Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
Ch 4: Philosophical Approaches to Classroom Management
Transcript of Ch 4: Philosophical Approaches to Classroom Management
Classroom Management Teacher
Bases What did you learn today? Referent the "involved" teacher POWER Expert Legitimate What kind of power would you like to exert in your classroom? Referent "students behave as the teacher wishes because they like the teacher as a person and they feel the teacher cares about them." (p. 101) motivation to behave teacher is involved in many extra-curricular activities so has opportunities to get to know the students. Is friendly and encouraging in all aspects of interaction.
teacher is a well-rounded, good person interested in them. Expert Legitimate Reward &
Coercive key teacher behaviour communicates caring for students. How does a Teacher
do this? non-verbal gestures
positive oral and written comments
extra time and attention
displays of sincere interest in student ideas, activities, and learning
appeal directly to students in a certain way: "I'm really not feeling well today, please keep the noise at a minimum." POWER POWER Reward & Coercive POWER "school is your job" expect students to behave since the "teacher is the teacher" and built-in to that role is a certain level of authority and power. behaviour is moderately managed by the teacher
"I behave because the teacher asked us to."
"you are supposed to do what the teacher says." motivation to behave key teacher behaviour teacher demonstrates through behaviour that they accept responsibilities and power expected in the role of a teacher How does a Teacher
do this? must be viewed by students as "fitting the professional image" (dress, speech, mannerisms)
school administration, through words and actions expect that students treat teachers as an authority figure
students must believe that teachers and school staff are working together for the common good
rants or statement of appeals The "knowledgeable" teacher The teacher uses their professional knowledge to help students learn
Teacher's expertise is valued by students
Students understand that the teacher is knowledgeable enough and is able to teach them what they need to know to succeed; they behave as teacher wishes
Teacher demonstrates mastery of content and teaching skills motivation to behave key teacher behaviours A high level of teacher management to monitor student behaviour is required.
Teaches kids to work extrinsically, rather than intrinsically.
" I need to read my book quietly so I can have candy or I stay after school". key teacher behaviour reward or punishment Teacher controls student behaviour by assigning rewards for "appropriate" behaviour and punishments for "misbehaviour". Teacher must continually use rewards and punishments
consistency is the key downfalls and student motivation to behave By Deanna and Emily CALM Am I allowed to go to recess? Consider the question of whether student behaviour has become disruptive in your classroom.
Act only when it becomes necessary.
Lessen your invasive responses to deal with the disruptive situation
Manage the situation to return to an affective learning environment. Teachers: when dealing with issues of classroom management please remain In your opinion, what is the ideal and most efficient teacher power base for managing classroom behaviour? http://goanimate.com/videos/0YwxlU7Qnn_0?utm_source=linkshare References
LEVIN, J., NOLAN, J. F., KERR, J. W., & ELLIOTT, A. E. (2012). PRINCIPLES OF CLASSROOM MANAGEMENT: A PROFESSIONAL DECISION-MAKING MODEL (3RD CANADIAN ED.). TORONTO: PEARSON EDUCATION.
www.goanimate.com/createyourownvideo Objectives Introduce the 4 Power Bases (Levin et al., chapter 4, pp. 78-88)
How are the power bases useful to manage your own classroom?
What does it look like to influence student behaviour?
Connect to the theory we have already learned Remember! recognize the power base that you use to manage student behaviour
power bases can be combined or varied for use in different situations such as student type and grade levels
personal beliefs about uses of power bases is an important step toward alignment with personal beliefs of classroom management Now it is time for..... www.teacherspayteacher.com/jeopardyfree