Midterm Handouts PDF

EDUC 2 HANDOUTS MIDTERM _______________________________________________________________________________ Lesson 1 ORGANIZATION AND MANAGEMENT OF LEARNER-CENTERED CLASSROOM Introduction In the past, classroom management techniques have focused on te...

EDUC 2 HANDOUTS MIDTERM _______________________________________________________________________________ Lesson 1 ORGANIZATION AND MANAGEMENT OF LEARNER-CENTERED CLASSROOM Introduction In the past, classroom management techniques have focused on teachers giving advice on how to instruct students and manage their behavior. Today, in the 21st century classroom management places students at the center of the learning experience. With student-centered instruction, students will practice taking responsibility for themselves, making good choices, and taking ownership over their own learning. Teachers can aid students by creating activities with high levels of engagement and nurturing a prosocial learning environment that drives positive academic and social outcomes. Teachers play various roles in a typical classroom, but surely one of the most important is that of being a classroom manager. Effective teaching and learning cannot take place if students are disorderly and disrespectful and no rules and procedures guide behaviors, chaos becomes the norm. A warm, well-run classrooms begin with the room’s physical layout—the arrangement of desks and working space, the attractiveness and appeal of bulletin boards, the storage of materials and supplies. A. MANAGING THE PHYSICAL ENVIRONMENT The term Physical Environment refers to the overall design and layout of a given classroom and its learning centers. Teachers should design the environment by organizing its spaces, furnishings, and materials to maximize the learning opportunities and the engagement of every child. [Type here] 1. Furniture Arrangement and Floor Coverings. These furnishings and floor coverings should create spaces that are comfortable and that lend themselves to their intended purposes. ❖ Arranging Space. The physical layouts reflect the teaching style. If the teacher wants students to collaborate in small groups, for example, organize them around tables or clusters of desks. For whole-group discussions, try a circle or U-shaped desk configuration. For an Individualized, self-paced curriculum, teachers must set up learning stations. Centers or stations must be accessible and open. The materials and manipulatives at each center must be appropriate and stored where all students can reach them. Placing books on a high shelf is limiting for a smaller student or one who is in a wheelchair. ❖ Place student Desks in Groups. Put desks in small groups (2-4 desks per group) so that all students have the opportunity for cooperative learning, collaboration, and discussion. Place the teacher’s desk on the periphery of the classroom. Move the students’ desks on a regular basis so all children learn to cooperation with all children. ❖ Designing Classroom Space. An include classroom needs to be decorated in a way that does not create distraction and sensory overload. Put plants (suitable to the space), reading nooks, lamps, pillows, students’ works and so on. Too many bright colors, posters, clutter and furniture can easily distract the most focused child 2. Selection and Placement of Materials includes choosing toys and other physical objects that are age- and developmentally appropriate that are linguistically and culturally relevant for young children in the classroom. Make sure that the materials represent the diversity and the ability levels of the children. ❖ Get Rid of Your Teacher Shrine. Hide teacher materials and personal belongings. Cloth to hide open shelves, closets to store, and drawers to throw things into. Seeing those teacher manuals from three years ago is not attractive. They get placed in closets, at home, or in a closed cabinet. ❖ Organize materials and keep them in appropriate places taking into consideration learner’s development of independence skills. Provide enough materials within the centers so that children can be engaged and not arguing over limited resources. 3. Design and Display of Visual Materials such as posters for displaying classroom rules, daily schedules and steps to complete routing help learners to know what to do and to better understand their environments. ❖ Displaying learner’s works so that they can take pride in it and can feel a sense of ownership of the room. Doing this offers opportunities for language development: when children talk about their work or comment on other children’s work, teachers can use these opportunities to build their language skills. Posting visuals at the eye- level of children so that they can see them. [Type here]  ❖ Displaying materials that are representative of the environment’s diversity and frequently used materials in languages that represent the home languages of the learners in the classroom. 