School Organizational Theories PDF

SCHOOL ORGANIZATION UNIT I. SCHOOL ORGANIZATION Dra. Carolina Gonzalo Llera CHAPTER 2.(SCHOOL) ORGANIZATIONAL THEORIES Organizational theories and structures, assumptions of effective schools Finish the following sentence I am intelligent because I can ____________________. 1. How easy or diffic...

SCHOOL ORGANIZATION UNIT I. SCHOOL ORGANIZATION Dra. Carolina Gonzalo Llera CHAPTER 2.(SCHOOL) ORGANIZATIONAL THEORIES Organizational theories and structures, assumptions of effective schools Finish the following sentence I am intelligent because I can ____________________. 1. How easy or difficult was it to finish this sentence? 2. How do you explain the ease or difficulty of this task? 3. What definition of intelligence is implied by your statement? 4. How do you define intelligence? 5. How might your definition and understanding of intelligence influence your teaching practice?  Social-Emotional Learning in schools We define social and emotional learning (SEL) as an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. SEL advances educational equity and excellence through authentic school-family- community partnerships. https://youtu.be/Y-XNp3h3h4A SEL can help address various forms of inequity and empower young people and  CLASSROOM CLIMATE (Performance Learning Systems, Inc.) BODILY-KINESTHETIC INTELLIGENCE Classroom Furnishings Suitable Seating arrangements and space comfortable Learning tools and equipment appropriate What did your school furniture look like? Flexible Classrooms that provide the learning environment that children need BODILY-KINESTHETIC INTELLIGENCE Physical / Kinesthetic Environment Freedom of controlled movement “Hands-on/minds-on” activities Tactile objects for instructional purposes Indoor/outdoor or open-space activity Appropriate space Different types of movement activities BODILY-KINESTHETIC INTELLIGENCE Sensory Environment The room smells attractive Aromas support learning Air temperature and humidity Materials are available for sensory stimulation. The environment is free of offensive pollutants.  CLASSROOM CLIMATE (Performance Learning Systems, Inc.) INTERPERSONAL INTELLIGENCE Atmosphere: A sense of trust and belonging for individuals and among students. Competitiveness is controlled and Competitive activities are used sparingly. INTERPERSONAL INTELLIGENCE Conflict Resolution Established routines and procedures for conflict resolution among students. Sense of respect for Diversity Personal Differences Individual Opinions INTERPERSONAL INTELLIGENCE Sense of Safety Absence of threat Personal property is respected and secure Social respect INTERPERSONAL INTELLIGENCE Social Engagements Interpersonal interactions are positive Students share responsibility and group cohesiveness. A variety of group compositions are used: Flexibility in how group compositions are selected Balance among individual, pair, small-group, and large-group work  CLASSROOM CLIMATE (Performance Learning Systems, Inc.) INTRAPERSONAL INTELLIGENCE Privacy Students' property, space, ideas, and bodies are safe Sense of confidentiality and privacy INTRAPERSONAL INTELLIGENCE Esteeming Environment Students are free from ridicule not compared to each other Students’work is publicly displayed only with their consent. Compliments and encouragement are used more than praise.  Praise vs. Encouragement The words praise and compliment are synonyms for expressing approval or admiration. However, praise is more associated with accomplishment or achievement -- you cannot really praise someone for their nice shoes. Whether you use praise or compliments, the effect is same: a warm feeling followed by a smile for both the giver and receiver. http://blog.positivediscipline.com/2012/12/encouragement-vs-praise.html https://www.positivediscipline.com/ https://biglifejournal.com/blogs/blog/praise Praise vs. Encouragement  Praise Addiction Do you want children to become addicted to praise, motivated solely by external approval? As much as possible, we want them to be motivated internally. Our children should want to make an effort, perform well, learn, and grow because it is personally satisfying. Effective praise, given at the right time, can nurture intrinsic motivation. It can help our children become confident, resilient, and self-directing.  Praise vs. Encouragement Stimulates rivalry and competition cooperation and contribution for the good of all Focuses on quality of performance amount of effort and joy Fosters selfishness at the expense of others self-interest, which does not hurt others  Praise vs. Encouragement Emphasis on global evaluation of the person - “You are better than others.” specific contributions – “You have helped this way” Creates quitters triers Fosters fear of failure acceptance of being imperfect  Praise vs. Encouragement Fosters Dependence self-sufficiency and independence EVALUATIVE AND JUDGEMENTAL (PERSON FEELS “JUDGED”) LITTLE OR NO EVALUATION OF PERSON OR ACT (PERSON FELLS “ACCEPTED”) https://biglifejournal.com/blogs/blog/praise  Activity: Praise vs. Encouragement 1. You are the best student I ever had. 2. You are a fine student. Any teacher will appreciate and enjoy you. 3. You are always on time. 4. You sure make an effort to be on time. 5. You have the highest score in the class on this exam. 6. You did very well on this exam 7. I am so proud of you. 8. You seem to really enjoy learning. 