1. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e Gary D. Borich Effective Teaching Methods 6th Edition Chapter 5 Classroom Management I: Establishing the Learning Climate

2. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e Chapter Overview Earning trust and becoming a leader the old-fashioned way Stages of group development Establishing an effective classroom climate Problem areas in classroom management Learner diversity and classroom management Planning your first day

3. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e Earning Trust and Becoming a Leader—The Old-Fashioned Way Five types of social power or leadership that a teacher can strive for are: 1.Expert power 2.Referent power 3.Legitimate power 4.Reward power 5.Coercive power

4. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e Stages of Group Development Four stages through which a successful group passes are: 1.Forming 2.Storming 3.Norming 4.Performing

5. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e Stages of Group Development: Amiable Limit Testing Distancing is a type of amiable limit testing in which group members challenge academic expectations and rules to establish under what conditions they do or do not apply. Centering is a type of amiable limit testing in which learners question how they will personally benefit from being a group member.

6. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e Stages of Group Development: Diffusion and Crystallization Diffusion occurs when different academic and social expectations held by different members are spread throughout the group. Crystallization occurs when expectations converge and crystallize into a shared perspective.

7. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e A Guide for Group-Conflict Resolution Buehl (2001), Glasser (1998), and Putnam (1997) recommend that teachers instruct their learners on how to problem solve using the following guide: 1.Agree there is a problem 2.State the conflict 3.Identify and select responses 4.Create a solution 5.Design and implement a plan 6.Assess the success of the plan

8. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e Establishing an Effective Classroom Climate Classroom Climate refers to the atmosphere or mood in which interactions between you and your students take place. A classroom climate can be created by: –Social environment, which is related to the patterns of interaction you wish to promote in your classroom –Organizational environment, which is related to the physical or visual layout of the classroom.

9. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e The Social Climate of the Classroom Two extremes of social climate are: –Authoritarian: The teacher is the primary provider of information, opinions, and instruction. –Laissez-faire: Students become the primary providers of information, opinions, and instruction.

10. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e Teacher Roles in Establishing Social Climate Teachers’ roles in establishing authority and classroom climate can vary. Some roles the teacher may adopt are: –Commander in Chief: Carefully controls student behavior, organizes and provides all stimuli for learning to occur. –Translator: Translates or summarizes ideas provided by students. –Equal Partner: Partners with students in creating ideas and problem solutions.

11. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e Variations of Classroom Social Climate Variations of the social climate of the classroom include more or less competitive, cooperative, or individualistic. Differences in the social classroom climate include: –Extent of opportunities for students to express opinions. –Time devoted to student talk. –Spontaneity with which students are allowed to respond.

12. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e The Organizational Environment The organizational climate pertains to the physical or visual arrangement of the classroom, such as the positioning of desks, chairs, tables, and other internal features. The degree of competition, cooperation, and individuality in your classroom is a result of the social and organizational climate the teacher creates.

13. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e

14. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e Establishing Rules and Procedures Rules can relate to one or more of four distinct areas: –Academic work –Classroom conduct –Information the teacher must communicate on the first teaching day –Information the teacher can communicate later

15. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e Figure 5.4 Classroom rules related to conduct and work. Insert figure 5.4 here

16. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e Communicating Rules and Procedures Rules can be communicated: –Orally –On the board –On a transparency –In a handout

17. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e Communicating Rules at Different Grades Rules for early elementary grades should be presented orally, provided as a handout, and posted for reference. Rules for elementary and junior high school may be recited and copied by students. Rules for high school may be given orally and then posted.

18. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e Suggestions for Developing Classroom Rules Make rules consistent with your climate. Don’t make rules that cannot be enforced. Specify only necessary rules. State rules generally enough to include different but related behaviors. Note: Inability to enforce a rule over a reasonable period of time is a sign that you need to change the rule.

19. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e Problem Areas in Classroom Management Four particularly troublesome areas of classroom management are: –Monitoring students –Making transitions –Giving assignments –Bringing closure

20. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e Monitoring Students and Conveying Assignments With-it-ness is a form of monitoring in which the teacher simultaneously keeps track of many signs of student engagement. Some ways to convey assignments positively and motivate learners are: –Use praise and encouragement –Provide explanations –Offer to help –Accept diversity –Emphasize reward, not punishment

21. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e Making Transitions and Providing Assignments Problems with transitions occur most frequently when learners are not ready to perform the next activity and do not know what behavior is appropriate during the transition. Homework assignments should be given immediately following the lesson or the activities to which they relate, and without negative connotations.

22. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e Closing the Lesson Closing statements should bring a lesson to an end by: –Consolidating key points into a single overall conclusion –By summarizing or reviewing key content –By providing a symbol system so students can easily store and recall the contents of the lesson.

23. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e Learner Diversity and Classroom Management Methods for bridging cultural gaps in the classroom include: –Establish an open risk-free climate. –Plan lessons that meet student interests and needs. –Allow for activities and responsibilities congruent with learners’ cultures.

24. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e Instructional Strategies to Keep At-Risk Learners Engaged Develop some lessons around student’s interests, needs, and experiences. Encourage oral as well as written expression. Provide study aids. Teach learning strategies.

25. Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Gary D. Borich Effective Teaching Methods, 6e Planning Your First Day Your first day will include some or all of these activities: –Keeping order before the bell –Introducing yourself –Taking care of administrative business –Presenting rules and expectations –Introducing your subject –Closing