CLASSROOM MANAGEMENT: A PHILOSOPHICAL APPROACH with a smidgen of pragmatic strategiesWE TEACH WHO WE ARE.THAT’S WHY A PHILOSOPHICAL APPROACH TO CLASSROOM MANAGEMENT IS THE FIRST STEP.Lao-Tsu, 604 B.C., spoke of things that I think Piaget echoed later. Read this, then substitute “teacher” for “leader” (put ‘her’ for him as desired too): …reflect on what it says about a philosophy of education."A LEADER IS BEST WHEN PEOPLE BARELY KNOW THAT HE EXISTS; NOT SO GOOD WHEN PEOPLE OBEY HIM OR ACCLAIM HIM;…..WORSE WHEN THEY DESPISE OR DON'T RESPECT HIM. FAIL TO HONOR PEOPLE YOU LEAD, THEY FAIL TO HONOR YOU….BUT OF A GOOD LEADER, WHO TALKS LITTLE, WHEN HIS WORK IS DONE, HIS AIM FULFILLED, THEY WILL ALL SAY:PowerPoint Presentationin the spirit of full disclosure MY PHILOSOPHY OF EDUCATION ………BUT FIRST: WHAT’S YOURS?ON YOUR OWN PAPER: WRITE 5 short “GIVENS” THAT WILL GUIDE YOUR TEACHING…. E.g.: “I will never…” “I will always try to…” “There is no teaching unless learning occurs.”Slide 11Slide 12Slide 13Slide 14NOW, FORM GROUPS ACCORDING TO THIS LIST:CAVEAT: Ideas today will/should address most students, but not the chronic or organic misbehaviors. Ok, now your task write these down please:-->Brainstorm answers to these questions: 1. What have you seen in business as a customer that makes you feel: a) welcome and valued as a customer? b) interested enough to linger or return as a customer?Question 2) How can we apply what you just described in question 1 to ‘students as customers?Now:Your experience as fertile ground for concrete learning. STORY TIME NOW: In groups, SHARE the following; choose a reporter person; be sure all get a chance to share:1. want to be gone from class? 2. distracted from learning or being on task? (e.g.: pacing and twisting ear or erasing board right away) 3. resentful? (e.g.: always late to class, lack of planning, losing student work…etc.) Now, report out one behavior per groupNow, Describe BEHAVIORS of some teachers that you had in school that made you want to be there,…. specifically, what teacher behaviors, attitudes made you: feel your time was well spent? feel welcome? feel valued?10 minute breakCOMPONENTS of managementNow, reconsidering behaviors related to: 1. want to be gone from class? 2. distracted from learning 3. resentful? ***How many of the behaviors you named above eroded one or more of the basic needs of students, namely personal efficacy worth safety system organization and predictability: fairness ???????Now, BY YOURSELF FIRST FOR 2 MINUTES, list all the teacher behaviors you can think of that: instill or enhance a feeling of “loveable, …capable, ….safe.” Consider teacher behaviors and/or qualities outside the classroom as well as inside. NOW, SHARE WITH A NEIGHBORA word about student needs of efficacy, worth, safety, predictability, fairness:Now, SOLO for 1 minute, list all the teacher behaviors you can think of that: *** convey a message of organization and reliability. (Consider behaviors and/or qualities outside !!! the classroom as well as inside.) Then, share with a different neighborA word about organization and routineHOWEVER: Emerson warned that “a foolish consistency is the hobgoblin of little minds.” Too much routine is as a bad as too little; variety is still allowed under organization. Can you recall a teacher who was too rooted in routine?Now, mentally list all the teacher behaviors you can think of that would instill in students a sense of fairness on your part or an environment of same. Consider behaviors outside the classroom as well as inside…..then share after a minuteThoughts on FAIRNESS:class pets arbitrary grading deadlines that always bend on due date assignments that preclude a chance for quality or success double standards for some always calling on the same people (hands, correct answer kids, etc.?) reading grades aloud or posting with names etc. A little advice to consider ----->Suggestions to consider: 1. When you make pedagogical decisions, teach students where they are, not where you were. 2. Congruence is important too; avoid mixed messages between your words and body language, your words and tone, etc. Can you think of other teacher incongruencies?STRETCH BREAK! THINKING IS HARD WORK…Strategies in general for good management:QUESTION STRATEGIES that honor the 5 components of proactive classroom management and preclude some common discipline causes.Avoid using the “gotcha’” technique of classroom management using questions. !!!!! If a student isn’t paying attention, alert her that you are about to ask her a question on the subject of ... Goal is still high rate of success. Protect students who give wrong answers (safety component). Or you could call a neighbor (proximity)Responses to correct student responses for ?s with correct answersResponses to incorrect student responses… Don’t just move on.Provide the question that the student’s incorrect response answers, then give the original question in an altered format. (“John, that answers who founded geometry; now, what people or part of the world do you think first used algebra?) Provide clues, partial answer, proceed from what student DOES know; “stay with” the student.Slide 42SOME responses to NON-response or “I don’t know.”Formative Check time! Back to groups of 4-5; bring your notesSlide 45Slide 46BONUS ROUND: What does Kounin have to say about all this??KOUNIN’S PROACTIVE MANAGEMENT IDEAS: Good classroom management depends on effective lesson management.KEY STRATEGIES:WITH-IT-NESS Aware and alert, cognizant, “eye in the back of the head” sense...and letting students KNOW itOVERLAPPING Simultaneous accommodations; multitasking; attending and juggling.SMOOTHNESS Staying with the lesson; avoiding reversing and random course changes.MOMENTUM Pacing! …relates to organization and delivery; not dwelling too long, not holding all students hostage; having smooth transitions.GROUP ALERTINGThe Ripple Effect The "ripple effect" occurs when the teacher corrects a misbehavior (or the opposite) in one student, and this positively influences the behavior of other nearby students.Kounin, J.S. Discipline and Group Management in Classrooms. Holt, Reinhardt and Winston, NY, NY. 1970Finally: thank you for learning, andCLASSROOM MANAGEMENT:A PHILOSOPHICAL APPROACHwith a smidgen of pragmatic strategiesWE TEACH WHO WE ARE.•OUR TEACHING PHILOSOPHY IS LINKED TO HOW WE TREAT
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