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BECOMING AN EFFECTIVECLASSROOM TEACHER
EDUCATIONAL PSYCHOLOGY
1ST WEEK
Oleh:
Dr. Z!"h M#h$% A&hr"
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Concerns of Beginningteachers
enthusiasm
optimismidealism
Beginning Teachers
Classroomdiscipline
Motivatingstudents
Assessment and
grading
Specialneeds
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COMPLEXIT O! T"E TEAC"I#$
P%O!ESSIO#
Teaching is never routine
Teaching has multiple goals
Teaching is done in relationship &ith a diversit' oflearners
Teaching re(uires the integration of several )no&ledgea*out child development
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'e)her*
+armth, enthusiasm, caring
-no&ledge of the domain
Mastering a variet' of teachings)ills to encourage critical
thin)ing, pro*lem.solving, andperformance s)ills
"igh Aspirations for Self andStudents
An intentional teacher plansactions *ased on the desired
outcomes
An intentional teacher plans
actions *ased on the desiredoutcomes
"igh Perceived Self.E/cac'
%esponsi*ilit' for Self and Actions
A*ilit' to 0ela' $rati1cation
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+"AT IS E02CATIO#AL PSC"OLO$3
is a *ranch of ps'cholog' that
speciali4es in understandingteaching and learning in educational
settings5
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Education
developing the capacitiesand potential of the
individual so as toprepare that individual to*e successful in a speci1csociet' or culture5 !romthis perspective,education is servingprimaril' an individualdevelopment function5
the process *' &hichsociet' transmits to ne&
mem*ers the values,*eliefs, )no&ledge, ands'm*olic e6pressions toma)e communicationpossi*le &ithin societ'5 Inthis sense, education isserving a social andcultural function5
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the scienti1c stud' of mind
and *ehavior or *ehavior andmental processes, especiall'as it relates to individualhuman *eings
PSYCHOLOGY:
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Educational Psychology
Combination of psychology and
education
A distinct scientific discipline within
psychology that includes both
methods of study and a knowledgebase
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Educational Psychology:Concerned primarily with understanding the
processes of teaching and learning that take
place within formal environments and
developing ways of improving those methods
Important topics include learning theories;
teaching methods; motivation; cognitive,
emotional, and moral development; and
parentchild relationships
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Te)h"+(
One person7s interpersonale8ort to help others ac(uire
)no&ledge, develop s)ill, andreali4e their potential
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Ler+"+(:can *e compared &ith the
other primar' processproducing relativel'permanent change..
maturation..that results from*iological gro&th and
development
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A relativel' permanent change in *ehavior or)no&ledge as a result of e6perience
0epends on man' factors9 the (ualit' of instruction
student motivation
student engagement
student7s developmental readiness to learn
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Teaching E/cac'
A teacher7s :udgment of, or con1dencein, his or her capacit' to cope &ith the
teaching situation in &a's that *ringa*out desired outcomes
Beginning teachers generall' have lo&erteaching e/cac' than do veteranteachers
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Teaching E/cac' Categories
E/cac' for classroommanagement
E/cac' for studentengagement
E/cac' for instructionalstrategies
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T,# M#%e& of Teaching
Technical teaching
Teaching situation is predicta*le and calls forroutine action
• Classroom e6perience Constructive
learning e6perience Refective teaching
Teaching situation is surprising and calls forcon:ectures, information gathering, and decision.
ma)ing5• -no&ledge a*out the teaching and learning
situation Constructive learning e6perience
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M#%el -#r Ree)'"/e Te)h"+(
RIDE
Ree)'"#+
I+-#r$'"#+
('her"+( E/l0'"#+
De)"&"#+ $!"+(
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Y#0r T0r+
Ms #e&*' is nervous a*outteaching and feels that she &ill not
*e a*le to handle students7mis*ehaviors
"o& might she solve this pro*lemusing the %I0E model3
MINUTES
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%est
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Provides evidence thatassists teachers ma)eappropriate choices in theclassroom
Collect data
Based on the scienti1cmethod, researchers
Conceptuali4e the pro*lem
%evise research conclusionsand theor'
Theor'
"'pothesis
+h' is %esearch Important3
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The &)"e+'"2)re&er)h 33r#)h iso*:ective, s'stematic,
and testa*le5
STEP 1C#+)e3'0l"4e 'he Pr#5le$
STEP 6
C#lle)' I+-#r$'"#+
STEP 7Dr, C#+)l0&"#+&
STEP 8Re/"&e Re&er)h
C#+)l0&"#+& 9 The#r
T"E SCIE#TI!IC %ESEA%C"APP%OAC"
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RESEARCHMETHODS
De&)r"3'"/e
&'0%"e&
E;3er"$e+'l&'0%"e&
C#rrel'"#+l
&'0%"e&
A)'"#+re&er)h
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0ESC%IPTI;E ST20IES
A research method used to descri*e the educational situation as itnaturall' occurs < &hat t'picall' happens, ho& teachers teach, and ho&students learn and develop
E6ample research (uestion9 ="o& do Ms5 #e&*' organi4e the ph'sical
la'out of her classroom3O*servations
La*orator'
#aturalistic o*servation
Participant o*servation
Intervie&s and (uestionnaires
Standardi4ed tests
Case studies
Ethnographic Studies
!ocus $roups
Personal >ournals and 0iaries
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CO%%ELATIO#AL ST20IES
A research method used to measuret&o naturall' occurring varia*les
and summari4e the nature andmagnitude of their relationship innumerical form
E6ample research (uestion9 ="o& ismeasured intelligence related toschool achievement3?
