Forrest W. Parkay Chapter 10 Creating a Community of Learners ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved Becoming

Forrest W. Parkay

Chapter 10

Creating a Community of Learners

ISBN: 0132767465

© 2013, 2010, 2007 Pearson Education, Inc.

All Rights Reserved

Becoming a Teacher Ninth Edition

Focus Questions

Becoming At Teacher, 9e, Forrest W. Parkay

ISBN: 0132767465

© 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

1. What determines the culture of the classroom?

2. How can you create a positive learning environment?

3. What are the keys to successful classroom management?

4. What teaching methods do effective teachers use?

5. What is taught in schools?6. How is the school curriculum developed?

What determines the culture of the classroom?


ISBN: 0132767465


Classroom Culture determined by the manner in which teachers and students participate in common activities

Classroom Climate atmosphere or quality of life in the classroom

• Determined by•How teachers interact with students •Exercise of authority •Warmth and encouragement shown•Amount of competition or cooperation encourages

How can you create a positive learning environment?


ISBN: 0132767465


Caring Classroom• Help students learn to fullest potential Attention to Physical Environment• Place furniture and seat students to

enhance learning and movement in roomClassroom Organization• Structure tasks, group students and use

resources to optimize learning for all



ISBN: 0132767465


GroupingBetween- Class Ability Grouping

assigned by ability or achievement or goals (tracking)• Does not contribute to greater achievement

Within-Class Ability Grouping assigned to small homogenous groups

• Can cause some students to be under taught and regrouping does not occur



ISBN: 0132767465


Cooperative Learning Small groups 4-6 students Assignment required students to help each

other on group project Groups may be set up to compete against

one another Students may contribute based on talent,

interests, and abilities



ISBN: 0132767465


Delivering Instruction•Authentic Pedagogy Helps Students• Construct knowledge• Acquire deep knowledge• Engage in substantiative conversations• Make connections between knowledge and real

world



ISBN: 0132767465


Time Allocated Time Academic Learning TimeOpportunity to Learn (OTL)Block Scheduling

What are the keys to successful classroom management?


ISBN: 0132767465


Classroom Management Techniques Creating a Caring Classroom Classroom Organization Student Grouping Authentic Learning Structuring Time



ISBN: 0132767465


Discipline Methods teachers use after misbehaviorManagement Prevention oriented

Goal of Management – Maximize student attention and minimize disruption



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Democratic ClassroomAllowing students more power and responsibility over classroom activities Choice Theory

Human beings make choices that enable them to meet the need for belonging, power, freedom, and fun

Preventive Planning Teacher BehaviorsEyes-in-the-back-of-the-head (with-it-ness)Ripple effect – using models to communicate expectations



ISBN: 0132767465


Establishing Rules & Procedures•Should be:• Carefully planned with clear explanations,

examples and practice• Enforced consistently and fairly • Procedures (routines) and consequences

(failure to follow rules) taught to students



ISBN: 0132767465


Organization and Planning for Instruction •Authentic Learning Tasks • Tasks that enable student to see connection

between learning and real world



ISBN: 0132767465


Effective Responses to Student Behavior•Severity of Misbehavior•Zero Tolerance•Constructive Assertiveness•Assertive Discipline Steps•Teacher Problem Solving•Developing Your Own Classroom Management Approach



ISBN: 0132767465


Steps to help misbehaving students make proper choices•Misbehaving student evaluates and takes responsibility for behavior•Student plans agreed upon future behavior•Required student commitment to plan•Excuses no accepted•Consequence pointed out not punishments•Commitment by teacher to student



ISBN: 0132767465


3 philosophies of teacher response to student misbehaviorRelationship-listeningConfronting-ContractingRules and Consequences

What teaching methods do effective teachers use?


ISBN: 0132767465


Models of TeachingMethods Based on Learning New BehaviorsDirect instruction – systematic instructional method that focuses on knowledge from teacher to studentDirect Instruction Steps

Orient students Review Present Assess Practice or apply Feedback Homework Review periodically



ISBN: 0132767465


Mastery Learning •All students can learn given time•Student learn best in structured program•Mastery Learning Cycle• Set objectives• Teach• Feedback• Correct • Teaching, Testing, Reteaching, Retesting



ISBN: 0132767465


Methods Based on Child Development•Modeling – thinking out loud• Demonstrate thinking• Making students aware of thinking• Focus students on applying thinking



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Constructivist teaching •Teacher elicits prior knowledge•Teacher presents material •Students absorb and use information to construct meaning•Students reflect and talk with others to construct meaning and solve problemsScaffolding

teacher provides clues, encouragement and suggestions to guide learning

Zone of Proximal Development point at which students need help to continue learning



ISBN: 0132767465


Methods Based on the Thinking ProcessInformation Processing – cognitive branch of science concerned with how people use their long and short term memory to solve problems

Sensory MemoryWorking MemoryLong-Term Memory



ISBN: 0132767465


Inquiry or Discovery Learning •Students given opportunities to discover knowledge for themselves

Peer Mediated Instruction •Motivation by students to excel and learn

Group Investigation •Teacher create environment that allows students to determine what and how they will learn

Peer Tutoring •Students are tutored by others in same class or grade

Cross Age Tutoring •Older students tutoring younger

What is taught in schools?


ISBN: 0132767465


Curriculum •Course of study•Knowledge students are to learn•Planned learning experiences•Intended learning outcomes•All experiences at school

What is taught in schools?


ISBN: 0132767465


Kinds of Curricula•Explicit

Overt goals the school intended to be taught

•Hidden Implicit attitudes unintentionally taught

•Null Knowledge not taught

•Extracurricular / Co curricular School sponsored activities

How is the school curriculum developed?


ISBN: 0132767465


Tyler RationalQuestions to be answered when planning a curriculum

• What purposes should be attained?• What experiences can attain purposes?• How can experiences be organized?• How to determine if purposes are attained?



ISBN: 0132767465


Focus of Curriculum Planning•Macro – Curriculum content decisions apply to large group of students•Micro – Curriculum content decisions apply to school or class



ISBN: 0132767465


Student Centered Curriculum Growth and development of students

emphasized with content, more typical in elementary schools

Subject Centered Curriculum Logical order of curriculum emphasized,

more typical of high school Integrated curriculum

Curriculum drawn from different subject areas focused around theme

Who Plans the Curriculum?


ISBN: 0132767465


Federal GovernmentState GovernmentCurriculum Planning Team Teacher

What Influences Curricular Decisions?


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Social Issues and Changing ValuesTextbook Publishing

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Forrest W. Parkay Chapter 10 Creating a Community of Learners ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved Becoming