T.T. I Jul. 27
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Describe the importance of classroom management and its impact on academic learning time. Describe differences in the approach to classroom management from a behavioral, cognitive, and humanistic perspective. Name and describe three general categories of the events of classroom management from a behavioral perspective, giving examples of specific teacher activities for each category.
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Primary purpose?
Primary purpose is to gain control of the classroom
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Brophy (1983) states there are 3 general principles for good classroom management:
High Expectations
Classroom Management
Mastery Teaching
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Classroom Management
Last year, there were 210 total infractions written. 46 students who repeated behaviors for which they had already received infractions. More than half of the infractions resulted from ineffective classroom routines, procedures or rules.
Conclusions: 1) The schools discipline plan is not effective and must be addressed. 2) Improving classroom management will decrease infractions.
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Classroom Management
As we discuss classroom management, one important point to remember is YOU ARE NOT ALONE! Your classroom is yours and you will ultimately decide how you want to manage it. This module is designed only to enhance your classroom management skills and encourage teamwork between teachers to improve classroom management.
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Classroom Management
Classroom management includes all of the things a teacher must to do toward these two ends: 1. To foster student involvement and cooperation in all classroom activities. 2. To establish a productive working environment.
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Objectives
Understand proven research and sound theories that provide a foundation for quality classroom management Share effective classroom management strategies Implement classroom management strategies
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Classical Conditioning
Ivan Pavlov
Pavlov Classical Conditioning Presenting a conditioned stimulus serves as a signal that the unconditioned stimulus is coming
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Classical Conditioning
Ivan Pavlov
Classical Conditioning
Ivan Pavlov
During Conditioning
Conditioned Stimulus (CS) Unconditioned Stimulus (UCS) Unconditioned Response (UCR)
After Conditioning
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Classical Conditioning
Ivan Pavlov
During Conditioning
Morning Bell Conditioned Stimulus (CS) Start Class Unconditioned Stimulus (UCS) Students sit down, look at teacher and listen for directions (UCR)
After Conditioning
Morning Bell Conditioned Stimulus (CS) Start Class Conditioned Response (CR)
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Classical Conditioning
Ivan Pavlov
Using classical conditioning, we have the ability to: Affect students likes/dislikes Influence our students attitudes
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Classical Conditioning
Affecting Students Likes/Dislikes
Ivan Pavlov
Classical Conditioning Theory indicates that people develop a taste for pleasant experiences and aversions to experiences they find unpleasant
Therefore, we must intentionally provide learning experiences for which the students find pleasant if we want students to enjoy learning.
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Classical Conditioning
Influencing students attitudes toward learning
Ivan Pavlov
Classical Conditioning Theory suggests that students will develop a positive attitude toward learning simply by presenting content along with words and images that evoke positive feelings such as excellent, awesome, and good work. Therefore, we must intentionally incorporate words and images in our classrooms that evoke positive feelings for students.
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Classical Conditioning
Develop a respect of authority
Ivan Pavlov
Classical Conditioning Theory explains that people develop respect/fear based on conditioned stimuli that are associated with unpleasant unconditioned stimuli. This theory also suggests that people do not have to experience the unpleasant stimuli first hand but will develop respect/fear of conditioned stimuli by watching someone experience an unpleasant unconditioned stimuli.
Therefore, we must instill a healthy sense of respect of authority so that students will avoid behaviors that result in unpleasant consequences.
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Operant Conditioning
B.F. Skinner
B.F. Skinner
Operant Conditioning A Response that is immediately followed by a reinforcer is strengthened and is therefore more likely to occur again. (1)
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Operant Conditioning
B.F. Skinner
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Operant Conditioning
B.F. Skinner
Operant Conditioning
B.F. Skinner
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Operant Conditioning
B.F. Skinner
Increase?
Decrease?
Punishment
Positive Reinforcement
Negative Reinforcement
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Operant Conditioning
B.F. Skinner
Skinners assessment of operant conditioning and teaching. Reinforcement in the classroom usually occurs inconsistently and not soon enough after the desired response has occurred. If immediate reinforcement is impossible, then environmental cues that indicate reinforcement is coming later can be effective.
Therefore, we must use reinforce positive behavior immediately after it occurs if possible and use environmental cues only as a second option.
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Operant Conditioning
B.F. Skinner
Teachers have the difficult task of teaching behaviors that will be useful for students in their future. Students do not see the natural positive reinforcers immediately that they might in the realize in the future. As a result, teachers use artificial reinforcers such as stickers which are ineffective because students do not se how they connect to their behavior.
Therefore, we must make learning relevant to students present interests and provide effective connections between learning and the reinforcement method we choose.
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Operant Conditioning
B.F. Skinner
Skinners assessment of operant conditioning and teaching. Teachers find themselves punishing misbehaviors rather than reinforcing appropriate responses. For example, when most of the students are in line appropriately and one or two students are misbehaving, the teacher will punish the two students who are misbehaving rather than praising the rest of the class for their appropriate behavior.
Therefore, we must focus on reinforcing the desirable behaviors of some students in order to solicit appropriate responses from the rest of the students.
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Use Maslows Hierarchy of needs to ensure the classroom environment provides for meeting deficiency needs of the students
Establish routines and procedures for every task
Communicate discipline plan which includes positive and negative consequences or reinforcers
Effective teachers MANAGE their classrooms. Ineffective teachers DISCIPLINE their classrooms.(2)
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Discuss ways you meet Maslows Hierarchy of Needs for your students with the people at your table Remember to focus on the needs you can meet, not the needs you cant meet
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Take some time to discuss with your colleagues things that you have done that worked and things that didnt work.
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There is absolutely no research correlation between success and family background, race, national origin, financial status, or even educational accomplishments. There is but one correlation with success, and that is ATTITUDE.
Harry K. Wong (2)
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Works Cited
1. Ormrod, J. (2004). Chapter 7 Social Cognitive Theory. Human Learning 4th ed. New
Wong Publications.
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