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Play the slide order for the links to be usable (highlighted text are links- but not pink highlights – these are activity prompts)

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Presentation on theme: "Play the slide order for the links to be usable (highlighted text are links- but not pink highlights – these are activity prompts)"— Presentation transcript:

1 Play the slide order for the links to be usable (highlighted text are links- but not pink highlights – these are activity prompts)

2 EDWN 600 Classroom Management, Instructional Methods

3 If civilization is to survive, we must cultivate the science of human relationships - the ability of all peoples, of all kinds, to live together, in the same world at peace. Franklin Delano Roosevelt

4 Conflict Is a natural occurrence Makes us uncomfortable Has value Discuss these 3 statements with your nearest neighbor. Are they true or false?

5 The value of conflict Intellectual conflict - allows learning new things Can show us relationship issues, and allow greater caring Fosters social development Sparks curiosity and interest Helps you understand yourself Skill in managing them makes you more employable

6 Youve Won! Journaling Fill out the Journaling sheet and discuss with your neighbor Work with your neighbor on Youve Won. -Join another pair and renegotiate to consensus -Join another group and renegotiate to consensus -Present your process to the class

7 Conflict Resolution 1. Create a cooperative environment 2. Teach them how to think 3. Teach them how to Negotiate 4. Teach them to mediate 5. Arbitrate conflicts Teaching Students to be Peacemakers Teaching Students to be Peacemakers Johnson & Johnson book Johnson & Johnson book

8 Managing Conflict Jimmy/Donna

9 Negotiation Define the conflict I Statements I feel ___ when you ___ because ____. Listen carefully to each other Exchange reasons for positions Focus on wants and needs, staying flexible Strive to understand other position Paraphrase their feelings Invent options Reformulate, broaden options Reach agreement ( repeat, as needed ) Stop calling me names

10 Peer Mediation End hostility - defuse Make sure everyones ready - set ground rules Help the two negotiate 1. Define the conflict 2. Exchange reasons/feelings 3. Reverse perspectives/paraphrase 4. Invent 3+ options 5. Wise agreement/shake Jack & the Giant Meet in character groups and establish your roles/actions In groups of 3, practice mediation When done, work as a trio to write out advice for peer mediators based on this experience Share these in the character group and note similarities/differences More conflict resolution lessons Next

11 Motivation drives learning and behavior Intrinsic Internal Self-motivation Personal desire Extrinsic External Reward-based Want to please

12 Management Models Assertive Discipline Assertive Discipline (Canter) Teacher control Choice Theory Choice Theory (Glasser) Student participation in governance Discipline with Dignity Discipline with Dignity (Curwin& Mendler) Prevention/action/resol ution WI Classroom Management Series of webinars to address classroom mgmt

13 Thinking about... Your classroom management plan - PBIS Classroom MatrixPBIS Classroom Matrix - kinds of behavior expectations (matrix and lesson plan available in link at top right resources) Think about your expectations in each box in the grid - discuss with table partners Plan to teach behavior skills - Routine lesson plan

14 Classroom Management Plan What should you include in your classroom management plan? Philosophy Rules Consequences, positive and negative Conflict resolution steps Next

15 Bullying and cyberbullying What teachers, parents and kids need to know about cyber bullying. Read your assigned article Discuss with your group - how could conflict resolution skills help? Present to the rest of the class using the fishbowl strategy NEA TT-Bully TT-Blkboard Next NEATT-BullyTT-BlkboardNext

16 Syllabus Assignment Include: Contact info Course info and grading (after EDWN 601) Expectations for students Try to keep it 1-2 pp. (list general topics, but not specifics, to give yourself more flexibility

17 Cooperative learning Contest of the codes Positive interdependence Assign jobs: Reader, Encourager, Checker, Go- fer Face to face promotive interaction Support each others learning Discussion/explanation Individual accountability Social skills Leadership, communication, trust- building, conflict mgmt Must be taught Groups process is explicit Something each did that helped something each could do better tomorrow

18 Group work is not cooperative learning But it can be if you teach the students HOW to work cooperatively. Important features: Group jobs - like in the handout Time to practice these skills Teacher circulates to monitor and assist groups

19 Technology Use Read article Prepare a 5 min presentation of the content, using whatever materials you wish Use group roles, as assigned Your students... Social Media Real World Ways... Your students...Social Media...10 Real World Ways Next

20 Brain-based Teaching Choices Content, timing, partners, projects, process, environment, resources Relevant Personal, family/neighborhood/age Engaging Emotional, energetic, physical, learner imposed deadlines/peer pressure Adapted from Jensen, E. (1998). Teaching with the Brain in Mind, Alexandria, VA: ASCD. Required No student input, resources restricted, work alone Irrelevant Impersonal, out of context, to pass the test Passive Disconnected, seatwork, lecture, video

21 School in a cloud

22 Sugata Mitra

23 Teaching Strategies In the same groups as Technology articles: What are some teaching strategies youve seen/used? Describe each as best you can. Direct instruction Inquiry Guided inquiry Jigsaw Fishbowl Discussion Demonstration Field trip Simulation Projects Lecture Brainstorming Audio/visual Round Robin

24 Web Sources Inquiry activity Guide by Subject Virtual Field Trips Tutorials

25 A good activity Is something students will make or do Using an essential skill and essential information In order to understand an essential idea/principle or answer an essential question. (Tomlinson, 2001)

26 A good DIFFERENTIATED activity Is something students will make or do In a range of modes at varied degrees of sophistication in varying time spans With varied amounts of teacher or peer support (scaffolding) Using an essential skill(s) and essential information To understand an essential idea/principle or answer an essential question. (Tomlinson, 2001)

27 Differentiated Instruction Differentiated instruction is a process to facilitate teaching and learning for students of differing abilities in the same class. (Hall, Strangman & Meyer, 2011)Hall, Strangman & Meyer, 2011 TEDTalk - flipping the classroom TEDTalk

28 Differentiation Make self graphs Im ______ and I am good at _______, I learn best by __________ and I like to show what I know by _________.

29 Differentiation Presentation Learning Demonstration Rhythm: together/apart/together/apart/etc

30 Case studies Read through your assigned case study. Look for differentiation in: Presentation Learning Demonstration

31 Instructional Strategies paper Choose 6 strategies that would be useful in your teaching area remembering to check out the links on the syllabus for more info specific to your subject area Describe Discuss pros and cons Interview a teacher in your subject area. Ask about these strategies and others he/she uses

32 Where am I at? Please write brief notes on each bullet: What ideas were interesting/new? What additional information would I like? How can I use these ideas? Mgmt Bullying Coop Strat MgmtBullyingCoopStrat

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