: a classroom management arrangement style in which small numbers of students work in small closely bunched groups. This is effective for collaborative learning activies. 7. List and describe the three classroom management styles. - Authoritative classroom management style: a management style that encourages students to be independent thinkers and doers but still provides effective monitoring. - Authoritarian classroom management style: a management style that is restrictive and punitive, with the focus mainly on keeping order in the classroom rather than instructive or learning - Permissive classroom management style: a management style that allows students considerable autonomy but provides them with little support for developing learning skills or managing their behavior. 8. Discuss the best practices strategies for being an effective classroom manager. - Show how they are “with it”: closely monitor students on a regular basis - Cope effectively with overlapping situations: - Maintain smoothness and continuity in lessons - Engage students in a variety in challenging activities Topic 10: Managing the Classroom 9. Distinguish between rules and procedures and the best practices for establishing them. - Some teachers like to include students in setting rules in the hope that this will encourage them to take more responsibility for their own behavior. Student involvement can take many different forms including a discussion of individual rules. Rules are a set of explicit or understood regulations or principals governing conduct within a particular activity. Procedures are an established and official way of doing something. - Rules and procedures should be reasonable and necessary - Rules and procedures should be clear and comprehensible - Rules and procedures should be consistent with instructional and learning goals - Classroom rules should be consistent with school rules 10. Describe the New Haven Social Development Project and its effects. - The New Haven Social Development Project is one program that focuses on community-wide collaboration for support and guidance. This involves high percentages of students from low-income families, ethnic and minority backgrounds, and so forth. In this program, the superintendent and board of education for the New Haven schools established a comprehensive K-12 social development curriculum and the program consists of 25 to 50 hours of classroom based instruction at each grade level. These programs also include monitoring, peer meditation, leadership groups, Extended-Day Academy with after school programs, health center services, and an outdoor adventure club. This program has shown great improvements towards poor student behavior. 11. State the guidelines for establishing positive relationships with students. - One study found that in addition to having effective rules and procedures, successful classroom management also showed a caring attitude towards students. Caring about the students is great because it helps the overall environment and helps make students feel safe and welcome. It makes the students feel secure and has an overall positive impact on the relationship between student and teacher. 12. Describe three guidelines for using rewards in managing classrooms. - Choose effective reinforcements - Use prompts and shaping effectively Topic 10: Managing the Classroom - Use rewards to provide information about mastery, not to control a student’s behavior. 13. Discuss the best practices for guiding students to share and assume responsibility. - Involve students in the planning and implementation of school and classroom initiatives - Encourage students to judge their own behavior - Don’t accept excuses - Give the self-responsibility strategy time to work - Let students participate in decision making by holding class meetings 14. Describe four strategies for speaking clearly with your class. - Select vocabulary that is understandable and appropriate for the level of your students - Speak at an appropriate pace, neither too rapidly or too slowly - Be precise in your communication and avoid being vague - Use good planning and logical thinking skills as underpinnings of speaking clearly with your class 15. Differentiate between each of Gordon's (1970) barriers to effective communication. - Criticizing: this is harsh, negative evaluation of another person generally reduce communication instead of criticizing, try to get them to arrive at an attribution that reflects lack of effort as the reason for the poor grade. - Name-calling and Labeling: these are ways of putting down the other person - Advising: talking down to others while giving them a solution to a problem - Ordering: commanding another person to do what you want is often not effective because it creates resistance - Threatening: threats are intended to control the other person by verbal force - Moralizing: preaching to the other person about what he or she should do 16. List and describe seven strategies for minor interventions. - Use nonverbal cues - Keep the activity moving - Move closer to students - “Redirect the behavior” - “Provide needed instruction” - Directly and assertively tell the student to stop - “Give the student a choice” Topic 10: Managing the Classroom 17. List and describe three strategies for moderate interventions. - “Withhold a privilege or a desired activity”: you will have students who abuse privileges they have been given, such as being able to move around the classroom or to work on a project with friends - “Isolate or remove students”: you can keep the student in the classroom, but deny the student access to positive reinforcement, take student outside the activities, or place the student in a designated time-out area - “Impose a penalty”: a small amount of repetitious work can be used as a penalty for misbehavior. The problem with these penalties is that they can harm the student’s attitude towards a certain subject matter. 18. Describe the best practices for reducing bullying. - Get older peers to serve as monitors for bullying and intervene when they see it taking place - Be aware that bullying often occurs outside the classroom, so you may not actually see it taking place. - If you observe bullying in your classroom or in another location, you will need to make a decision about whether it is serious enough to report to school authorities or parents - Get together with other teachers and the school administrator to develop school-wide rules and sanctions against bullying and post them throughout the school.


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