4. Lighting and Sound/Environmental Preferences. This includes temperature, lighting and noise level. Create both well-lit and dimly-lit areas in the classroom by using bookcases, screens, plants, and other furniture. Teachers can use lighting and sound to create a comfortable environment that is conducive to the different activities that occur throughout the day. ❖ Natural lighting or light from windows is best when available. ❖ Lighting can be used to create moods. ❖ Teachers need to find ways to minimize noise and to create a dimly lit space for them 5. Seating Arrangement is another factor to consider since students stay at the longest time during the day. They remain seated during lecture-demonstration or leave every now and then to gather materials for experiments and the like. The physical setup of chairs, tables, and presentation in a classroom can significantly influenced learning. Seating arrangements are important because they have the potential to help prevent problem behaviors that decrease student attention and diminish available instructional time. VARIETIES OF CLASSROOM SEATING ARRANGEMENTS [Type here]  Traditional. It consists of row of fixed seating and used for lectures, which is typical to every Philippine classroom. Students face the teacher with their backs to one another. This set up is historically common in classrooms minimizing student-student communication and largely supporting a “sage on the stage” learning environment. The highest communication interactions between professors and students typically occurs with students in the first row along the middle of the classroom. Students in back rows are more likely to be less engaged. Roundtable. Many seminar-course room arrangements may consist of instructor students sitting around a single large table. This arrangement can also be formed using individual desks. Students and instructors, all face one another in this set-up which can support whole- class as well as pair-wise dialogue. Horseshoe or Semicircle. This set up offers a modified roundtable setup, where all participants face each other while the teacher can move about the room. The horseshoe encourages discussion between students and with the teacher; although this setup tends to encourage more engagement between the instructor and students directly opposite, with slightly lesser amounts for students immediately adjacent to the teacher. A horseshoe setup can be particularly effective when the teacher wishes to project and discuss course-related material in front of the class. Double Horseshoe involves an inner and outer horseshoe, similar to the conventional horseshoe, invites greater discussion that the traditional format. It if more limited by the backs l of students within the inner circle facing students in the outer circle. However, students may also more easily interact with those nearest to them or turn around and face students behind them for group work. Pods (Groups, Pairs) can be designed with rectangular, circular, or trapezoidal tables or individual desks. With regards to stations, teachers can place several tables together to form student groups or pairs. This arrangement can be especially advantageous when students will work in groups or pairs with their classmates for a large portion of class time. More generally, this arrangement communicates a learning community where students are expected to work with one another. CLASSROOM ROUTINES AND PROCEDURES Routines are the backbone of daily classroom life. They are the set of procedures for handling both daily occurrences and minor interruptions of instruction. It encourages students to take responsibility for how their classroom functions. They ensure both the teachers and students are accountable for creating a class environment that runs smoothly and efficiently, thereby maximizing everyone’s opportunity to learn. Establishing routines is not that difficult. For teachers, a strong message is sent to students that they should cooperate actively in establishing the practice of routine. Here are some stages of establishing routines: 1. Decide on classroom events that should be routinized so that students will not ask over and over again what they need to do. Procedures must be spelled out clearly to minimize wastage of time and anticipate behavior problems. A routine for “submitting assignments on time” must be established to counteract such annoying habit. [Type here]  2. Analyze tasks that involves collaboration between the teacher and students where both parties decide what steps should be undertaken to follow the routines. 