Organization and Management of Learner-Centered Classrooms PDF

Facilitating Learner-Centered Teaching Unit 3: Organization and Management of Learner-Centered Classrooms Presented by: Louella Mikka S. Tattao CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION ...

Facilitating Learner-Centered Teaching Unit 3: Organization and Management of Learner-Centered Classrooms Presented by: Louella Mikka S. Tattao CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Unit 3: Organization and Management of Learner-Centered Classrooms Topic 1: Forms of Learner-Centered Classroom, Organizations, Procedures, and Physical Structure Topic 2: Learner-Centered Classrooms: Roles and Responsibilities Topic 3: The Role of Discipline in Learner-Centered Classrooms CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Learning Objectives: In this lesson, you are expected to: Identify the various forms of learner-centered classroom organization based on learner’s needs. Describe the roles and responsibilities of the teacher and the learners for a supportive, inspiring, motivating, and productive learner-centered classroom Evaluate which disciplinary actions are positive and non-violent in the management of learner behavior CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Topic 1: Forms of Learner-Centered Classroom, Organizations, Procedures, and Physical Structure CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Classroom Management is the “actions and strategies teachers use to solve the problem of order in the classroom (Doyle, 1986) Effective teachers also use rules, procedures, and routines to ensure that students are actively involved in learning (Marzano and Pickering, 2003) In essence, teachers use management not to control behavior, but to influence and direct classroom in a constructive manner to set the stage for instruction. (McLeod, Fisher, & Hoover, 2003) CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Classroom Organization Focuses on the physical environment Effective teachers organize a safe classroom environment for the learners Classroom Management and classroom organization are intertwined. While rules and routines influence student behavior, classroom organization affects the physical elements of the classroom, making it a more productive environment for its users. Furniture and learning materials are placed in strategic places to optimize learning and reduce distractions. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Room Structuring Conveniently arranged furniture Flexible seating arrangement Clean, well-lighted, well-ventilated, noise-free and fresh classroom CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Room Structuring For Individualized Learning a. Differentiated Learning b. Personalized Learning For Group Learning a. Collaborative Learning b. Cooperative Learning CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Room Structuring For Individualized Learning - Instruction calibrated to meet the unique pace of various students is known as individualized learning. - In individualized, learning, all students go through the same experience, but they move on their own pace. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Room Structuring For Individualized Learning a. Differentiated Learning  Focuses on the needs of the individual student. Teaching is specific and targets one need at a time.  Is tailored to meet the learning needs, preferences and goals of individual students.  Differentiation is an awareness of and active response to students learning styles CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Room Structuring For Individualized Learning b. Personalized Learning  Learning involves the student in the creation of the learning activities and relies more heavily on a student’s personal interests and curiosity.  Teaches students to manage their own learning  It is not something that is done to them but something that they participate in doing for themselves. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Room Structuring For Group Learning a. Collaborative Learning  highlights the contributions of individual group members, stresses the sharing of authority, and leads to dialog and consensus building on topics without a clear right and wrong answer. Group governance and group processing remain in the hands of the students (Panitz, 1997) CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Room Structuring For Group Learning a. Cooperative Learning  is often thought as a subset of collaborative learning that involves more teacher intervention. The instructor designs the tasks and a group structure for accomplishing the task, including the assignment roles to group members. Students then interact under specific conditions set up by the teacher: positive interdependence, face-to-face interaction, individual accountability, collaborative skills, and group processing. (Johnson, Johnson, & Smith, 1998) CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Group Structure Short Term Groups  these are temporary groups, with little or not time spent on assigning people to groups, getting into groups, or assigning roles.  They last one session or less and are used to ensure cognitive processing and engagement in learning CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Group Structure Think Pair Share  students are given a prompt (a question, problem, visual, etc.) and asked to think about the prompt individually and jot down ideas. Students then form pairs, talk about their responses, and formulate a joint response. Some pairs are called on to summarize their discussions for class. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Group Structure Turn to your Neighbor Discussion  students “turn to a neighbor” and brainstorm answers to a question or discuss a solution to a problem. Call on students for answers. Ask the class for a show of hands of who agrees or disagrees with an answer. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Group Structure Pair and Compare  during 2-to-3-minute break in lecture, students pair and compare notes, rewriting the notes by adding information or correcting as needed. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Group Structure Small Group Homework Check  have students do their homework individually outside of class. During class on the day the assignment is due, have students form groups and then compare their answers to the assignment. The students in each group must agree on answers and turn in a group solution along with their individual work. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Room Structuring Jigsaw  this structure is useful when a topic or problem is complex and involves multiple perspectives. Each group member takes responsibility for one part of the problem, meets the students from other groups who have the same responsibility (expert group) and then teaches his or her part to the members of the original group. