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1 The Right Education for Every Child: Removing Systemic Barriers to Full Integration of Roma Children International Conference in Belgrade, Serbia June.

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Presentation on theme: "1 The Right Education for Every Child: Removing Systemic Barriers to Full Integration of Roma Children International Conference in Belgrade, Serbia June."— Presentation transcript:

1 1 The Right Education for Every Child: Removing Systemic Barriers to Full Integration of Roma Children International Conference in Belgrade, Serbia June 2 - 3, 2009 Končoková Eva Slovakia

2 2 Improvement of the classroom practice and pedagogy Effective Classroom Management for Enhancing Teaching Quality of Roma students Using the innovative practices Support motivation for learning Contribution on better school achievements Acceleration of school success of Roma children

3 3 School reform by children Yippee, now I am looking forward to going to school. (Marek, 7 years) Look at me, what I achieve now. (Jolana, 11 years) Now I can learn. (Marek, 7 years) I know why the grass is green and the sky is blue. (Jáchym, 13 let) No problem, I understand with the friends from the whole world. (Jakub, 13 let)

4 4 School reform by children I can browse, or click on…. (Vráťa, 14 let) Our bunch is super. (Lin a Pepa, 10 let) Now, I can go on oneself. (Julka, 12 let) Drugs! Lack of interest, I would rather prefer a bike or football. (Patrik, 14 let) Make efforts at school – go ahead! (Milan, 15 let)

5 5 Reflection on the theory Reflection on the theory Maslow's hierarchy of needs (1943)

6 6 Taxonomies of Educational Objectives Blooms Taxonomy (1956)

7 7 Taxonomies of Educational Objectives Revised taxonomy of the cognitive domain following Anderson and Krathwohl (2001)

8 8 Blooms Taxonomy Critical thinking involves logical thinking and reasoning skills comparison, classification, sequencing, cause/effect, patterning, webbing, analogies, deductive and inductive reasoning, forecasting, planning, hypothesizing, and critiquing.

9 9 Blooms Taxonomy Creative thinking Te aim of creative thinking is to stimulate curiosity and promote divergence. involves creating something new or original. Skills flexibility, originality, fluency, elaboration, brainstorming, modification, imagery, associative thinking, attribute listing, metaphorical thinking, forced relationships.

10 10 Attributes of Effective Classroom Management Multicultural Environment Serve to improve the climate of the Classroom with Roma students Differences in Classroom Environment Integrity of the Resources Classroom Management Bulletin Board Serve as a visual record of teaching activities Message Board Allows Classroom teachers to ask questions or leave comment notes for one another, if they would like

11 11 Attributes of Effective Classroom Management Recommendation Corner Clarify the role of the teacher in multicultural classroom management Identify the alignment between multicultural classroom management and teacher performance standards Examine research on effective classroom management as it effects Roma student achievement Expand knowledge of multicultural classroom and behavior management strategies

12 12 Attributes of Effective Classroom Management Classroom Management - Learning strategy: Engagement in a cooperative learning strategy known as Think, Pair, Share.. Individual Small Groups Whole Group Teacher Performance Standards Dependence on teacher behavior than student behavior Requirement on specialized interventions

13 13 Attributes of Effective Classroom Management Challenging Student Behaviors Researches on specific student behaviors that impede the learning process based on feedback from teachers Behavior of student Behavioral Category Information on the types of behaviors, incorporation on the future strategies used as basis of the behavior management Classroom Management Triangle Components: Creating the climate, Managing the behavior Setting the correction

14 14 Attributes of Effective Classroom Management Behavior Management System of early intervention strategies Behavior strategy based on the students behavior (NOT based on how angry the behavior makes the teacher, or what the teacher feels like doing at that moment ). Students in crisis Additional supports outside of the classroom

15 15 Attributes of Effective Classroom Management Crisis Management System of intensive intervention strategies based on Intensity, Duration Frequency of the behavior. To provide effective classroom management for all students, To recognize if additional strategies are necessary, and To identify the strategies most likely to bring about successful behavior modification.

16 16 Attributes of Effective Classroom Management Roles and Responsibilities Activities specified the challenging student behaviors that they want to avoid The learning process Addressing the students, parents, and school administration Positive Consequences Negative Consequences

17 17 Attributes of Effective Classroom Management Teacher Effectiveness The most essential factor effecting student learning is the Teacher (Responses from over 60,000 students ) Student behaviors are embedded in the results of overall student learning The most effective opportunity to improve education is to increase the competency of our teachers

18 18 References Creative awl Critical Thinking, Saskatchewan Education, 1987 (http://www.sasked.gov.sk.ca/docs/policy/cels/el4.html)http://www.sasked.gov.sk.ca/docs/policy/cels/el4.html Anderson, L. W. and David R. Krathwohl, D. R., et al (2000) A Taxonomy for Learning, Teaching, and Assessing Marzano, Robert J.: Classroom Management That Works: Research Based Strategies for Every Teacher (Marzano, Marzano. Pickering), ASCD Publications,2003 Bianco, Arnie: One Minute Discipline, Classroom Management Strategies That Work,Jossey-Bass, A Wiley Company,2002 Curwin,Richard L.and Mendler, Allen N.: Discipline with Dignity, ASCD Pubications,1999

19 19 Online Resources t/contents.htm m ent/tips.html Classroom-Management.html

20 20 Thanks for your attention


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