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Classroom Management

Classroom Management. The Essence of Time. Lisa E. Johnson, PhD EDUC 390 – Fall, 2005. Where Does the Time Go?. List five everyday classroom occurrences that can interfere with effective time management (and in essence, effective classroom management). Where Does the Time Go?.

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Classroom Management

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  1. Classroom Management The Essence of Time Lisa E. Johnson, PhD EDUC 390 – Fall, 2005

  2. Where Does the Time Go? List five everyday classroom occurrences that can interfere with effective time management (and in essence, effective classroom management).

  3. Where Does the Time Go? Let’s Play…. AGREEDISAGREESOMEWHERE IN THE MIDDLE

  4. Where Does the Time Go? During field experience observations I noticed students engaged in a “crayola curriculum.” AGREE DISAGREE SOMEWHERE IN THE MIDDLE

  5. Where Does the Time Go? I have observed the negative effects of students who must “wait and do nothing.” AGREE DISAGREE SOMEWHERE IN THE MIDDLE

  6. Where Does the Time Go? The activity flow in my classroom is free of “flip-flopping”, “stimulus-bound events”, “overdwelling”, or “fragmentation.” AGREE DISAGREE SOMEWHERE IN THE MIDDLE

  7. Where Does the Time Go? I witnessed effective transition techniques in my classroom. AGREE DISAGREE SOMEWHERE IN THE MIDDLE

  8. Where Does the Time Go? Overall, students were engaged for at least 75% of the observed time. AGREE DISAGREE SOMEWHERE IN THE MIDDLE

  9. Time Flies When You’re Having Fun Think back to the many assignments, tasks, projects, and assessments you were required to do in school. Describe two of your most memorable –one that was memorable in a negative way (meaningless, lacked engagement, etc.) and one that was a positive experience (exciting, meaningful to your state in life, worthwhile, etc.). Be sure to include the feelings associated with each assignment.

  10. Time Flies When You’re Having Fun What factors enhance student motivation, increase time on task, and decrease problems with discipline? EXPECTANCY X VALUE

  11. Time Flies When You’re Having Fun Expectations for Success… Set reasonable goals Self-assess performance Build understanding of effort-outcome relationship Provide informative feedback Consider individual motivation

  12. Time Flies When You’re Having Fun Enhancing Task Value… Build and relate to personal experience Make learning applicable to “real-life” Allow for student choice (increase learning control) Model interest, curiosity, and enthusiasm about learning Provide opportunities for students to apply and share new information BE CREATIVE!

  13. Time Flies When You’re Having Fun Based upon the Expectancy X Value… What attributes was your “negative” assignment lacking? What attributes made your “positive” experience engaging?

  14. Time Flies When You’re Having Fun Let’s try it out… SC Standard 1.9.1 ~ TLW identify examples of scarcity in everyday situations and tell how it forces people to make choices.

  15. Time Flies When You’re Having Fun SC Standard 1.9.1 ~ TLW identify examples of scarcity in everyday situations and tell how it forces people to make choices. ACTIVITY ONE ACTIVITY TWO Students listen to the story, The Doorbell Rang and then discuss what happened to the cookies. Relate discussion to “scarcity”. Students are given $0.50 in various coins with which to buy the materials they need to do an art project. There are only limited number of supplies (i.e. paintbrushes, paper, etc.) and some materials are very expensive.

  16. Time Flies When You’re Having Fun Now it’s your turn… With a partner, create an activity that corresponds with five objectives from your area of concentration. Check off the attributes that characterize your activity.

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