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POSSIBLE EXPLA#ATIO#S O!CO%%ELATIO#AL 0ATA
Observed correlation Possible explanations for this correlation
A& 3er$"&&"/e'e)h"+("+)re&e&<
)h"l%re+=&&el->)#+'r#l%e)re&e&
Per$"&&"/e
'e)h"+(
Ch"l%re+=& l)!
#- &el->)#+'r#l
Ch"l%re+=& l)! #- &el->)#+'r#l
Per$"&&"/e'e)h"+(
causes
causes
O'her -)'#r&<
&0)h & (e+e'")'e+%e+)"e&<3#/er'< #r
&#)"#h"&'#r")l)"r)0$&'+)e&
Per$"&&"/e
'e)h"+(cause
bothCh"l%re+=& l)! #- &el->)#+'r#l
and
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EXPE%IME#TAL ST20IES
A research method used to test for acause.and.e8ect relationship
*et&een t&o varia*lesE6ample research (uestion9 =Is
reading program A *etter than
reading program B for teaching 1rstgraders to read3?
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A study of the effects of time management on
students’ grades
Participants r+%#$l &&"(+e%to e6perimental and control groups
Students7(r%e& in school
E;3er"$e+'lGr#03
@time managementprogram
C#+'r#l Gr#03@no time management
program
EXPE%IME#TAL %ESEA%C"
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C#rrel'"#+lRe&er)h
Measures the strengthof a relation *et&eent&o varia*les
0oes #OT esta*lishcausal relation
E;3er"$e+'lRe&er)h
%andom assignment E6perimental vs5
control groups Independent vs5
dependent varia*les
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ACTIO# %ESEA%C"A research method carried out *'
teachers in their o&n classrooms to
inform and re1ne their personaltheories of teaching and classroomlearning
E6ample research (uestion9 =0o I as)*o's more (uestions than I as)girls3?
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STEPS !O% CO#02CTI#$ ACTIO#%ESEA%C"
1. I%e+'"- 3r#5le$
6. F#r$0l'e 3l+ to address the
pro*lem7. C#lle)' +% +l4e %' to see if the
plan &or)ed
8. Ree)' on &hat has *een learned
?. U&e the ne&. and improved personaltheor' of teaching
@. Re3e' steps , , D, and as needed
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+"AT -I#0 O! %ESEA%C"3
I &ant to decide if *o's in the Fth grade *ene1tmore from cooperative learning than girls3
I &ant to decide if completion of home&or) is
associated &ith *etter achievement I &ant to e6amine the num*er of errors present in
the Gth grade science *oo) I &ant Maria to tell me a*out her e6periences in
solving a math pro*lem3
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9 A &e&&"#+
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+"AT MA-ES A# E!!ECTI;E TEAC"E%3
Ee)'"/eTe)her&
Pr#-e&&"#+lK+#,le%(e
• Content -no&ledge
• Pedagogical-no&ledge
• -no&ledge a*outlearners
• -no&ledge a*outcurriculum
Pr#-e&&"#+lS!"ll&
• Planning s)ills
communication s)ills• Motivation s)ills
• Classroommanagement s)ills
• Assessment s)ills• Technolog' s)ills
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REFLECTION 9 OBSERVATION
What were thecharacteristics of the mosteective teachers in youreducational experience?
P%O!ESSIO#AL -#O+LE0$E A#0 S-ILLS
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P%O!ESSIO#AL, -#O+LE0$E A#0, S-ILLS
E6hi*it su*:ect mattercompetence
Implement appropriateinstructional strategies
Communicate &ell &ithstudents and parents
2se e8ective strategies topromote students7
motivation to learn
Manage classrooms for
optimal learning
Create developmentall'appropriate instructional
materials and activities
Set high goals forthemselves and studentsand plan for instruction
Pa' more than lip serviceto individual variations
+or) e8ectivel' &ithstudents from culturall'
diverse *ac)grounds
Integrate technolog' intothe curriculum
"ave good assessment
s)ills
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E!!ECTI;E TEAC"I#$COMMITME#T A#0 MOTI;ATIO#
"ave a good attitude
Bring a positiveattitude and
enthusiasm to theclassroom
Care a*out students
Invest time and e8ort
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Characteristics of Best Teachers
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Characteristics of +orst Teachers
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THANK YOU