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Copy of Managing an Effective Classroom: A Mental Set

To create a well-managed classroom that ensures student success
by

Janet Hindman

on 20 August 2012

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Transcript of Copy of Managing an Effective Classroom: A Mental Set

Classroom
Management Results Research Managing an Effective
Classroom: The Mental Set Notes Place your own picture
behind this frame! Double click to crop it if necessary San Francisco Budapest Important
Details (cc) photo by Metro Centric on Flickr (cc) photo by Franco Folini on Flickr (cc) photo by jimmyharris on Flickr Stockholm (cc) photo by Metro Centric on Flickr 1. Rules and Procedures 2. Disciplinary Interventions 3. Teacher-Student Relationships 4. Mental Set An interesting way to observe this
phenomenon is to read the sentence
below once and only once. While
doing so, count the number of times
the letter F appears. Remember,
read the sentence once only: Attending with Mindfulness

We typically do not attend to all of
what is happening around us. In fact,
we commonly operate with very little conscious awareness of our environment,
particularly regarding routine activities.
Effective teachers carefully attend to what is happening in their classrooms at all times and remain aware of all situations. Construct of a Mental Set

The construct of a mental set in
classroom management is quite similar
to the construct of "mindfulness" in
psychology. Mindfulness was
popularized by Ellen Langer in a
series of works (Langer, 1989;
Langer & Rodin, 1976; Langer &
Weinman, 1981). Situational Awareness: A Frame of Mind

Langer (1989) explains that mindfulness
involves a heightened sense of situational
awareness and a conscious control over
one's thoughts and behavior relative to that situation. According to Marzano et al. (2003), this frame of mind is not easy
to maintain because "the human brain is predisposed to focus on a very narrow range of stimuli and to operate quite automatically relative to those stimuli"
(p. 65). Withitness
Mindlessness is the antithesis of a
mental set teachers must have for
effective classroom management. Specifically, this mental set requires
teachers to cultivate a mindful stance relative to their "withitness" and "emotional objectivity" (Marzano
et al., 2003, p. 66). The term withitness
was coined by Jacob
Kounin, considered the
first researcher to study
the characteristics of
effective classroom
managers. Brophy explains withitness
as remaining "with it" or
"(aware of what is happening
in all parts of the classroom
at all times) by continuously
scanning the classroom, even
when working with small
groups or individuals" (1996, p. 11). Assets map details doodles notes outlook photo frame A critical factor important to effective
classroom management is an
appropriate mental set. Effective
managers approach the classroom with a
frame of mind--a specific mental set. FINAL FOLIOS SEEM TO RESULT
FROM YEARS OF DUTIFUL STUDY
OF TEXTS ALONG WITH YEARS
OF SCIENTIFIC EXPERIENCE. Good & Brophy (2003)
describe withitness as
depicted in Kounin's work
as effective managers who
monitor their classrooms
regularly and let their
students know that they
were "with it"-- and aware of what was happening at all times. Emotional Objectivity is
another aspect of an
appropriate mental set
for classroom management.
An effective classroom
manager implements and
enforces rules and procedures,
executes disciplinary actions,
and cultivates effective
relationships with students
in an "unemotional, matter-of-
fact" (Nelson, Martella, & Galand
(1998, p. 156) manner. The importance of emotional objectivity was demonstrated by Brophy and Evertson (1976) in their study of the classroom practices of teachers who consistently produce achievement gains greater than expected. Let's look at some examples
of teachers using a mental
set for effective
classroom management. How many Fs do you see? What does the future hold? * The Internet

* Classroom Blogging

* Twitter for Building Personal
Learning Networks

* Immersive Learning Environments

* Fine Tune Appropriate Mental Sets
Full transcript