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. Classroom ecology was researched by Jacob Kounin in the late 1960s. He was interested in the way the classroom as a group was managed that made the difference.. . Doyle and Carter's Research: were interested in how specific academic tasks are connected to student involvement and classroom manage
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1. Classroom Management Test Review
2. Classroom ecology was researched by Jacob Kounin in the late 1960s. He was interested in the way the classroom as a group was managed that made the difference.
3. Doyle and Carter’s Research: were interested in how specific academic tasks are connected to student involvement and classroom management.
4. Kounin’s research provides rich source ideas for how teachers can approach classroom problems.
5. “Withitness” The ability to accurately spot deviant behavior, almost before it happens.
“Overlappingness” The ability to spot and deal with deviant behavior while going right on with the lesson.
6. “Smoothness” Absence of behaviors that interrupt the flow of activities.
“Momentum” Absence of behaviors that slow down lesson pacing.
7. “Group Alerting” Techniques used by teachers to keep noninvolved students attending and forewarned of forthcoming events.
“Accountability” Techniques used by teachers to keep students accountable for their performance.
8. “Challenge Arousal” Techniques used by teachers to keep students involved and enthusiastic.
“Variety” The degree to which various aspects of lessons differed.
9. Effective classroom management researchers, Edmund Emmers, Carolyn Evertson, and others, noted the following teacher behaviors of teacher effectiveness and strong relationships between student-on-task behavior and a number of teacher behaviors:
10. Effective classroom managers have: Procedures that govern student talk, participation and various movement
Laboratory and group activities ran smoothly and efficiently.
Instruction were clear, and student misbehavior handled quickly.
11. Very clear work requirements for students and monitored student progress carefully.
Give clear presentations and explanations, and their directions about note taking were explicit.
12. Many of the problems associated with student behavior are dealt with by effective teachers through preventative approaches.
13. Rules: statements that specify the things students are expected to do and not to do. Normally, rules are written down, made clear to students, and kept to a minimum.
14. Procedures: are ways of getting work and other activity accomplished. These are seldom written down, but effective teachers spend time teaching procedures to students.
15. Student Talk: Effective classroom managers have a clear set of rules governing student talk.
When no talking is allowed (teacher lecture), when low talk is allowed and encouraged (small group work or seatwork), and when anything goes (during recess and parties).
16. Downtime: Lessons are completed before a period is over, and it is inappropriate to start something new.
17. Teaching Rules and Procedures: Effective classroom managers generally establish only a few rules and procedures, then teach them carefully to students and make them routine through their consistent use.
18. Maintain Consistency: Effective classroom managers are consistent in their enforcement of rules and their application of procedures. Rule breaking usually occurs when more than one event is going on simultaneously. It takes considerable energy and even personal courage to enforce rules consistently.
19. Preventing Deviant Behavior with Smoothness and Momentum: Momentum: pacing instructional events and keeping lessons going in a smooth fashion.
Dangle: A teacher might start an activity and then leave it in midair.
20. Flip-flops: Occur when an activity is started and then stopped while another is begun and then the original started again.
Over dwelling: A teacher goes on and on after instructions are clear to students.
Fragmentation: A teacher breaks activities into overly small units is fragmenting instruction.
21. Orchestrating Classroom Activities during Unstable Periods Opening Class: The beginning of class is an unstable time. It is a time in most schools in which several administrative tasks are required of teachers, such a takings roll and making announcements.
22. Effective teaches should:
Greet students are the door; extend welcomes to build positive feeling tones and to keep potential trouble outside the door.
Trains student helpers to assist with administrative tasks.
23. Write instructions on the board or on newsprint charts so students can get started on lessons as soon as they enter the classroom.
Establish routine and ceremonial events that communicate to students that serious work is about to begin.
24. Transitions: Times during a lesson when the teacher is moving from one type of learning activity to another. (Moving from whole group to small group, from listening to seatwork, getting needed materials to do an assignment, getting ready for recess when necessary disruptions occur.) Students should understand the series of steps to transitions.
25. Cuing: Used by teachers to alert students that they are about to change activities or tasks to start getting ready.
“You have five minutes before returning to the whole group.” “We must end the discussion in a few minutes, but there will be time for three more comments.”
26. Rhythm/echo clapping, bell signaling, light signaling, arm signals, finger signals, looks, charts, thumb signals, think pads/response cards, whisper signals head signal, help card.
27. Closing Class: The closing of class is also an unstable time in most classrooms. Leave sufficient time to complete important closing activities (collecting papers, books, etc.)
Assign homework early enough so that possible confusions is cleared up.
28. Establish routine procedures for collecting student work.
Teach older students that class will be dismissed by the teacher, not by the school bell.
29. Developing Student Accountability: Students should be held accountable for their own work.
30. Communicate assignments clearly and specify work requirements.
Have procedures for monitoring student work.
Be consistent in checking students’ completed work.
Provide appropriate feedback on assignment.
31. Managing Inappropriate and Disruptive Behavior The Causes of Misbehavior: Students find schoolwork boring and irrelevant and try to escape it. Students out of school lives produce psychological and emotional problems that they play out in school. Students are imprisoned within schools that have authoritarian dispositions. Student rebelliousness and attention seeking are a part of the growing up process.
32. Dealing with Misbehavior: focus on the misbehavior itself and find ways to change it, at least during the period of time the student is in the classroom. (With-it-ness / overlappingness)
