TCHR 6020 Class 8 March 29, 2010

1. TCHR 6020MAT Classroom ManagementClass #7 Dr. Brian Housand East Carolina University Monday, March 29, 2010

2. Today’s Agenda • Classroom Meeting • Nelsen & Lott’s Building Blocks • RTM: Data Analysis • Gimme Five • A Professional Life in Balance

3. Classroom Meeting Agenda • Welcome • Compliments and Appreciation • CMP Debrief • All Days • University Supervisors • Your Questions and Concerns • Reasons to Celebrate

4. Nelsen and Lott’sBuilding Blocks for Classroom Meetings

5. Building Block 1:Form a Circle

6. Building Block 2:Practice Giving Compliments and Showing Appreciation

7. Building Block 3:Create an Agenda

8. Building Block 4:Develop Communication Skills

9. Building Block 4:Develop Communication Skills*Taking turns speaking*I Statements*Solution Seeking*We decided

10. Building Block 5:Learn about Separate Realities

11. Building Block 6:Recognize the Reasons People Do What They Do

12. RuldolfDreikur’s4 Mistaken Goals Attention Seeking Power Seeking Revenge Seeking Inadequacy

13. Building Block 7:Practice Role Playing and Brainstorming

14. Building Block 8:Focus on Nonpunitive Solutions

16. RTM: Examining Data • Details from the Course Packet • Other Options: • Quantitative • Pre / Post Test with 1 Class • Pre / Post Test with 2 Classes • Qualitative

17. Pre / Post Test Data with 1 Class • Paired t-test (Correlated t-test) • Comparing difference in mean scores • Is there a statistically significant difference between the pre and post test scores? p < .05 Also, look at information for Component C of the Portfolio: http://goo.gl/aSMJ

18. Pre / Post Test with Comparison Class • Del’s Handy Guide to t-tests http://goo.gl/D1L2

19. Qualitative Data • “Thick and rich” descriptions • Coding Data and Looking for Themes • Avoid Generalizing • Tell the story • Beginning • Intervention • End Results • Synthesize

20. Elements Likely to be Present 1. The setting: 
What is the physical environment like? 
What is the context? 
What kinds of behavior does the setting promote or prevent? 2. The participants: 
Describe who is in the scene, how many people, and their roles. 
What brings these people together? 
Who is allowed here? Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco: Jossey-Bass.

21. Elements Likely to be Present 3. Activities and interactions: 
What is going on? 
Is there a definable sequence of activities? 
How do the people interact with the activity and with one another? 
How are people and activities connected or interrelated? 4. Frequency and duration: 
When did the situation begin? 
How long does it last? 
Is it a recurring type of situation or is it unique? 
If it recurs, how frequently? 
How typical of such situations is the one being observed? Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco: Jossey-Bass.

22. Elements Likely to be Present 5. Subtle factors: 
Less obvious but perhaps as important to the observation are: • informal and unplanned activities • symbolic and connotative meaning of words • nonverbal communication such as dress and physical space • unobtrusive measures such as physical clues • what does not happen especially if it ought to have happened. Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco: Jossey-Bass.

23. RTM Sections • Title Page • Abstract (150-250 Words) • Introduction / Literature Review (10-15 Sources) • Hypothesis or Research Question(s) • Methodology (Instructional Intervention) • Results (Data Analysis) • Discussion and Implications for Teaching • Bibliography in APA Format • Appendixes (if necessary)

24. APA Help from Purdue O.W.L. http://goo.gl/BcNk

25. Gimme Five! Five Fabulous Tricks, Tips, and Tools for Today’s Teacher Today’s Five eBooks from NYC Public Library Gotta Keep Reading SafeShare.tv Shelfari The Stacks

26. Learning to Juggle • Reflective Practice • Professional Relationships • Professional Growth • Personal Balance

27. Reflective Journal • Do not be shy! • Be honest with yourself. • Do not put yourself down. • Always make NEW Mistakes. • Celebrate Successes. • Focus on the difference that you make.

29. A Five Point Plan • Develop Your Teaching Philosophy • Identify Strengths and Abandon Perfectionism • Design a Five Year Plan • Focus on the Positive and Treat Yourself Well • Blow Your Own Horn!

30. LOCATIONS PEOPLE PROCEDURES

31. Professional Opportunities • Professional Development • School • District • Local • State • National • Online

32. Developing As A Professional • Keep Your Portfolio Up To Date • Join State and National Organizations • Read Professional Journals • Present at Local and National Conferences • Apply For Grants • Do Not Be Afraid To Publish • Start Planning for National Board Certification

36. Time Management At School

37. Time Management At Home

39. Ideas for Conquering Stress

40. Don't be afraid to fall in love with something and pursue it with intensity.

41. Know, understand, take pride in, practice, develop, exploit and enjoy your greatest strengths.

42. Learn to free yourself from the expectations of others and to walk away from the games they impose on you.

43. Free yourself to play your own game.

44. Find a great teacher or mentor who will help you.

45. Don't waste energy trying to be well rounded.

46. Do what you love and can do well.

47. Learn the skills of interdependence.

48. "Follow your bliss." Find where it is, and don't be afraid to follow it.

49. Next Time April 12th Open Office Hours for RTM April 19th Charles #8 Improving Relationships and Communication RTM: Discussion and Implications / Bibliography CMP: Round 2