3. Decide on how to teach the routine to the students. The enforcement of routine spells the difference between success and failure of the teacher in the attainment of quality learning. Routines are divided into three: Administrative Procedures, Instructional Tasks, and Interactive Routines. (see below). Administrative Instructional Interactive procedures Tasks Routines Getting every student’s attention for instruction How to enter and Reviewing and drill exercises leave the room ▪ Knowing how to participate Take attendance on the board in discussions Ensuring that students behave Turn in in ways that maximize positive assignments ▪ Behaving as expected in outcomes during teacher-led Making groups instruction or group-learning announcement settings Dismissing ▪ Following rules for getting Handing in or returning students to go the teacher’s attention student work another Having a set process for how Classroom, ▪ Emergency drills and students should write the playground or procedures heading on their homework home assignments In establishing procedures or routines, it is important to: Ensure that students understand the reason for the routine Clarify the procedures through modeling Allow students opportunities to practice the routine through rehearsal Try not to teach too many routines at one time. The process of establishing routines and procedures may take several days. Revisit the process as the need arises Suggestions and Tips for Classroom Routines ✓ Greet your students at the door with positive verbal or non-verbal interactions can improve their engagement and motivation. Taking time to individually acknowledge each of your students also shows them that your car and this type of bonding is integral to healthy teacher-student relationships. [Type here]  ✓ Start of Time. Set high standards for yourself for punctuality and timeliness just as you expect these behaviors from your students. Beginning anything on time is a learned behavior, so show your students what time-management looks like and don’t be afraid to use mistakes as learning experiences. ✓ Give Bell Work. Teachers should always provide their students with a warm-up task to be completed independently at the start of every school day. This helps students transition into a learning mindset. ✓ Delegate administrative tasks to students when possible ✓ Attendance, announcements, material distribution and homework collection should be routinized. Make clear rules and procedures on the distribution and collection of materials, storage of common materials, teacher’s desk and storage areas, use of sharpener, etc. ✓ Establish good routine habits and keep the learners busy ✓ Act out, in detail, what you expect from students when completing a routine. Show each step of the routine and how it should be properly completed. ✓ Establish a procedure for Asking Questions such as (1) raises your hand (2) write down questions (3) wait until after a lesson. ✓ End class and lessons efficiently. Wrapping up a lesson instill new information in your students’ brain and checks in with their development. Always end your lesson with activity that summarizes key takeaways and assess student progress toward learning goals once they’ve had plenty of time to practice. Give a warm gesture of goodbye just how you warmly greeted your students at the beginning of the day. You should always end on a positive note. ROLES OF TEACHERS IN CLASSROOM MANAGEMENT To create a classroom environment with maximum productive time utilization, the teachers must establish and maintain it through following teaching and managing practices. Rules are best if they are few in number, simple and easy to understand, and fair. Further, rules should be posted in the classroom for all to see and that teachers should go over the rules on the first day of school. Among the teacher’s roles are: ❖ Keep students motivated to create a positive class environment. Motivating students is the first step in preventing discipline problems in classrooms because a student involved in learning is not usually involved in clash with others at the same time. Make students feel physically comfortable, safe, welcome, socially accepted and valued. [Type here] ❖ Exercise moderate degree of control. Too much control may be effective on memory tasks but it is harmful for learning involving critical and creative thinking. ❖ Empower the students. Make them responsible for their own learning through group and individual learning activities so that they become independent learners. ❖ Keep instructions at the student level. Keep instruction at the students’ development level so that they neither experience discouragement nor boredom. ❖ Develop sound-relationship. Develop healthy and professionally sound relationship with all the students by being friendly with them. Learn their names and some positive information about each to greet them. ❖ Be assertive, rather than passive or aggressive, in enforcing discipline. Apply the rule forcefully fairly, consistently and calmly. ❖ Create business like climate in the classroom where students understand that they are and the teacher have a commonly shared goals of accomplishing such activities that promote learning. ❖ Deal with the present and current problem immediately not with the past instances the student misbehavior. ❖ If the student’s misbehavior is blocking the teacher in teaching “I-statements” be used by explaining to