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Room Structuring Round Table Discussion  after the group is given a prompt, the group members take turns recording a response to the prompt on a single page that is quickly passed from one member to the next for a specified amount of time. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Room Structuring Send a Problem  problems or issues are identified by the groups or by the instructor. Each group proposes solutions to these problems or issues. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Room Structuring Dyadic Essay Confrontation  In response to an assigned reading, each student writes an essay question and model response to that question. During class, students pair off, exchange essay questions, and each writes a spontaneous response to the question he or she receives. The pairs compare the spontaneous responses with the model responses for the two questions. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Room Structuring Activity-Oriented Classrooms  It is a fun approach to learning since it boosts the development of the brain in children by providing constant stimulus by prompting them to respond. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Room Structuring Activity-Oriented Classrooms  Activities are authentic and are planned to engage learners so that they will work with a variety of material and share with others as they develop meaningful ideas and identities themselves CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Room Structuring Activity-Oriented Classrooms  Peers (the other learners who are part of the social environment) contribute to knowledge construction by sharing definitions as well as identifying the affordances with the tasks- at-hand  The teacher is viewed as a mediator, facilitator, coach, mentor, and actuator who participates with the less experienced learners co-constructing knowledge CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Room Structuring Activity-Oriented Classrooms  Activity-based learning is achieved mainly in 3 ways which are: a. Experimentation – gathering knowledge through experience b. Exploration – gathering knowledge and attaining skills through active investigation c. Expression – encouraging kids to express their views through visual presentations CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Classroom Routines and Procedures Routines are the backbone of daily classroom life. They facilitate teaching and learning. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Classroom Routines and Procedures Classroom Routines A. How to Established Classroom Routines B. Explain the Routine to your Class C. Model your Expectation D. Have Students Practice Routine E. Implement the Routine in your Day F. Review your Routine as Necessary CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Classroom Routines and Procedures Classroom Routines A. How to Established Classroom Routines  Classroom routines can be established for many activities, including entering the classroom in the morning, transitioning between activities and preparing to leave the classroom.  When routines and procedures are carefully taught, modeled, and established in the classroom, children know what’s expected of them and how to do certain things on their own. Having these predictable patterns in place allows teachers to spend more time in meaningful instruction. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Classroom Routines and Procedures B. Explain the Routine to your class  Tell your students why the routine is important and what you expect them to do as part of the routine.  Allow students to ask questions about the routine and your expectations. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Classroom Routines and Procedures C. Model your expectations  Act out, in detail, what you expect from students when completing a routine. Break the routine down and narrate what you are doing. Show each step of the routine and how it should be properly completed. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Classroom Routines and Procedures D. Have Students Practice Routine Select one or two well-behaved students to demonstrate the routine first, allowing the class to see how the routine should be completed by the student. Once students all understand what is expected, have the whole class practice the routine. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Classroom Routines and Procedures E. Implement The Routine in your Day  Once students understand the routine, have them complete it during the day. As you implement the routine, remind students of proper procedure and your expectations, making your reminders less detailed until they are able to complete the task completely on their own. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Classroom Routines and Procedures F. Review your Routine as Necessary  If the class struggles to remember the routine or has trouble completing the routine after a break from school, review your expectations and have students practice the proper way to complete the routine again. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Classroom Routines and Procedures Classroom Procedures A. Begin Class Intentionally B. A Procedure for Asking Questions C. Create a System for Restroom Use D. Determine how you will Collect Work E. End Class and Lessons Efficiently CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Classroom Routines and Procedures Classroom Procedures a. Begin Class Intentionally  Beginning-of-the-day routines are important for classroom management and some of the most significant procedures you can set. b. A Procedure for Asking Questions  Set a clear system for students to follow when they need help. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Classroom Routines and Procedures Classroom Procedures c. Create a System for Restroom Use  As a teacher, you will need to put in place a system that makes bathroom use as undisruptive as possible. d. Determine How you will Collect Work  Collecting student work should be a streamlined process that makes your life easier, not harder.et a clear system for students to follow when they need help. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Classroom Routines and Procedures Classroom Procedures e. End Class and Lessons Efficiently Ending a Lesson - “wrapping up a lesson cements new information in your student’s brains and checks in with their development. You need to always design a coherent sequence for a natural conclusion. Ending the Class - “ end-of-day routine should be like your beginning-of-day routines in reverse. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Topic 2: Learner-Centered Classrooms: Roles and Responsibilities CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Classroom Management: The Teachers’ Roles and Responsibilities  Teacher Behaviors Teacher behavior can affect a lot of different situations including the classroom environment, the way learners respond to you and the overall behavior management within your classroom. