Ed 309

Worldview or Model

1. The brain learns best through repetition.

2. The emotionality of an experience affects retention.

3.Teachers should create a high challenge/low threat environment.

4. Teachers should focus on higher-order thinking when teaching students.

In place of the parent - (While students are at school they're your responsibility)

instruction - (Following approved standards) and supervision - (A safe environment)

Knowledge - simple recall

Comprehension - showing an understanding of something

Application - applying what they know to a new situation

Analysis - looking for causes and effects

Synthesis - generating something unique

Evaluation - require a value judgement

1.keep high-traffic areas free of congestion, appropriate spacing, be attentive tothe needs of students with disabilities and ADHA.

2. Be sureyou can see your students, and use proximity

3. keep supplies accessible - (this prevents delays)

4. be sure students can see “whole class” displays or lectures.

Have students sitting in groups of four

Rows "action zone" - “T”correlated with higher achievement and higher participation

Prevents students from sitting next to friends which cuts back on class disruptions

Goals - target aspirations (what you want to happen;it doesn't always happen this way)

Expectations - desired behaviors or outcomes

being courteous in speech,controlling emotions, writing headings for papers (have an example posted)

Important because: Reinforces appropriate behavior

doing the right thing forthe right reasons

1. Honesty

2. Respect

3. Responsibility

4. Courage

5. Compassion

changing up methodology/the way you teach. examples: Board work, groups, think/pair/share

Reasonable and necessary. Must be very specific, must be able to beenforced.

Consistency is key!

Wait time number 1- the pause directly afteryou ask a question (this gives students time to answer/process the question)

Wait timenumber 2 - a pause after an answer(this gives the students time to elaborate on their answer).

using your location tomonitor/control student behavior

the notion is that students should be doingthings because it’s the right thing to do or it’s in their best interest to doso. Learning for learning's sake.

Example: "You should be very proudof yourself."

Students might think that b/c you have tooffer a reward then the task (whatever it is), means the task must be boring orunpleasant. Students expecting a reward are working solelyfor the reward

Example: "Good job."

varied, specific, sincere,and consistent

It’s not fair to the restof the class.

this is important becauseif you finish early, you must know what you’re going to do for the remainingtime.

Scope- the total amountof content covered during the year.

Sequence- the order in which you teach thecontent.

Interactive “hook” to startthe lesson

Something real you can touch. Adds interest to the lesson.

Guided practice - the teacher models how to do some specific task (ex.Critical thinking or venn diagram)

Independentpractice - the students use whatthey’ve learned to work by themselves (or in groups)

(Explain why)

Affective filter:

Emotions - remember things vs.brain - learning things

Activelearning - actively engaged in meaningful experience.

Passivelearning - students take responsibility for their own learning. Shifts the responsibility of learning to the student.

most efficient way of conveying information.

Focus on making it RELEVANT and making it interactive.

teacher-led, question andanswer, sequence, remember to be equitable with questions.

allowing students to check their work

students and teachersconstruct meaning together

1. Clearlydefine roles

2. Clearlystate time limits

3. Assesseach student individually

Break the assignment down, smaller more measurable bits. Make clear expectations for classroom assignments.

Develop shortcuts for checking work.

Process related feedback should come back immediately

toggling between two activities at once (can be positive or negative)

Starting an activity without paying attention to whether or not the students are ready.

Breaking off an activity before it is completed

Greet students at the door

Learn names

Give students a voice

Show students you care

Being able to do two things at once (multi-tasking)

Students misbehave for two reasons:

1. To get something

2. To get out of something

when students are working at their seats and you move from seat to seat answering questions

rewards: Pro: Support student engagement and self-management. Student can choose their activity

Con: expected rewards interfere w/process and quality of learning. Students should be doing things because it is the right things to do. Students are working solely for the reward.

Creates a competitive classroom - careful thought should be put into grouping so that all groups have a reasonable chance of winning.

when a teacher leaves a topic without having finalized it, provides a summation, or otherwise drawn the lesson to a full conclusion.

“with-it-ness” - Done by proximity and by being aware of what's going on in your classroom. To know when your students are understanding your lesson.

Interdependence among group members: working together, rely on each other

Social skills/socializing

lower-achievingstudents can benefit from the explanation of higher-achieving students and viceversa (the best way to learn something is to _______ it)

Intraverted - more reflective, prefer explanations and time to reflect.

Extraverted - more expressive and more sensitive to external environment. Prefer interaction when learning.

Sensing - Prefer to learn in step-by-step fashion, order.

Intuitive - Like to look for patterns and big ideas. Rely on imagination to solve problems.

Thinking - like to use logic when making decisions. Prefer lecture method to research.

Feeling - prefer social learning environments, motivated by interactions with peers and teachers. Embarrassed for others easily.

Judging - prefer analyzing, decision-making, and closure. Structure and predictable routines.

Perceiving - more spontaneous, keep options open. More flexible.

Students want limits and structure and will test you to see if you're enforcing.

Example: take one cellphone, take all!

Be consistent in enforcing the rules.

Understand that when you're in a classroom planning and execution are two different things. the ability of the teacher to be persistent with all the elements of effective management by not interpreting violations of rules and procedures, negative reactions to disciplinary interventions, and rebuffs to the teacher's attempts to build caring relationships as personal attacks.

It's important that it comes in a timely fashion. Example: Friday homework sheet.

1. Traditional Authority- students are expected to follow directions because the adult is in “charge”- much like their parents.

2. Bureaucratic authority- the teacher’s authority comes from the teacher’s ability to use grades to reward or punish behavior

4. Charismatic authority- teacher’s authority comes from the fact that students like and are attracted to them (not attracted in asexual sense, although it happens)

Make a judgement call! Sometimes it's not worth the disruption to stop the lesson.

In praising effort, the teacher praises the amount of work that the student has done, regardless of the achievement. To praise achievement, the teacher praises the completion of something or achievement of some standard.

Affective - Influenced by or resulting from the emotions Cognitive - Thinking; categories of cognitive skills: working memory, processing speed, long-term memory, and visual processing. Basically feeling vs. Thinking...24 people found