becoming an effective teacher
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Teachers , Schools, and Society A Brief Introduction to Education Third Edition David Miller Sadker Karen R. Zittleman. BECOMING AN EFFECTIVE TEACHER. Chapter 11. 11.1. TIME ON TASK. 11.2. HIGH SUCCESS RATE. Engaged Time + High Success Rate = Academic Learning Time. - PowerPoint PPT PresentationTRANSCRIPT
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
11.1
BECOMING AN EFFECTIVE TEACHER
Cha
pter
11
Teachers, Schools, and Society
A Brief Introduction to Education
Third Edition
David Miller SadkerKaren R. Zittleman
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
TIME ON TASK
Allocated Time Engaged TimeAcademic Learning
Time (ALT)Amount of time scheduled for a subject
Allocated time in which students are actively involved with subject matter
Engaged time with high student success rate
11.1
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
Jere Brophy and Carolyn Evertson, Learning from Teaching: A Developmental Perspective (Boston: Allyn & Bacon, 1976). See also R. Marliave and J. Filby, “Success Rates: A Measure of Task Appropriateness,” in C. W. Fischer and D. Berliner (eds.), Perspectives on Instructional Time (New York: Longman, 1986); Gary Borich, Effective Teaching Methods (Columbus, OH: Merrill, 1988); Richard Kindsvatter et al., Dynamics of Effective Teaching (New York: Longman, 1992).
HIGH SUCCESS RATE
•How can you tell whether students are performing at a high success rate?
•Guidelines:
• At least _____%* of teacher questions should result in accurate student answers.
•(Important for younger students and for those needing more time.)
• During independent practice, the success rate should be almost _____%**.
Engaged Time + High Success Rate = Academic Learning Time
*70% **100%
11.2
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
HIGH SUCCESS RATE (Continued)
•In theory…
•High Success Rate = Achievement
•In reality…
•Students are often working at levels of failure.
•In one study, 14% of the time, student answers to teacher questions were 100 percent wrong.a
•Researcher Jere Brophy concludes that teachers have a tendency to assign tasks that are too difficult, rather than too easy.b
aGary Davis and Margaret Thomas, Effective Schools and Effective Teachers (Boston: Allyn & Bacon, 1989).
bJere Brophy, “Classroom Organization and Management,” The Elementary School Journal 83, no. 4 (1983).
11.3
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
JACOB KOUNIN’S PATTERNS TO AVOID DURING TIMES OF TRANSITION
Flip-flops Teacher terminates one activity, begins another, then returns to the original activity
Overdwelling Teacher spends more time than is necessary to correct an infraction of classroom rules
Fragmentation Teacher breaks directions into choppy steps instead of one fluid unit
Thrusts Teacher interrupts classroom momentum with random, unrelated comments
Dangles Teacher begins a thought, then leaves it hanging without completion
11.4
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
MODELS OF CLASSROOM MANAGEMENT11.5
Advocate Main Focus Belief System
Lee and Marlene Canter
Assertive Discipline
Students deserve a safe and productive learning climate, and it is the teacher’s job to provide it. Each student is taught how to behave responsibly through clear rules and consequences. When expectations are not met, students know that the teacher will mete out consequences.
Curwin and Mendler
Discipline with Dignity
Students should always be treated with dignity, even when they misbehave. Interesting learning activities, positive reinforcement and opportunities for student success keep students on track, especially students with a history of misbehavior.
Barbara Coloroso
Developing Inner Control and Discipline
Students need to take responsibility for their actions to develop their inner discipline. If students are messy, they need to learn to clean up after themselves. If they are too noisy, they need to develop strategies to allow others to do their work.
Rudolf Dreikurs
Collaborative Decision Making and Belonging
The key in this approach is to identify the motivation behind misbehavior, and within a classroom community, to help students redirect their behavior in a positive way.
Haim Ginott
Communications You speak to students as you, the teacher, would want to be spoken to. Model desirable behaviors and maintain your calm as a teacher. Focus on what needs to be done rather than on what was done wrong.
Source: Carol M. Charles. Building Classroom Discipline (Boston: Allyn & Bacon) 2007.
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
MODELS OF CLASSROOM MANAGEMENT (Continued)11.6
Advocate Main Focus Belief System
William Glasser
Student Satisfaction
The teacher meets with the class to discuss not only behavior rules, but the curriculum being taught. The teacher plans meaningful work for the students and holds them to high standards. Students feel a part of the school, possessing a sense of fun, power, and independence.
Thomas Gordon
Discipline as Control
Students are involved in making the rules about classroom life and procedures, and the problem owners are identified – that is, those who are bothered by certain behaviors. The class as a group works to resolve these issues.
Jacob Kounin
Engagement and Supervision
Student misbehavior is reduced by engaging lessons, and the teacher’s watchful monitoring skills keep students on track.
Redl and Wattenberg
Group Dynamics Group dynamics, insights and peer influence are used to control misbehavior. The causes of any misbehavior are diagnosed and appropriate consequences are applied.
B. F. Skinner
Behavior Modification
Desired behaviors are encouraged by immediately awarding positive reinforcement. Undesirable behaviors are ignored.
Source: Carol M. Charles. Building Classroom Discipline (Boston: Allyn & Bacon) 2007.
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
PEDAGOGICAL CYCLE AND SAMPLE CLASSROOM DIALOGUE
11.7
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
BLOOM’S TAXONOMY APPLIED TO QUESTIONING LEVELS
Level I: Knowledge Recall information; rely on memory or senses to provide answer
Level II: Comprehension Students go beyond simple recall; demonstrate ability to arrange and organize previously learned information mentally
Level III: Application Apply previously learned information to answer a problem
Level IV: Analysis Use three kinds of cognitive processes:1. Identify causes, reasons, or motives2. Reach a conclusion3. Find evidence to support a conclusion
Level V or VI:
Synthesis/Creation Develop original communication, make a prediction, and solve problems with many possible answers
Level VI or V:
Evaluation Judge the merits of an aesthetic work, idea, or solution to a problem
11.8
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
BLOOM’S TAXONOMYKey Words or Examples
Level I Knowledge
Level II Comprehension
Level III Application
Level IV Analysis
Level V or VI
Synthesis/Creation
Level VI or V
Evaluation
11.9
Student Generated Responses
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
WAIT TIME: CHANGES IN STUDENT BEHAVIOR
• Longer responses• Statements supported with evidence• Speculative thinking increases• More student questions• Fewer failures to respond• More students participate• Fewer discipline problems• Better performance on higher-order thinking
skills
11.10
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
WAIT TIME: CHANGES IN TEACHER BEHAVIOR
• Comments more fluent
• Discussion more logical
• More higher-order questions
• Higher expectations of students
11.11
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
TEACHER REACTIONS11.12
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
EFFECTIVE USE OF PRAISE
• Praise works best when:
• It is contingent upon student performance
• It is specific
• It is sincere
• It informs students of their competence and the importance of their accomplishments
• It attributes success to ability or effort
• It uses past performance as context for present performance
11.13
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
EFFECTIVE USE OF FEEDBACK• Constructive feedback works best when:• It is specific and contingent upon student
performance• It focuses on student performance, not
personality• It provides a clear blueprint for improvement• It is an environment that tells a student
mistakes are acceptable• It relates eventual success to effort• It recognizes improvements in student
performance
11.14
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
STUDENT RATINGS OF TEACHING SKILLS
Source: The MetLife Survey of the American Teacher 2001: Key Elements of Quality Schools (New York: Harris Interactive, Inc., 2001).
11.15
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
FIVE MODELS OF INSTRUCTION
TERM Student Generated Key Ideas
Direct Teaching
Cooperative Learning
Mastery Learning
Problem-Based Learning
Differentiated Instruction
11.16
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
TEACHING THAT WORKS• Good teachers…
• Know their subject matter
• Are enthusiastic about teaching and their subject area
• Develop deep rather than shallow knowledge
• Connect new learning to prior knowledge
• Spend the major part of class time on academic activities
• Teach content at a level that ensures a high rate of success
• Are organized
• Structure learning experiences carefully
• Ensure that students have sufficient time to practice skills
• Clearly present both directions and content information
11.17
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
TEACHING THAT WORKS (Continued)
• Good teachers…
• Maintain high student interest and engagement
• Actively monitor student progress
• Involve all students (not just volunteers) in discussions
• Ask both higher- and lower-order questions appropriate to the objective of the lesson
• Use adequate wait time
• Provide clear academic feedback
• Vary student activities and procedures
• Hold high expectations for students
• Have high regard for students and treat them with respect
• Build classroom learning communities
11.18
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
STAGES OF TEACHER DEVELOPMENT •Stage
•Stage 4Maturity
•Stage 3Renewal
•Stage 2Consolidation
•Stage 1Survival
•Attributes
11.19
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
SCHOOL RESOURCES AND STUDENT ACHIEVEMENT
Source: Linda Darling-Hammond, “Teachers and Teaching: Testing Policy Hypothesis From a National Commission Report,” Educational Researcher, 27, No 1, Jan-Feb 1998.
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