1

Guiding Behavioral Expectationsin the

Non-Traditional Classroom

2

INTRO: non-traditional classes

• are conducted in lab/studio/open spaces

• are process/performance oriented

• are “authentic assessment” based

3

Problem: non-traditional classes

• require freedom of movement between teacher/students/workspaces/supplies

• require multiple strategies of communication to reach a diversity of learning/skill levels

• require grading rubrics which place “value” on the product AND the producer

4

Goal I: establishing norms

• group students by ability in proximity to the teacher and establish peer leadership

• create unique attention-getting signals and practice “not teaching” until 100% are actively listening

• determine which aspects of classroom management will be constant and which aspect will be flexible and change on demand

5

Goal II: practicing norms

• vary presentation methods and experiment with ways for students to actively participate in collecting and documenting the information

• use rubrics/student responses which place “value” on the intrinsic and extrinsic aspects of the process and product

6

Goal III: appealing to Maslow’s hierarchy of needs of students

• KEY DISCIPLINE FACTORS:

• EGO/ESTEEM

• SOCIAL

7

Goal IV: appealing to the five senses for quality performance and behavior

• BASIC LEARNING:FIVE SENSES

• HIGH LEVEL TEACHING SKILLS USING FIVE SENSES

8

Goal V: appealing to the five senses for quality performance and behavior: VALUE=PRIDE

• KEY DISCIPLINE FACTORS:

• RECOGNIZE QUALITY

• UNDERSTAND REWARD

9

Action: environment issues

• Get the best out of the seating arrangements: tricks from teachers

• Art Studio-Agriculture-ESL/PALS-FCCLA-Music-Others (tips)

10

Action: presentation issues

• Vary communications to appeal to all of the senses including visual and tactile responses

• Art Studio-Agriculture-ESL/PALS-FCCLA-Music-Others (tips)

11

Action: grading issues

• Make grading rubrics “authentic assessments” so the emphasis reflects on the value (quality) of the works and builds the esteem of the person (extrinsic and intrinsic evaluations)

• Art Studio-Agriculture-ESL/PALS-FCCLA-Music-Others (tips)

12

Summary

• Arrange, Articulate, Assess

– Plan the space

• Create a sense of “belonging”

– Establish clear signals of communication

• Present diversely and insist on feedback

– Allow for student ownership in the “value”

• Grade based on intrinsic and extrinsic quality

13

GO ROHO

• Fill in the BLANK

– Two key Maslow needs that the environment should address are ___________ and _____________.

– A variety of communication (teaching) should appeal to all of the ____________ (including visual and tactile.)

– Real world classroom projects are usually graded as ________________ assessments.