Session 7

EDPRAC 101: Part B The Professional Teacher

Primary 1

Overview of Session 7

Review of learning from Session 6

Classroom Management

Positively managing the learning environment

Setting up your practicum file

Review of Lecture 6 …chat with your neighbour

1. According to Wiggins (2010), what

should teachers at their best cause?

2. What do teachers need to consider

when planning?

3. What is the purpose of reflection?

4. What does DATA stand for?

Learning Inquiry

Reflection

Peters’ (1991) DATA model

DESCRIBE... What did I do?

- describe what happened

ANALYSE... Why did this happen?

- consider own values/assumptions supporting your current

practice

THEORISE... What else could I have done?

- consider alternative ways of approaching this aspect of

your practice

ACT... What will I do next time?

- trying out the new theory

(O’Connor & Diggins, 2002)

Managing the learning environment

EDPRAC 101 LO3 Assessment Criteria

3.5 children’s behaviour is guided positively and fairly,

with support and consistency

During Observation Focus 1 and 2…

identify ways in which the AT positively manages the

learning environment, and, in particular, is responsive

to individual learners in this regard

NAG 5(i) states that each school board of trustees…

“… is expected to provide a safe physical and

emotional environment for students.”

Managing the learning environment

What does ‘classroom management’

mean to you?

Discuss with a partner…

What factors need to be considered in

order to manage the classroom

positively and effectively?

Classroom management

…is defined by Krause, Bochner, Duschene

and McMaugh (2010, p.505) as…

“…the actions of teachers to create a

planned and organised classroom

environment that supports student

learning and socio-emotional needs.”

Classroom Management

“At a minimum, a definition of classroom management

must include…

the planning, management and organisation of

learning, and

the creation of an environment that facilitates

learning and brings out the best in learners;

it must be broad enough to consider the

development and management of behaviour of the

whole individual, including their cognitive and socio-

emotional needs.”

(Krause et al, 2010, p. 505)

Classroom Management

Wolfgang (2001) identified three different philosophical

orientations toward classroom management…

Rules and consequences (interventionist) • Belief – children’s learning and behaviour is an outcome of

external factors (rewards/punishments)

Confronting-contracting (interactionalist) • Belief - children’s learning and behaviour results from an

interaction between internal and external factors (contracts)

Relationship-listening (non-interventionist) • Belief – allow for children’s learning and behaviour to occur

naturally (support, empathy, understanding)

What beliefs about classroom management do you hold?

What has influenced these beliefs?

Classroom Management

Evertson and Weinstein (2006, p.5) suggest that classroom

management is made up of five specific tasks…

The development of supportive and caring

relationships with and among students;

The organisation and implementation of instruction

that optimises students’ access to learning;

The use of group-management techniques that

facilitate student engagement with tasks;

Promoting the development of self-regulation and

social skills;

The use of appropriate interventions to help students

with behaviour problems.

What do good teachers do?

Corbett and Wilson (2002) interviewed 400 students and

found that ‘good teachers’…

Push students to learn – they don’t accept excuses

Maintain an orderly and well-run classroom

Are always available to provide help – in whatever

form the students need it

Strive to ensure that students understand material –

they don’t rush through learning and take time to scaffold

learners

Use a variety of instructional techniques – including

hands-on and interactive activities

Make an effort to understand student behaviour – by

finding out about their personal and after-school lives

What makes a good teacher?

Hear what these students say…

http://www.youtube.com/watch?v=iHapv0Tv7vM&feature=related

What important ideas about effective

classroom management are highlighted?

Make a note of key ideas and be ready to

discuss these.

Positively managing the learning environment

Promoting a caring, safe and respectful school

climate includes…

• developing rules and norms of behaviour that

promote social and physical safety

• valuing caring, connected relationships and respect

for diversity

• creating learning environments that promote and

support learning for all students

• promoting a sense of community by looking after the

physical environment

(Cohen & Greier, 2010, cited in Crown, 2012)

Positively managing the learning environment –

Classroom rules/expectations

The key goal of all rules/expectations should be to prevent

problems that would interfere with learning.

For rules/expectations to be effective they should be…

- Limited in number

- Stated in positive terms

- Reasonable with clear consequences

- Applied equitably and consistently

Positively managing the learning environment

The Wellbeing@School research findings state…

Providing a caring, safe and respectful school

climate in which learning can flourish is a key priority

for New Zealand educators (p.1).

There is a growing body of evidence that suggests

that a positive school climate is important for

promoting student learning and achievement,

success at school, staff morale and retention, and

students’ social and emotional development (p.4).

(Crown, 2012)

Positively managing the learning environment

‘Positive Behaviour for Learning’ (PB4L)

• MoE initiative to encourage pro-social behaviour

and turn around problem behaviours in learners

• Supports schools to create a culture where positive

behaviour thrives…

building positive relationships

motivating students using incentives

using attention, encouragement and praise to

reinforce desired behaviours

developing social skills, empathy and problem-

solving

So what does ‘Positive Behaviour for Learning’ (PB4L) look like?

What key words describe the PB4L

approach in these two school contexts?

Positive Behaviour for Learning (PB4L)

- Glenroi Public School (NSW Australia)

http://www.youtube.com/watch?v=3dYDdBgevfI

School Wide Positive Behaviour for Learning

(SWPB4L) - Sutton Park School (Mangere)

http://www.suttonpark.school.nz/swpb4l

‘Positive Behaviour for Learning’ (PB4L)

Discuss with a partner the key

words/phrases you have

recorded…

What stands out about this approach?

What role does the teacher play?

What role do the learners play?

‘Positive Behaviour for Learning’ (PB4L)

Something to consider…

“We can never directly control

another’s behaviour, we can only

influence by changing the context

or improving the skill set.”

(Carterton School, PB4L newsletter, June 2011)

Independent Learning

Resources to support you on practicum

Positively managing the learning environment…

Ministry of Education website for PB4L http://pb4l.tki.org.nz/ - select “Encourage positive behaviours”,

go to “Classroom and Centre” section, then browse the great

resources that you might refer to while on practicum

Education Gazette article re PB4L – 14 June, 2012 http://www.edgazette.govt.nz/Articles/Article.aspx?ArticleId=8

275 - brief summary of of PB4L initiative

20 Tried and True Classroom Strategies

- refer CECIL – Resources (sourced from

http://www.det.nt.gov.au/parents-community/students-

learning/safety-wellbeing/behaviour/resources-and-links)

Independent Learning

Recommended reading

Positively managing the learning environment…

Whitton, D., Barker, K., Nosworthy, M., Sinclair, C.,

& Nanlohy, P. (2010). Promoting positive

behaviour for learning (on CECIL under ‘Library’)

Watkins, C. (2009). Learners in the driving seat.

School Leadership Today, 12 (on CECIL under

‘Library’ and at… http://assessment.tki.org.nz/Assessment-

in-the- classroom/Readings-on-formative-assessment)

Setting up your practicum file

Refer to Practicum Brief, p. 6 for ideas

• You will need to purchase a large

ringbinder and dividers

• Use plastic pockets sparingly

Over the break…

Get your file set up – file all course

handouts and materials

Complete pre-practicum tasks and post

in My Portfolio

References Corbett, D., & Wilson, C. (2002). What urban students say about good

teaching. Educational Leadership, 60(1), 18-22.

Crown. (2012). The importance of building a safe and caring school

climate. Retrieved from www.wellbeingatschool.org.nz

Evertson, C.M., & Weinstein, C.S. (Eds.). (2006). Handbook of classroom

management: Research, practice, and contemporary issues. Hillsdale,

NJ: Erlbaum.

Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007). Teaching:

challenges and dilemmas. Melbourne: Thomson.

Krause, K., Bochner, S., Duchesne, S., & McMaugh A. (2010). Educational

psychology for learning and teaching (3rd ed). Southbank, VIC,

Australia: Cengage Learning.

O’Connor, A., & Diggins, C. (2002). On reflection: Reflective practice for

Early Childhood educators. Lower Hutt, NZ: Open Mind Publishing.

Peters, J. (1991). Strategies for reflective practice. In R. Brockett (Ed.),

Professional development for educators of adults: New directions for

adult and continuing education. San Francisco: Jossey-Bass.

Wiggins, G. (2010). What’s my job? In Robert Marzano (Ed.), On

Excellence in Teaching. Bloomington, IN: Solution Tree Press.

Wolfgang, C. (2001). Solving discipline and classroom management

problems. New York: John Wiley & Sons, Inc.