the students why you are upset by his behavior. ROLES OF LEARNERS IN CLASSROOM MANAGEMENT Students directly inform the structure and learning atmosphere as members of the classroom community. Together, they create a culture of learning, accountability, and inclusivity. An effective learning environment thrives on strong teacher instruction and clear roles and responsibilities of learners. Contribute to class culture and accountability. Each class should agree upon classroom norms. When students are invited to provide input in classroom rules, they are more likely to hold each accountable. For teachers, that could mean more peer-to-peer course correction. Be Inquisitive. Students should be expected to ask questions that nurture their curiosity. Teachers should validate this and allow student input to influence experiential lessons throughout class. Asking questions benefits everyone. Be active participants. Students should come to school prepared to participate. Full engagement maximizes opportunity for learning and sets the tone for the classroom. This [Type here]  may include asking and answering questions, completing in-class assignments, and consistently aligning behavior to classroom norms. Take personal accountability. Each student is responsible for taking ownership of their actions in a way that values build safe and positive classrooms. Student accountability encourages students learning and helps improve performance and achievements. ROLES OF DISCIPLINE IN LEARNER-CENTERED CLASSROOM Discipline is the proper conduct of the learners in the classroom. This is adopted by teachers for the orderly behavior of the learners. It is about setting limits, clarifying roles, responsibilities, and mutual expectations and creating a predictable, orderly and stable life. Discipline to be effective should be vital, meaningful and sympathetic. Discipline impacts the learning process by creating a stress-free environment for apportioning time to various activities, improves planning through observing and maintaining a set of daily routine, molds learner character and enhances their motivation, enables the setting of good examples and positively contributes to better grades. ✓ Creates a stress-free environment. It is important to relax because our brain needs to detox and rest in order to function with optimal capacity. By disciplining, one can learn to apportion time to various activities, including rest. ✓ Eliminates stress from student life. It is important for every student to have a set routine to avoid the last-minute hustle. Discipline helps at maintain and following the daily routine properly. ✓ Help Students Get Better Grades. A student will be able to spend more time studying and the more time one spends in studying, the better the grades become ✓ Enhances and encourages students’ motivation. Staying discipline will keep the student’s motivation fire burning and help get the best out of education Sets a Good Example for Others to Follow. Discipline and diligent students serve as role models for their classmates, but instead or secretly wishing to be like them, you should instill the same self-discipline in yourself. B. SOCIAL ENVIRONMENT IN EDUCATION comprised of students’ perceptions about how they are encouraged to interact with and relate to others and encompasses dimensions of (1) teacher support (2) promoting mutual respect (3) promoting student task-related interaction and (4) promoting performance goals. To achieve this kind of classroom, teachers need to establish an atmosphere of mutual trust and respect. Social environment of the classroom is important to motivation and engagement for students of all ages particularly adolescent students. For some adolescent students, the increase in self- reflection, autonomy, and identity exploration lead to new academic interests, increased self- [Type here] regulated learning and commitment to education. (Goodenow, 1993 as cited by Helen Patrick and Allison, Ryan 2003) ❖ Teacher Support refers to students’ belief that their teachers care about them, and value and establish personal relationships with them. When students view their teachers as supportive, they report a higher level of interest, valuing, effort and enjoyment in their schoolwork. ❖ Promoting Mutual Respect involves a perception that the teachers expect all students to value one another and the contributions they make to classroom life and will not allow students to make fun of others. Environment that are perceived as respectful are likely to be ones in which students can focus on understanding tasks, without having their attention diverted by concern about what others might think or say if they are incorrect or experience difficulty. Respectful environment is conducive to student problem-solving, cognitive risk- taking, and conceptual understanding. ❖ Promoting Task-Related Interactions. Interaction among students is a critical component of student-centered instructional approaches. When students are