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  1. Next 1 2 3 4 5 6 1. Question Recall a time when a student misbehaved in one of your classes. Describe the student’s attitude/actions: How did this behavior affect the teacher, other students, and the learning environment? How did the teacher react to this behavior? Were the teacher’s actions effective in changing the student’s behavior? Explain. Share your recollections with the class. In this lesson, you will explore the issue of classroom discipline in order to answer the essential question: How should teachers handlestudent misbehavior in the classroom?

  2. Next 1 2 3 4 5 6 2. Information Sources One of the greatest challenges for teachers is disciplinein the classroom. Classroom discipline has been defined in various ways, for example: • “Enforcing simple classroom rules that facilitate learning and minimize disruption.” • “The slow, bit-by-bit, time-consuming task of helping children to see the sense of acting in a certain way.” • From “School-wide and Classroom Discipline” Effective classroom management requires constant monitoring of student behavior, and a two-pronged approach to student misbehavior: preventionand remediation- the adjustment of unacceptable behavior to acceptable behavior. Over the years, a number of discipline models have been developed to help teachers control student behavior in the classroom. In this lesson you will examine the Master Teacher discipline model You Can Handle Them All, a step-by-step guide to handling over a hundred specific student behaviors.

  3. Next 1 2 3 4 5 6 3. StudentActivities Activity 1: Building Background Save thisoutline and use the embedded links to do some background reading about the You Can Handle Them All discipline model. Type your notes on the outline and save/print out according to your teacher’s directions. Activity 2: Research and Role-Play Form a group of 3 - 4 students to examine several specific student behaviors, then create arole-play showing one of those behaviors and its effects in the classroom. • Select 3 - 4 behaviors from the list that seem familiar or interesting to your group members. NOTE: Labels used in this resource refer to behaviors, not students. While these labels and behavior profiles may remind you of students and teachers you know, refrain from mentioning real students and teachers by name in conjunction with this activity. • Save this research notes organizer to conduct individual research on one of the behaviors your group chose; then share your learning with your group members and select one behavior to dramatize in a group role-play. • Save this planning sheet toplan, practice, and present your role-play. • Engage your classmates in a discussion about what they observed; share and discuss some of the teacher actions recommended in the You Can Handle Them All discipline model. Activity 3:Audience Participation Save this role-play notesorganizer to record your observations as groups present their role-plays: • Specific student attitudes & actions for this behavior • The behavior’s effects on the teacher, classmates, and learning environment • Teacher “mistakes” in reaction to this behavior • Alternative actions the teacher might have taken to change the behavior

  4. How should teachers handle student misbehavior in the classroom? Why is it important for the teacher to maintain discipline in the classroom? Next 1 2 3 4 5 6 4. Assessment Activity • Summarize your learning about classroom discipline by responding to these questions in a learning log; support your responses with details from your background reading outline, research notes, and role-play notes. • You may type your responses in the boxes below and save according to your teacher’s directions, or save this assessment handout to type and print out your responses. • Your teacher may use this scoring tool to grade your responses.

  5. Next 1 2 3 4 5 6 5. Enrichment Activities Examine a different discipline model and use this interactive Venn Diagramto compare and contrast it with the You Can Handle Them Allmodel. • Which of the two discipline models do you think would be most effective in the classroom, and why? Use this interactive Comic Creator to illustrate the behaviors, effects, teacher mistakes, and appropriate teacher actions for another one of the behaviors from the You Can Handle Them Alldiscipline model.

  6. Content Standards (INTASC) Standard 09: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks opportunity to grow professionally Indicator 5: Students will evaluate classroom management strategies that affect classroom climate, student productivity, and student behavior. Standards for the 21st Century Learner (AASL) Learners use Skills, Resources, and Tools to: 1: Inquire, think critically, and gain knowledge 1.1.2 Use prior and background knowledge as context for new learning 1.1.6 Read, view, and listen for information presented in any format 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge 3: Share knowledge and participate ethically and productively as members of our democratic society 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. National Educational Technology Standards for Students (ISTE) 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. 4.Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. 1 2 3 4 5 6 6. Teacher Support Materials • Lesson Objective: Students will use online resources to categorize student behaviors and attitudes and their effects on classroom management.Time Management: • One 90 minute period in a computer lab for introductory activity, background reading, research, and group collaboration • One 90 minute period in the classroom for role-play performances, assessment, enrichment activities • Differentiation Strategies: • Modify the background reading outline by adding sentence starters • Provide extended time • Allow students to word process or handwrite responses • Learning Preferences/Styles: Field dependent, field independent ,visual, auditory, kinesthetic, tactile, active, reflective, global, sequential • Notes to the Teacher: Reinforce that labels used in the online resource are used to refer to student behaviors, not students. While we may be reminded of real students and teachers, their names should not be mentioned in conjunction with this activity. Created by Kelly Ray, Library Media Specialist BCPS Slam Dunk Model, Copyright 2008, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. Images used by subscription to www.clipart.com unless otherwise noted. This lesson is based on Dr. Jamie McKenzie’s Slam Dunk Lesson module available at http://questioning.org/module2/quick.html.