chap 1 EDU 527_2

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NORSHIHA SAIDINFACULTY OF EDUCATION

[email protected]

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Weinstein, C.S( 2007) Middle and

Secondary Classroom Management:

Lessons from Research and Practice,

3rd edition, McGraw Hill.

All chapters in the textbook will be

covered.

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Before going any further, jot down the words

that come to mind when you hear the

phrase classroom management.

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Then write the answer to this question:

What is the goal of classroom

management? Spend 10 mins discussing

this and write down your thoughts.

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At the end of the lecture compare your

goals statement with the statement in the

book. Are they similar? Different?

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Classrooms are crowded, yet students are

often not allowed to interact.

Students are expected to work togetherharmoniously, yet they may not know or like

each other.

Students are urged to cooperate, yet theyoften work in individual or competitive

situations.

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Students are encouraged to be

independent, yet they are also expected to

conform to the teachers dictates

Students are instructed to work slowly and

carefully, but they have to be aware of the

press of time in a 42- (or an 84-) minute

period.

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Multidimensionality

Simultaneity

Immediacy

Unpredictability

Lack of privacy

History

(Doyle 1986,2006)

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The ultimate goal of classroom management isto promote learning and social-emotionalgrowth.1.Successful classroom management promotes

self-regulation.2.Most problems of disorder can be avoided ifteachers foster positive teacher-studentrelationships, implement engaging instruction,

and use good preventive managementstrategies.

3.The way teachers think about managementinfluences the way they behave.

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4.The need for order must not supersede

the need for meaningful instruction.

5.Behavioral expectations vary across

different sub settings of the classroom.

6.Teacher must be culturally responsive

classroom managers.

7.Becoming an effective classroom managerrequires reflection, hard work, and time.

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The four teachers whose thinking andexperiences will be described throughout the

rest of the book.

Donnie Collins (middle and high schoolmathematics) teaches in an urban district of

16 percent Asian American); about 26 percent

of the students qualify for the federal free or

reduced-priced lunch program.

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High school Chemistry teacher in a small

district of 1650 students (53% European

American,17% African American,14%

Latino, and 16% Asian American) :about

26% of the students qualify for the federal

free or reduced-price lunch program.

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A high school social studies Teacher in a

district of about 7500 and growing fast;

student population is 64 percent European

American, 20 percent American, 10

percent African American, and 6 percent

Latino; about 12 percent of dents are

eligible for the federal free or reduced-price lunch program.

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A high school English teacher in a district

of 12,900 students from 24 schools (61

percent European American, 20 percent

Asian American, 10 percent Latino, 8

percent African American); about 13

percent of the students qualified for federal

free or reduced-price lunch program

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What do the teachers have in common?

These four teachers teach different subjects in

very different settings, they are alike in many

ways.

about classroom management in very similar. They emphasize the prevention of behavior

problems, mutual respect, involving students

learning activities, and the importance ofbeing organized and well prepared.

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When asked why they behave well in certain

classes and not in others, students

consistently voiced three themes:

1. relating to students with caring and respect;2.setting limits & enforcing them;

3. teaching in a way that it motivating and

interesting.

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This chapter examined some of the

contradictions and special characteristicsof classrooms.

It argued that effective managementrequires an understanding of the uniquefeatures of the classroom environment andstressed the fact that teachers work with

captive groups of students on academicagendas that students have not helped toset

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Then we discussed seven assumptions

that guided the content and organization of

the book.

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Pretend you are a teacher being featured

in this book. What is your story? Think

about what motivated you to choose a

career in teaching and what your goals

are.

chap 1 EDU 527_2

Documents

Transcript of chap 1 EDU 527_2