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Philosophical Approaches to Classroom Mangement
Sonam Chahalon 21 September 2012
Transcript of Philosophical Approaches to Classroom Mangement
Levin Chapter 4 Philosophical Approaches to
Classroom Management Learner Objectives 1. How are theoretical approaches
to classroom management useful
to teachers as they manage their own students' and their behaviors?
2. What are the power bases that teachers can access in order to infuence student behavior?
3. Why is it importatnt that techniquies a teacher employs to manage student behavior be consistent with the teacher's beliefs about how students learn and develop Bag of Tricks vs. Developed Systemic Plan Multiple models or systems and hundreds of techniques for promoting student behavior.
Effective in some situations, but not others.
some students, but not others.
some teachers, but not others. Must find prototypes of classroom management that are consistent with beliefs.
Involves understand own basic beliefs about classroom management first. Four power bases
The types of power or influence that are available to teachers to promote appropriate student behavior. Level I: Consider the question of whether student behavior has become disruptive in your classroom.
Level II: Act only when it becomes necessary.
Level III: Lessen your invasive responses to deal with the disruptive situation.
Level IV: Manage the milieu to quickly return to an effective learning environment. CALM model French and Raven (1960)
Identified four different types of power that can be used as social agents to influence behavior Teacher Power Bases The effective teacher is aware of the type of power he/she wants to use.
Teachers likely use each of the four types of power at some time or another. Hierarchy
Begins with those most likely to foster student control over their own behavior, moving towards increasing teacher control. Students behave as the teacher wishes because they like the teacher as a person.
Students view the teacher as a good person who is concerend about them, cares about their learning, and demands a certain type of behavior because it is in their best interest. Referent Power 2 requirements for effective use
1) Teachers must perceive that the students like them and
2) Teachers must communicate that they care about and like the students. Teachers with referent power are able to appeal directly to students to act in a certain way.
Must not be confused with attempts to be the students' friend.
Problems? Reward and Coercive Power Two sides of the same coin.
Based on the behavioral notions of learning.
Both foster teacher control over the student behavior. (1) Teacher must be consistent in assigning and withholding rewards and punishments.
(2) Teacher must ensure that students see connection between their behavior and a reward or punishment.
(3) Rewards or punishments must be perceived as rewards and punishments by the students.
(4) Students must see the application of the rewards and punishments as validated. DANGERS Rely on a variety of rewards, and a mix of punishments.
Cannot be used all the time.
What would be the issue with older students? When students are rewarded for an activity, they are likely to perceive the activity as interesting in the future, and less likely to engage without external reinforcement in the future.
Overuse of punishment is likely to engender negative attitudes toward school and learning in students.
Runs COUNTER to encouraging and developing self-directive learners. Expert Power Legitimate Power The teacher is someone who is good and knowledgeable, and who can help them to learn. (1) Students must believe the teacher has both special knowledge and teaching skills to help them gain that knowledge
(2) Students must value learning what the teacher is teaching. Teacher successfully communicates competence through mastery of content material, the use of motivating teaching techniques, clear explanations and through class preparation. Teacher expects student to behave appropriately because the teacher has legal and formal authority for maintaining appropriate behavior in the classroom. Must demonstrate through behavior that they accept the responsibilities, as well as the power inherent in the role of the teacher.
Students must believe that teachers and school admin are working together.
How can teachers help themselves gain legitimate power?