9. You're the best helper I ever had. 10. The room looks very neat since you straightened the bookshelves. INTRAPERSONAL INTELLIGENCE Opportunity for Reflection Time for reflection is planned The teacher models reflective thinking at different times throughout the day. INTRAPERSONAL INTELLIGENCE Intrapersonal Expression Choices about whether and how to express their work Not subjected to group evaluation Students’ reflections are respected by the teacher  CLASSROOM CLIMATE (Performance Learning Systems, Inc.) LOGICAL-MATHEMATICAL INTELLIGENCE Routines Activity and behavior Organization and storage processes Defined routines A sense of order exists in organization  LOGICAL-MATHEMATICAL INTELLIGENCE Sequence of Activities Meaningful There is a sense of “flow.” Organize around students’ needs There is a pattern of circadian rhythms of attention and learning LOGICAL-MATHEMATICAL INTELLIGENCE Time Structure subject to students’needs and interests variable with periods of “on” and “off” intensity morning and afternoon time blocks are logically organized and meaningful. LOGICAL-MATHEMATICAL INTELLIGENCE References Access to data and information resources Media is consistently available Variety of reference types and levels of difficulty https://whatschoolcouldbe.org/innovation-playlist/ School Climate Stone Ranch Elementary School is a top rated, public school located in San Diego, CA. It has 956 students in grades K-5 with a student-teacher ratio of 26 to 1. MUSICAL-RHYTHMIC INTELLIGEN CE Music environment Acoustic Environment Used for Instruction Sounds are controlled and Musical Expression noise minimized. Acoustic Environment Balance between periods of noisy and quiet activity. The classroom has good acoustics.  NATURALIST INTELLIGENCE Physical Setting The class setting is orderly, neat, and organized. Plants, wood furniture, and furnishings are present. Students are in proximity or visual contact with the outdoors Physical Setting Social Structures Organizational Patterns Room Appointments  NATURALIST INTELLIGENCE Physical Setting Social Structures Flexible groupings. Allowance for student initiative and freedom. Students take on roles representing real-life responsibilities. Students engage in self-selected activities and learner partnering. VERBAL-LINGUISTIC INTELLIGENCE Spoken Word The teacher’s language is appropriate for students’ levels. There is a match between teacher’s and students’ vocabularies. A wide variety of vocabulary is used in different contexts. Spoken Word Written Word Language Playfulness VERBAL-LINGUISTIC INTELLIGENCE Written Word The environment communicates the richness of written language. Written language is respected by both teacher and students. There are a variety of written literacy opportunities and resources. VERBAL-LINGUISTIC INTELLIGENCE Language Playfulness There is a respect for personal language styles and variety. Classroom language is used in interesting, playful, and unpredictable ways. VERBAL-LINGUISTIC INTELLIGENCE Other Considerations There is a respect for personal freedom to communicate. The teacher models respect for language. Listening is valued by both teacher and students. Language is used as a thinking and problem-solving tool. Sounds are systematically controlled and noise is minimized. VISUAL-SPATIAL INTELLIGENCE Attractive Setting Room Colors Bright, fresh colors are visible. Plants and other “homey” appointments are present. Meaningful design elements, such as borders on visual displays, are present. VISUAL-SPATIAL INTELLIGENCE Room Colors Bright, fresh, and meaningful colors. Stimulating but not overpowering. Conducive to a learning atmosphere. Supportive of students’ interpersonal moods. The Psychology of Color Response to color on the warm side of the scale (reds, oranges, and yellows) tends to be more stimulating. brings excitement to children increases their brain activity GOAL Teaching children a new concept or draw their attention to specific pieces of information. Are warm colors appropriate when trying to get students to settle down and work quietly or read? The Psychology of Color Response to color on the cool side of the color scale (blues, violets, greens) is calm and relaxation. soothing slow the heart rate down The Psychology of Color Shades of blue are great for the walls and school furniture of the reading area where students need to focus on the book in their hands. The Psychology of Color The color green stimulates creative thinking. A good choice for the art room or creative writing area. The Psychology of Color 1. What colors are recommended for preschool and elementary school classrooms? 2. What colors are recommended for middle school and high school classrooms? 3. What color is a good choice for libraries because these colors enhance quietness and concentration? The Psychology of Color 1. What colors are recommended for preschool and elementary school classrooms? Warm, bright colors because they complement the students’ extroverted nature. 2. What colors are recommended for middle school and high school classrooms? Cool colors because of their ability to relax and focus concentration. 3. What color is a good choice for libraries because these colors enhance quietness and concentration? Pale colors / light green / blue The Psychology of Color Use brightly colored chairs in areas of the room where students need to pay attention and learn new information. Use softer, cooler colors in areas where students need to relax and be more focused. The Psychology of Color Using color on bulletin boards adds interest to the room and facilitates learning. 1. The colors used on the board complement each other. 2. DON’T use too many colors. This can be visually overwhelming to children and may cause them to shut down, thereby completely missing the information on that particular board. Multiple Intelligences https://www.learner.org/series/the-learning-classroom-theory-into-practice/ MIT Assignment Step 1. Please read and watch "Different Kinds of Smart: Multiple Intelligences" https://www.learner.org/series/the-learning-classroom-theory-into-pra ctice/different-kinds-of-smart-multiple-intelligences/ Step 2. Answer the following two questions in no more than 300 words: 1. How are students “smart” in different ways? 2. How can teachers use multiple intelligences in the classroom? Finish the following sentence I am intelligent because I can ____________________. 1. How easy or difficult was it to finish this sentence? 2. How do you explain the ease or difficulty of this task? 3. What definition of intelligence is implied by your statement? How do you define intelligence? 4. How might your definition and understanding of intelligence influence your teaching practice? CHAPTER 2