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Classroom Management: The Teachers’ Roles and Responsibilities  Teacher Behaviors The teacher is an integral figure in the overall running and management of the classroom. If a teacher is not fully engaged and excited about what they are teaching, then the children will pick upon this and not be engaged to learn as much as they could be. An effective teacher often becomes a professional leader who thinks, reflects and implements (Wong & Wong, 2009). CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Classroom Management: The Teachers’ Roles and Responsibilities  Teacher Management Style Many teachers have different management styles that they prefer to use on a day-to-day basis. Levin and Nolan (2010) suggest that there are many different teaching strategies and management styles that teachers can use to promote good classroom management. They suggest three ways in which the class can be managed; learner directed management, collaborative management and teacher directed management. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Classroom Management: The Teachers’ Roles and Responsibilities  Learner Directed Approach is to build and create a community of learners in which they work productively together and care for one another. This would mean that in a collaborative classroom, the learning process is jointly done with learner and teacher CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Classroom Management: The Teachers’ Roles and Responsibilities  Teacher Directed Management style classroom, the teacher will have sole responsibility for what is going on in the classroom and how the children are learning and behaving. This strategy could be helpful for some learning environments in which teacher direction is needed. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Classroom Management: The Teachers’ Roles and Responsibilities  Relationships Affecting Learner Behavior The teacher– learner relationships that are present and made within a classroom can have huge effects on the overall academic achievement and behavior management within a classroom. Teachers who are proficient and effective are more capable of impacting lives of learners than teachers who are not proficient and effective (Wong & Wong, 2009). CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching The Social Environment Fairness When assessing instructor “fairness” a student doesn’t usually consider the intentions of the instructor, but rather his or her perception of the instructor’s behavior or policies. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching The Social Environment Typology of perceived fairness: o Interactional fairness o Procedural fairness o Outcome fairness CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching The Social Environment  Interactional fairness - This relates to how people feel they are treated interpersonally during the decision-making process.  Procedural fairness - This focuses on the fairness of the processes used to make decisions or allocations.  Outcome fairness - This refers to the fairness of the final outcomes or decisions themselves. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching The Social Environment Respect  Students expect an instructor to listen, consider, and thoughtfully reply to their ideas, even when they challenge the instructor's views. An instructor perceived as impatient or demeaning loses students’ respect. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching The Social Environment Care  Care about your students and their academic performance. Learn and use their names, talk to them before and after class, answer questions thoroughly, and invite students who appear to be having problems with the course to discuss those problems and potential solutions. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching The Social Environment Encouraging learning  A sound relationship provides a tension free environment to the student enabling him to learn more and to complete in the class. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching The Social Environment Approaches to Motivation  Behavioral Approach  Humanistic Approach (Carl Rogers)  Cognitive Approach  Socio-cultural Approach CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching The Social Environment Approaches to Motivation  Behavioral Approach - This perspective emphasizes the role of external stimuli in driving behavior. Motivation is seen as a result of rewards, punishments, or reinforcements from the environment. Behaviorists like B.F. Skinner focus on how positive or negative consequences influence future behavior. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching The Social Environment Approaches to Motivation  Humanistic Approach (Carl Rogers) - The humanistic approach highlights personal growth and self- actualization. Carl Rogers and other humanists argue that motivation stems from the innate drive to fulfill one's potential, emphasizing the importance of individual agency, self-awareness, and psychological needs. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching The Social Environment Approaches to Motivation  Cognitive Approach - This approach focuses on internal mental processes, suggesting that motivation is influenced by how individuals perceive and think about their goals, beliefs, and expectations. It emphasizes decision-making, problem-solving, and how motivation is tied to thought patterns and expectations of success. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching The Social Environment Approaches to Motivation  Socio-cultural Approach - The socio-cultural approach views motivation as a social construct influenced by cultural norms, values, and interactions within a community. It posits that motivation arises from one's engagement in social practices and the desire to conform to or challenge societal expectations. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Topic 3: The Role of Discipline in Learner-Centered Classrooms CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching The Role of Discipline in a Learner-Centered Classroom Discipline - Originate from the Latin word disciplus, which means pupil, and disciplina, which means teaching. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Types of Discipline in the Classroom  Preventive Discipline CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Types of Discipline in the Classroom  Supportive Discipline CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Types of Discipline in the Classroom  Corrective Discipline CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Types of Discipline in the Classroom  Positive Discipline An approach to teaching that helps children succeed, gives them the information they need to learn, and supports their development. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Thank you for listening. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION