Introducing 

Prezi AI.

Your new presentation assistant.

Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.

Loading content…
Loading…
Transcript

1. Who has primary responsibility for managing student behaviour?

2. What is the goal of classroom management?

3. How do you view time spent on managements issues and problems?

4. How would you like students to relate to each other within your management system?

5. How much choice will you give students within your management system?

6. What is your primary goal in handling misbehaviour?

7. What interventions will you use to deal with misbehaviour?

8. How important to you are the individual differences among students?

9. Which teacher power bases are most compatible with your beliefs?

Power Bases

Collaborative Theory

Reward and coercive power

Teacher & Student share responsibilty for control of student behaviour

Student-directed Theory

The primary goal of schooling is to prepare for life in a democracy; requires citizens who can control their behaviour, care for others and make wise decisions

Limitations due to class sizes & time with students.

Choice within boundaries - teacher retains primary responsibility.

No blind obedience - No complete freedom.

Logical consequences.

Group / Individual

Although these are two different types of teacher authority, they are two sides of the same coin..Reward and coercive powers are based upon behavioral notion of learning. There are a number of requirements for the effective use of this power base. (1) consistent. (2) Connection. (3) Perception. (4) Fair. •These teachers must rely on an assortment of rewards and a mixture of punishments to maintain balance in the classroom. Within the later years of schooling this power, like others cannot always be used.

Expert & Legitimate Power Bases

  • Primary responsibility for management lies with the students
  • Time spent on management = time well spent on giving students skills to function outside of school
  • Person-centered management model developed from this theory
  • Four main concepts:
  • Student ownership
  • Student choice
  • Community building
  • Conflict resolution and problem solving
  • Works best with referent and expert power bases
  • Most useful in elementary classroom settings, but can be used in any grade

Teacher Directed Learning

Legitimate Power

The primary relationship is usually between the collection of students and teacher. Students are seen as individual parts of the collective. Teacher believe that students can control themselves and appropriate behavior is a matter of self control.

Traditionally connected to reward/coercive power. The issue is that students are individuals and the difference between these students make the reward and punishment mentality very difficult. Some rewards for some may be punishment for others.

Students who are influenced by legitimate power behave appropriately due to the belief that teachers need to be listened to simply because of their position as a teacher.

Teachers use the legal authority to influence their students. The issue is that students must respect legal authority and teachers need to act “as a teacher”

If a teacher is trying to enforce legitimate power, they must accept the responsibilities and power in the role of a teacher. They must also follow and enforce school rules, policy, and administration.

This power has become less effective over the last 30 years. This is largely due to the idea that today’s students expect to be involved in decision making.

Take a moment and think

Teacher Directed Learning

Philosophical Approaches to Classroom Management

The goal of this style is to create good decision makers that can follow rules and guidelines that are given to them by adults and produce a well organized, efficient, and academic classroom.

In this style, classroom management is primarily the responsibility of the teacher.

Therefore, there is little student involvement in decision making.

Andrea, Dan, Jeff, Kevin

Expert power

In the Expert power the Teacher viewed as knowledgeable and able to help them learn. There are two Conditions required for this power to be successful.

(1) students must believe teacher has both special knowledge and teaching skills to help students acquire that knowledge

(2) Students must value what the teacher is teaching.

Within this power teachers must communicate their competence through the mastery of content material, the use of motivating, clear explanations, great class preparation. Through current research it shows this power is more successful with students beyond the primary grades.

Referent Power Base

Students behaving as the teacher wishes... of their own accord? What!?! How did you pull off this magic trick?

Theories of Classroom

Management

They like the teacher who genuinely cares about their best interests.

THIS IS NOT A FRIENDSHIP - this is the product of professionalism.

CAUTION! Not a panacea and is not available all the time or to everyone.

Teacher

Student

The End!

Any questions?

All information from Chapter 4 of:

Levin, J., Nolan, J. F., Kerr, J. W., Elliott, A. E. (2012) Principles of

Classroom Management: A Professional Decision-Making

Model. (3rd ed.) Toronto: Pearson.

Learn more about creating dynamic, engaging presentations with Prezi