TEACHING (EMOTIONS)

Classroom disruptions may stem from curriculum, instruction or classroom management

Curriculum:

- content or what is taught

- skills-reading, writing, arithmetic and problem solving

Instruction:

- is about how skills, problem solving and content are taught and learned.

- Discipline problems stem from instruction

- Behavioural problems are a minimum when instruction is effective: i.e.a) lesson is interestingb) lesson involves thinkingc) students are actively involved

- must be planned s.t. students want to work to learn

Left-Right Brain Hemisphere (L in LIMES)

- hemispheres of the brain are always interacting (it does not function independently.)

- left & right brain hemispheres have different functions.- Both sides work together in nearly almost every human activity.(The left side

produces the correct speech and the right side mediates the feelings attached to it.

Left hemisphere of the brain Right hemisphere of the brainAnalytical and methodical Creative and expressive

Deals with sensible Deals with fantasy

Logical Intuitive

Processes information linearly Processes randomly and wholistically

Stimulated by function Stimulated by appearance

Detailed, orderly, likes instructions Spontaneous goes with the flow

Sequence is important Context is important

Deals with time Deals with space

Interprets through words,symbols Interpres through pictures,letters,graphs,charts

Responsible for verbal expression Responsible for gestures and facial movements

Spoken,written language Tone of voice

Reading Seeing or experiencing

Recognizes letters, words, numbers Recognizes faces, places, objects, musics

Deals with inputs one at a time Integrates many inputs at once

Parts first, then whole Whole first than parts

Structure, predictably Open ended, surprises

Main center for language Main center for non verbal ideation

Mind mapping:

Challenge, complexity and novelty stimulate the brain, light up both the hemispheres, grab attention and lead to greater learning and memory. The key points is to plan for experiences so that the brain learns. Plotting words and graphics integrates both sides of the brain and increases learning.

Intelligences

-Howard Gardner- The Theory of Multiple Intelligence may be even more than seven.

- is not fixed : After learning something the brain changes

- Not unitary :there are many ways to be smart- kinds of mind

- teaching: not “how smart you are but “ways that students can be smart”

- verbal-linguistic,Logical-mathematical, Visual-spatial, Musical rhythmic, Body kinaesthetic, Interpersonal, Intrapersonal, Naturalist

- plan activities that incorporate as many intelligence(at times not suitable if too Demanding)

- Topic can be taught in more than one way

Modalities of Learning(The “M” in LIMES)

- refers to visual and print, auditory, kinesthetic and tactile,olfactory,gustatory learning.

- Information through our senses of sight visual,hearing auditary,touching-tactual or tactile,taste gustatory and smell-olfactory. Home economics,science,fine arts activities.

- The brain learn in many ways at once. Some senses develop more than others

- Types of learners Visual,auditory,kinaesthetic,:It can be ascertain by

observation. Visual learners follow the teacher with their eyes, Aural learners repeat out

loud and want things repeated. Kinesthetic learners like to move while learning

Emotions (The “E” in LIMES)

- is the key to achieving change

- emotional system drives our attention

- how a person feels about a situation determine the amount of attention he or she devotes to it

- students need to feel an emotional connection to their tasks, their peers,their teachers and their school

- students must feel physically and emotionally secure before they can process information

- threats are counter productive because they stimulate emotions that interfere with higher order thinking skills

- negative emotions are counterproductive to learning

- Emotional climate is critical for learning, we need to invest the first few minutes of every class in activities that allow students to get into a positive learning state and make lesson enjoyable to the learner

- Add emotional hooks to teaching

- Students learn to accept feedback whether positive or negative(eg failure is a natural part of learning)

Styles

- modes of behaviour and communication- no style is good, bad, right or wrong- neither is one style better or worse than the other

Lesson PlanningMadeline Hunter’sAnticipate: 1 Mental Set-Link past experiences or future plans and interest to lesson - engage curiousity2 Objective - Give the intended objective of the lesson

Participate3 Teach the lessonBear in mind LIMES

4 Check for understandingCheck that students have learned what you have taught

5 Practice-Apply

6 Closure-reflect/reinforce

What next Plan for long term memory

Levels of Intellect(Bloom)

1 Knowledge– Remembering previously learned material2 Comprehension- Grasping the meaning of material3 Application- Using learned material in new and concrete situations4 Analysis – Breaking down material in new and concrete situations5 Synthesis – Putting parts togetherto form a new whole creativity6 Evaluation –Judging the value of material for a given purpose

Instructional QuestionsEffective teachers ask effective questionsGroup questionsKey words to frame questionsImagingStoriesMetacognitionThe sensesTo help aid recall and memory-laser learning : refers to thinking in short segments to increase retention

KEY POINTS

1. When planning lesson “LIMES” assist in keeping some key ideas in mind L refers to left brain hemis to incorporate sequential as well as random organising. I refer to employing different types of intelligences .M refers to varying activities by tapping into visual, aural and kinaesthetic modalities. The E refers to emotions that can either interfere or enhance learning S indicates a variety of activities needs to be incorporated in lessons

2. In addition to planning activities to hook students to the lesson, time should also be planned at the end of the lesson for reflection

3. Using levels of intellect ensures that students learn thinking and evaluating skills in addition to simply gaining information

4 Asking “what question” using wait time, calling on students after a question, not repeating responses and posing questions all enhance participation and learning

5 Using group questioning strategies allows the teacher to have more control over the direction of a lesson

6 Choosing key words to frame questions enhances thinking.

7. Imaging and visualisation techniques promote retention

8. Stories clothe facts, thereby aiding retention

9. Metacognition-being aware of one’s own thinking process-improves thinking skills

10. Using music, bright colors and other approaches that appeal to the senses enhances learning

11. Laser learning- having students frequently think and share in short segments- increases retention and lets students discover what needs to be reviewed

CLASSROOM MANAGEMENT1 Establish Procedures2 Teaching routine3 Attention management4 Sponge activities5 Reducing tardies6 Taking attendance7 Passing and collecting materials8 Home assignments for absentees9 Lending pencils10 Sharpening pencils11 Use of result12 Teacher assistance to a group13 Individual teacher assistance14 Instructional Feedback15 Crumpling papers Dismissal Procedures

KEY POINTS

1. The key to effective classroom management is establishing procedures2. Structure activities or arrange the environment to reduce or eliminate

conflict3. Establish some prompt to regain attention when you want to address the

class4. When students enter the classroom, they should immediately become

engaged in a meaningful learning experience5. Taking attendance should not subtract from learning time. Take roll while

students are engaged in a learning activity6. Establish routine for supplies and materials as one of the first management

decisions7. Teach the term “collateral” and use it when learning pencils8. The teacher rather than an automated sound system, should dismiss

students.