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Ecological Approaches to Classroom Management
Transcript of Ecological Approaches to Classroom Management
Lessons Grade 3/4 Critical thinking, conflict resolution, perserverance, courage, interpersonal skills and ethical decision making. Grade 5/6 Money management, fire safety, antibullying and internet safety Focus not just on core character traits, building relationship but also on service-learning and career education. Grade 7/8 Grade 7/8 High School Focus on Career Exploration, post secondary education, career readiness and making the transition to the real world Key Focus : Skills for Adolescents, Action and Growing Lions Club International Foundation : Lions Quest Multicomponent Life Skills Education Program that promotes character education, drug prevention and service learning Overview Teachers integrate skills like working cooperatively, developing communication skills, building self esteem and personal responsibility, making decision and resisting social pressures into academic subjects. Practical Application Teachers develop rules, routines and maintain clear standard for student behavior. Students are involved in making of the class rules Skills for Growing :
Demonstrating ways to ask for help and making positive statements abut their classmates Pre-K / Elementary Lesson
Flow Middle School Skills for Adolescents :
Peer Relations and Intimation, resisting pressures to use drugs. High School Skills for Action Lessons :
Helps students to prepare to become responsible citizens. Key Focus : Being honest with yourself, Improving yourself continually, Managing yourself responsibly, Positive actions for a healthy body and mind, Self-concept, Thoughts-Actions-Feeling Circle, Treating others the way you like to be treated. Carol Allred : Positive Action Students are taught to identify positive behavior, given opportunities to practice them and examine how they feel about themselves. Overview Students have an intrinsic motivation for change, teachers and other adults use repeated reinforcement to help the students gain decision-making skills as they mature socially and emotionally. Age-appropriate lessons that can be integrated into academic classes. Lessons target positive internal behavior Practical Application Self-Concept: What is it, how is it formed and why is it important Improving yourself continually: Setting and achieving goals, persisting and believing in your potential Positive actions for a healthy body and mind: Managing time, energy thoughts, actions money, feeling talents Treating others the way you like to be treated: Respect, fairness, kindness, empathy, cooperation, caring Being honest with yourself: telling the truth, doing what you say you'll do, not blaming, admitting mistakes, knowing personal strengths and weakness. Has a thought, acts on it and feels something because of that action. This cycle repeats over and over. Instead of turning negative thoughts into negative actions, encouraged to lead negative thoughts to positive actions. Thoughts-Actions-Feeling Circle Key Focus: Application phase, Decision-Making process, Instructional phase, Readiness phase Thomas Schuyler, Maruice Elias and John Clabby:
Social Decision Making and Problem Solving Helps students to build the skills to think clearly under stress and in socially and emotionally complex situations. Overview Four basic competencies : Building skills for self-control, learning behaviors that are linked with peer attendance and the ability to work in groups, develop problem solving and decision making skills and the ability to apply social and emotional capacity in response the ever changing environment . Train educators and parents to help students develop self-control and social awareness skills through lessons which are reinforced by guided practice, role-playing and problem-solving situations Practical Application Implementation of
Curriculum Readiness Phase:
Student learn self-control as well as social awareness and group presentation skills. Application Phase:
Teacher uses role-playing, guided practice, modeling and mock situations to help students learn to apply their skills. Uses the following eight-step model to apply critical thinking and feeling to the decision-making process. Instructional
Phase Look for signs of differing feeling Students learn to.... Identify the problem Decide on a goal Identify all possible solutions to the problem For each solution identify what might happen next Select the best solution Plan the implementation of the solution and check for other problems. Implement the solution and evaluate it Keep students focused on learning tasks and minimize behavior problems. Counteract mischief but keeping them productively busy. Minimum reliance on negative experiences, a maximum reliance on activity and psychological alertness Kounin - Instructional Management Teachers have to demonstrate appropriate teaching behaviors, maintain appropriate instructional momentum, work towards group focus and plan a learning environment that is conducive to learning and behavior. Practical Application Withitness:
Aware of all events , activities and student behavior in the classroom and convey that to the student. Desists:
Efforts to stop a misbehavior. However, it may results in less-relaxed students and reduced feelings of teacher helpfulness and likability Overlapping:
When teachers have two matters to deal with at the same time. Student recognize the teacher's ability to overlap as an indication of awareness and control Continued... Satiation:
When a teacher teaches the same lesson for so long that students grow tired of the topic. Counter this by showing zest and enthusiasm, make positive statement andpointing out the challenges of the lesson. Jerkiness:Refer to lack of lesson smoothness and momentum. Avoid changing the learning topics, asking irrelevant questions and holding off students' question Stimulus Bound:
When the teacher has the students engaged in a lesson and is distracted by another matter. Teacher need to recognize its negative effect and maintain the instructional focus in class. Thrust:
A teacher's sudden "bursting in" on students; activities with order, statement or question without being sensitive to the group's readiness to receive the message. Result: Student's misbehavior. Dangles and Truncations:
Dangle occurs when a teacher starts an activity and leaves it hanging in midair by beginning another activity.
Truncation is similar except that the teacher does not resume the "dangled" activity. Resulting in confusion and lost in attention in student.
Flip Flop is similar but occur only at transition point. Slowdowns: Over dwelling and Fragmentation Overdwelling:
When a teacher dwells on corrective behavior or lesson longer than needed for students' understanding and interest. Fragmentation:
When a teacher breaks down an acitivity or behavior into parts even though it could be combined into just one activity. Occurs when a teacher makes a conscientious attempt to keep the attention of all members of the class AT ALL TIMES. Group Focus Group Alerting:
Teacher attempts to involve all learners in learning tasks, maintain their attention and keep them on their toes. Group Accountability:
Teacher holds students accountable and responsible for their task performance. Students are less likely to misbehave when they know they are held accountable for their learning.