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Classroom ManagementMIT 2010: TITLESpring 2009What does a well managed classroom look like? What’s involved in (i) creating an environment of respect and rapport; (ii) establishing a culture for learning; (iii) managing classroom procedures; (iv) managing student behavior; and (iii) organizing physical space?This quarter you will begin to identify and examine a range of classroom management practices that will help you to develop ideas for addressing the above questions. You will also develop a classroom management plan that will support your work as a teacher. You may end up adapting this plan at the end of your first/second student teaching given what you’ve experimented with and learned. That’s normal. This first plan,along with the planned class exercises, are designed to provide you a clear, carefully thought out place to start from.Goals for the quarter:- Identify distinguishing characteristics of a well managed democratic classroom. - Identify how the cognitive, moral & social development of children & youth influences your understanding of their behavior. Use that understanding to develop systems for supporting students in productively engaging in the classroom learning environment. - Learn distinguishing characteristics of and critiques of (i) controlling, (ii) confronting & contracting, and (iii) relationship & listening approaches to proactive and reactive management and discipline. - Identify the underlying assumptions of, and learn to use, the systems of discipline that are prevalent in the schools. - Develop a system and plan for classroom management (both proactive and reactive) that is congruent with your teaching philosophy and an informed understanding of students’ development. You will have opportunities to develop, examine and demonstrate your progress towards these goals via the following projects:- Analysis of classroom vignettes using lenses of cognitive, moral and social development (weeks 4 & 7).- Comparative analysis of a vignette that demonstrates distinct process and steps for various proactive and reactive management strategies (done all along the way and completed by week 9).- Role playing of vignettes and different management strategies (weeks 3,5 & 6).- Development of strategies to support group work as part of the seminar discussions and the curriculum project - Development of a comprehensive classroom management plan for your future classroom (draft due week 9; final due week 10)Classroom management planWrite a classroom management plan that identifies your beliefs and concrete plans for structuring the classroom in a way that supports all students’ learning. This plan should include:1. A philosophical statement on your beliefs about classroom management. 2. A description of how you will set up your classroom and teaching so that students participatein a learning community that supports student learning and well-being. Consider the areas outlined by Wolfgang on pages 299-303 (e.g. student use of classroom space & facilities; procedures during whole class activities; procedures during small group work; expectations regarding student responsibility for work; etc). Also, read through and examine the criteria from domain 2 of Evergreen’s “Student TeachingAssessment” and the “State Pedagogy Assessment” to identify the domains that you will need to address and consider for your plan (see next page). Make sure to read the actual TESC rubric which we’ll hand out separately. You are aiming for at least the developing teacher level of performance. (The skilled experienced teacher level of performance is whatyou may see your teacher working at or towards.)So, for example, how will you set up the following: - Classroom procedures — How are the lessons structured? How do they start and finish? What kinds of logistics will you take care to structure – what will guide how you think about that structure? - Room arrangement -- map, or maps for different types of activities including a student seating arrangement, teacher desk, resources, displays, etc. You should include a written explanation of your choice of arrangement(s).- Expectations— How are they arrived at? What might they include? How are they communicated to students, parents, administrators etc. 3. A description of how you intend to encourage and respond to students and how you will manage students that are behaving negatively in your class. What techniques are you goingto use to maximize the effectiveness of your classroom management?Domain 2 “The Classroom Environment” of MIT’s Student Teaching Assessment RubricA: Creating an Environment of Respect and Rapport - Elements: democratic classroom management system; teacher candidate interaction with students; and response to student interaction. B: Establishing a Culture for Learning - Elements: importance of the content; and expectations for learning and achievement. C: Managing Classroom Procedures - Elements: management of instructional groups; management of transitions; management of materials and supplies; performance of non-instructional duties; and supervision of volunteers and paraprofessionals. D: Managing Student Behavior - Elements: expectations; monitoring of student behavior; and response to student misbehavior. E: Organizing Physical Space - Elements: safety and arrangement of furniture; and accessibility to learning and use of physical resourcesState Pedagogy Assessment Students participate in a learning community that supports student learning and well-being.Democratic Classroom Students participate in the development of classroom behavioral expectations and norms (e.g., provide input regarding rules or procedures; are involved in conflict resolution).Respect Classroom interactions between students and teacher candidate orbetween peers reflect respect for others.Learning Community Students support one another in group learning activities and include low-status/historically marginalized students.Self-Directed Learning Students express their opinions and provide suggestions regardingtheir own learning.Diverse Perspectives Students show respect for multicultural and gender perspectives expressed by others.Heterogeneous Groups Students engage in a variety of learning experiences including heterogeneous cooperative learning groups that build and recognize academic competence of students, including low-status/historically marginalized students.Week Guiding questions Homework


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EVERGREEN MIT 2010 - Syllabus

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