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Become an Effective TeacherBecome an Effective Teacher
Minimum of Classroom Distractions◦Apply your knowledge of your students to
create a pleasant classroom experience◦Initiate, practice and develop model behaviors
that facilitate learning◦Create a conducive learning environment
Based on what you have learned Based on what you prefer Based on school/district mandates Based on educational ethics and law
Conducive Classroom Learning Conducive Classroom Learning EnvironmentEnvironment
Emotionally safeImportant content and skillsValue content and participationSingle, most important factor influencing
student learning
PerceptionsPerceptions
IMPORTANT!Believe in yourselfBelieve in your students
◦If you think they cannot learn, they will not.What do good teachers do?
◦Know, when given support that all students can learn
◦Expect the best◦Establish an environment that motivates
students◦Manage efficiently
PerceptionsPerceptions
How much you know will not matter unless students perceive that◦The classroom environment is supportive.◦You care about their learning.◦You respect them as human beings.◦They are welcome in your class.◦Expectations are challenging but not
impossible.◦Outcomes are worthy of their time and effort.
Classroom ControlClassroom Control
1800’s◦Discipline, punishment◦Few finished 4th grade◦Theory assumed that all children were bad.◦Inappropriate behavior was students’ fault and
must be punished
Classroom ControlClassroom Control
1900’s◦Students still misbehaving.◦Punitive measures did not work.◦Era of progressive behavior
Children learn through play, experimentation, inquiry.
Children should have a voice in what they learn◦Teachers’ job was to provide rich learning
experiences
Classroom ControlClassroom Control
Today◦Classroom control, not discipline◦Best teachers are in control of the events
taking place in the classroom.◦Classroom management and organization
Prevent inappropriate behavior. Help students develop self control. Have procedures in place to take care of
misbehavior.◦Eclectic philosophy
B. F. SkinnerB. F. Skinner
Behavior Modification◦Identify the behavior to be modified◦Record how often and when that behavior
occurs◦Change by reinforcing desired behavior with
positive reinforcement◦Choose appropriate reinforcement
Use of computers for creativity (monitored)◦A PowerPoint instead of a paper
Choices of how to use free time Passes for missed homework, extra points, etc.
CanterCanter
Assertive Discipline◦You have professional rights as an educator◦Students will choose how to behave in your
room◦Clearly state expectation in firm voice and
explain boundaries◦Plan a system of positive consequences
Positive call/letter/e-mail home Certificates of award Special privileges
◦Follow through
DreikursDreikurs
Logical Consequences◦Be fair, firm and friendly.◦Involve students in developing and
implementing rules.◦Logical consequences for misbehavior
Graffiti◦Peer pressure◦Show respect for self and others.◦Reason to belong.◦Recognize/encourage student achievement◦Recognize, but do not reward, students seeking
attention, power or revenge.
GlasserGlasser
Reality Therapy◦Conditions of the present rule!◦Students have a responsibility to learn while at
school and to maintain appropriate behavior.◦Students can make appropriate choices.◦Class meetings◦Students need to feel like they belong, are
loved, in control, have freedom, can have fun.◦If they do not, they will fail.
GinottGinott
Communication Model◦Send messages about the situation, not about
the child.◦Model the behavior you want.◦Send positive messages.
Express feelings appropriately. Acknowledge student feelings. Give appropriate direction. Invite cooperation.
JonesJones
Jones Model◦Properly structure your classroom so that
students understand the rule and procedures.◦Maintain control by selecting appropriate
instructional strategies.◦Build patterns of cooperative work.◦Develop backup methods for dealing with
inappropriate student behavior.