encouraged to interact and exchange ideas with each other during academic tasks, they have opportunities to ask or answer questions, make suggestions, give explanations, justify their reasoning and participate in discussions. ❖ Promoting Performance Goals emphasizes on competition and relative ability comparison between students in the classroom. Students perceived on performance goals are more likely to exhibit belief and behaviors that are less conducive to, and often detrimental to, learning and achievement. A classroom that are perceived as being performance-focused are likely to have rates of students’ avoiding engaging in task and cheating is more prevalent. CREATING MOTIVATING LEARNING ENVIRONMENTS Sustained motivation comes from within an individual but it can be influenced by contextual factors. Teachers cannot make someone motivated, but they can create motivating learning environments when students feel: 1. They feel some sense of autonomy or control 2. They feel connected to the class and the schools 3. They feel as if they possess the skills necessary to meet the challenges of school Students are looking for clear and specific instructions from their teachers so that they know what they need to accomplish (autonomy), knowledge that their teachers care about and are committed to the class (relatedness) and a belief that they can do what is being asked of them (competence). When students learn that they do have control over their choices, thoughts, and actions, it means that their teachers have created motivating learning environments. The more likely to learn the material or complete the tasks because they feel it is their choice. When [Type here] students engage because they see value in the learning experience, that intrinsic motivation leads to increased engagement. Motivation often results when students are allowed to make choices over how they will demonstrate their learning. When teachers allow their students to make choices about what is right for them, students develop ownership over their learning, which leads to increased desire to participate in school. Two most important conditions that allows teachers to create motivating learning environments are the classroom is a place filled with (1) active learning and the construction of meaning and (2) listening to what worries the students and teaching them how to manage that stress so that they can concentrate on their academics. ✓ Active Learning and Constructing Meaning. Students were motivated to learn because they were involved in hands-on, active learning over which they had ownership or control. Literacy is about communication. People read and listen to make meaning and speak and write to convey meaning. Teachers who encourage students to demonstrate their understanding content or literacy skills through imaginary and symbols when appropriate create motivating learning environment. ✓ Managing Stress. Secondary school represents significant change from elementary schools. Students have more teachers, more homeworks, more subjects, more responsibilities and more stress. When teenagers face tremendous amounts of stress without increase in support, they are less likely to develop their talents. Motivating teachers give students homeworks but also teach them how to break it into manageable chunks. When students feel overwhelmed by school, they often stop trying before they even begin. Motivating teachers are honest about the demands of real life. When they share pieces of their lives with students, they show that everyone faces stress, conflict and uncertainties but still ends up OK. Another strategy for increasing motivation is acknowledging students’ fears, worries, and anxieties. By honoring their feelings and listening to what they are going through, teachers indicate that the feelings are legitimate. TEACHERS’ AFFECTIVE TRAITS Management and instructional processes are key to facilitating learning and emphasize the teachers’ affective characteristics or the social and emotional behaviors, more than pedagogical practice. The following are affective characteristics of effective teachers (James H. Stronge, 2002): Caring. Specific attributes that show caring are: -sympathetic listening to students not only about life inside the classroom but more about students’ lives in general -understanding of students’ questions and concerns -knowing students individually, their likes and dislikes, and personal situations affecting behavior and performance Fairness and respect like: [Type here]  -treating students as people -avoid the use of ridicule and preventing situations in which students lose respect in front of their peers -practice gender, racial and ethnic fairness -providing students with opportunities for them to participate and to succeed Social interaction with students: -maintain professional distance with students while consistently behaving in a friendly, Personal manner -Interacting productively by giving students responsibility and respect -allowing students to participate in decision making -having a sense of humor and willing to share jokes Enthusiasm and motivation for learning: -encouraging students to be responsible for their own learning -maintaining an organized classroom environment -setting high standards Attitudes towards the teaching profession: -having dual commitment to personal learning and to students’ learning anchored on the belief that all students can learn -working collaboratively with colleagues and other staff -serving as an example of a lifelong learner to his/her students and colleagues Positive expectations of students manifested in: -striving to make all students feel competent -having high personal teaching efficacy in the belief that students can cause to learn Reflective Practice: -reviewing and thinking on his/her teaching process -eliciting feedback from others in the interest of teaching and learning COMMON DISRUPTIVE BEHAVIORS IN THE CLASSROOM 1. Humming and other odd noises 6. Overtalkativeness 2. Shouting one’s answer 7. Moving around 3. Resistance, uncooperativeness 8. Lack of perseverance 4. Does not follow instructions 9. Staring blankly 5. Eating inside the classroom 10. Answering at the same time RESPONDING TO DISRUPTIVE BEHAVIORS IN THE CLASSROOM 1. Looking on. Teachers simple look hard at the student. This is a way of showing disapproval or a way of getting an accurate picture of the disruption. 2. Non-Directive statements. Teachers simply state in words what they see. It is a verbal way of showing awareness of what is happening. 3. Questions. Teachers may ask the concerned student. This question may be perceived by the student as an instruction of his/her actions [Type here]  4. Directing. Teachers try to correct misbehavior by telling the misbehaving student how to act. Like for example, “Stop talking, listen now”. In essence the teacher commands proper behavior or it may be utterance of request. 5. Physical interventions. Sometimes, teachers resort to sending the students out of the room or to an isolated part of the room. 6. Get the attention of the students through responsible participation, taking attendance, collecting homework, getting instructional materials and other ways would give a sense of accomplishments. READINGS/REFERENCES The Teaching Profession. Lim, Lourdes S et al.2014. Adriana Publishing Co. Inc. Quezon City, Philippines Principles of Teaching Part 1. Serrano, Erlinda D and Paez, Ana ruby M. 2015. Adriana Publishing Co. Inc., Quezon City, Philippines Classroom Management Strategies for Student-Centered Instruction. Retrieved from: https://www.advancementcourses.com/courses/classroom-management-strategies-for-student- centered-instruction/#:~:text=With%20student%2Dcentered%20instruction%2C %20your,ownership%20over%20their%20own%20learning.&text=and%20their%20learning.-,In %20the%20past%2C%20classroom%20management%20techniques%20have%20focused %20on%20teachers,students%20and%20manage%20their%20behavior. Physical Environment. Vanderbilt University. 2020. Retrieved from: https://iris.peabody.vanderbilt.edu/module/env/cresource/q1/p02/#:~:text=The%20term %20physical%20environment%20refers,the%20engagement%20of%20every%20child. Classroom Organization: The Physical Environment. Linda Shalaway https://www.scholastic.com/teachers/articles/teaching-content/classroom-organization-physical- environment/ Classroom Seating Arrangements. Poorvu Center for Teachning and Learning. Retrieved from: https://poorvucenter.yale.edu/ClassroomSeatingArrangements#:~:text=The%20physical %20setup%20of%20chairs,classroom%20can%20significantly%20influence %20learning.&text=fixed%20chairs%2C%20and%20trapezoidal%20tables,rectangular %20tables%20with%20immobile%20chairs. Educational Psychology. Gines, Adelaida C. et al. 2005. Rex Book Store. Manila. Establishing Classroom Routines and Procedures by Hapitan, Mark Leo D. Retrieved from: https://www.academia.edu/31289697/ Episode_5_Establishing_Classroom_Routines_and_Procedures_Field_Study_7_Practice_Teac hing_Handbook_and_Portfolio Field_Study_7_Practice_Teaching_Handbook_and_Portfolio_ Classroom Social Environment. Allison, Ryan M. May 2003. Retrieved from: https://www.childtrends.org/wp-content/uploads/2013/05/Child_Trends- 2003_03_12_PD_PDConfPatRyan.pdf Creating Motivating Learning Environment. Erika Daniels. January 2010. Retrieved from: [Type here] https://www.researchgate.net/publication/ 259854116_Creating_Motivating_Learning_Environments_What_We_Can_Learn_from_Resear chers_and_Students Classroom Procedures. Melissa Kelly. November, 14, 2019. Retrieved from: https://www.thoughtco.com/important-classroom-procedures-8409 Roles and Responsibilities of Students in Classroom Management. Portia Newman. February 9, 2019. Retrieved from: https://www.kickboardforschools.com/blog/post/classroom-behavior-management/roles- responsibilities-of-students-in-classroom-management/#:~:text=Students%20directly%20inform %20the%20structure,can%20create%20their%20own%20image. [Type here]