EDEL 310 - Midterm Flashcards
Classroom Management
Making decisions which prevent and alleviate problems arising in the classroom that impede the learning process and limit teachers’ effectiveness.
Classroom Management
There are no right or wrong answers to management practice - just good choices based on careful deliberation and justification. It is a decision making process that involves creating and managing socially complex learning environments.
Classroom Management
Teachers must possess an understanding of this diversity and be sensiive to the sociological and psychological dynamics of the classroom.
Classroom Management
A culturally responsive pedagogy must be employed, because classrooms are diverse and teachers are typically white, middle-class.
Classroom Management
…is moe comprehesive than controlling student misbehaviour and administering discipline. It involves planning, facilitating, and monitoring experiences that are conducive to high level of learning for a wide variety of students.
Classroom Management
Its goal is not compliance or control, but equitable opportunities for all students to learn.
Classroom Management
Effective classroom management is contingent on teachers making reasoned judgements and decisions based on informed analyses and critical reflection about how children learn, their capabilities and needs.
Should be able to:
Be cognizant of and undestand the implications social variables have on student behaviour, be aware of cultural values, norms and expectations in which teaching and learning occur, and understand the social foundations underlying effective pedagogical practice.
Should be able to:
Be prepared to accommodate students by changing expectations rather than students accommodating the teacher.
Should be able to:
Acquire the knowledge, attitudes and skills (KSAs) required to teach students from diverse groups, including mainstream grous, and to make decisions that promote social justice and equality.
Should be able to:
Develop a critical awareness of issues pertaining to equity and diversity, and their implications for management.
Should be able to:
Examine and understand how race, ethnicity, SES, gender and sexual orientation shape actions of students, and be able to select and use appropriate pedagogical practices and management models suited to diverse student populations.
Should be able to:
Develop an understanding of the goals of effective classroom management and a knowledge of alternative ways of achieving those goals.
Should be able to:
Examine and reflect upon their own beliefs and values, biases and prejudices, and be able to step outside their frame of reference to examine it critically (meta-reflection).
Should be able to:
Develop the habit of reflection and meta-reflection in maing sense of knowledge acquired in this course in relation to own experiences.
Should be able to:
Examine own background and cognitie framework used to interpret reality and how these influence thought, actions and pedagogical practice
Should be able to:
Develop a preliminary personal approach to classroom management based on own beliefs about teaching and learning, consistent with informed knoweldge in the feild, and aligned with student needs, traits and socio-cultural realities
Should be able to:
Critically reflect upon implicit assumption, beliefs and values underlying classroom practive, management models and theories, to identify key concept that differentiate between them, and to consider multiple perspectives.
Should be able to:
Understand role as an educator in creating and maintaining a positive learning environment.
Should be able to:
Be encouraged to critically reflect upon and develop own personal and professional identity as a teacher.
A good classroom:
Like Disneyland - kids want to go and be there. Make learning 3D - have them using many senses. Have the kids leave the classroom know what they CAN do, not what they can’t do.
CALM
Consider, Act, Lessen, Manage
CALM
A model of sequential strategies for managing inappropriate classroom behaviour. Helps make logical decisions and avoid responding to a problem entirely from an emotional point of view.
Definition of Teaching
Using pre-planned behaviours founded in learning principles and child development theory and directed toward both instructional delivery and classroom management - that increased the probability of effecting a positive change in student bahaviour.
Advantages of using CALM
Allows practicioner with a variety of approaches rather than a limited few, allows for the ssystematic implementation of the knowledge that informs the practice of teaching
Definition of PROBLEM BEHAVIOUR
- Interferes with the teaching act
- Interferes with learning
- Is psychologically or physically unsafe
- Destroys property
When to act
Most misbehaviour can be managed at some later time, after the other students have behun their worki, during a break, or before or after class.
When a behaviour becomes problematic for the learning environment, however, the teacher must intervene immediately because the student’s safety and RIGHT TO LEARN is being impacted.
PROBLEM BEHAVIOUR
Violates student’s right to learn.
Effect of Disruptive Behaviour
- Disruptive behaviour affects student’s psychological safety, readiness to learn and future behaviours.
- Disruptive and off-task beahviour takes time away from learning
- Type, frequency and duration of the disruptive behaviour determines how disrupting it is
Loss of Learning Time
Teachers spend b/w 30-80% of their time addressing discipline problems
- To be a successful teacher (maximize learning) must be competent in manageing student behaviour
Ripple Effect
Students learn misbehaviour from observing misbehaviour in other students
- Especially when it’s noticed how much attention they are getting from the teacher and classmates
Relationship B/W teachers and disruptive students
- Different interaction than with well-behaved students
- leads to dislikes and negative labels and are more likely to reprimand them than another student for the same behaviour (this is likely to escalate the issue)
- Give them opportunities to learn new behavious
LOOK AT PAGE 27
LOOK AT PAGE 27
Critical Thinking
Th think with complexity; exploring multiple dimensions & nuacnes
Critical
Intellectual skill analysis, or “critical thinking” and a body of scholarship, “critical theory”
Critical Theory
Exploring historical and ideological lines of authority that underlie social conditions through ongoing study and practice
2 Dimensions of Thinking Critically About Knowledge
- Knowledge evolves over time, dependent of the moment in history and cultural reference point of the society that accepts it.
- Involves determing social, historical and political meaning of the facts, not just the validity of the facts.
Social Stratification
Social groups are relationally positioned or ranked into hieracrchies of unequal value. Justifies unequal distribution of resources among social groups.
Minoritized Group
(The active term, rather than just “minority” group”). Social group deavlue and soiety and provided less access to resources. Also not just defined by its numbers in a general population.
Goal of critical theory:
- Political nature of knowledge production and validation
- Historical context of current social processes and institutions
- Process of socialization and its relationship to social stratification
- Inequitable distribution of power and resources among social groups
Why theory matters
- Make sense of our lives and things we encounter
- conceptualize otherwise invisible problems
awareness of theorectical maps can lead to change
Knowledge Construction
- Knowledge is socially constructed
- Schools are important as transmitters of knowledge, so crititcal educational scholars are concerned with how knowledge is produced.
Positionality
Recognition that where you stand in relation to others in society shapes what you see and understand about the world (cultural values, beliefs, experiences and social positions determines our knowledge)
Teach from a critical perspective
Allows student to examine the relationship b/w one’s frames of reference and the knowledge one accepts and reproduces.
Socially Constructed Knowledge
- Where the info came from, from what perspective did it come from, challenge these ideas (eg - Columbus discovery of N. America - that’s what we are taught in NA, as whites, but that is not at all an accurate history of the discover of NA)
Knowledge
…influenced by our experiences, and who we are (gender, race, class, sexuality). Experiences within various social, economic and political systems.
Bank’s 5 Types of Knowledge
Personal & Cultural Knowledge, Popular Knowledge, Mainstream Academic Knowledge, School Knowledge, Transformative Academic Knowledge
Personal & Cultural Knowledge
Acquired from personal experiences in our homes, families and community. Transferred both implicitly and explicityly.
Popular Knowledge
Facts, beliefs and various characters and plot types institutionalized in TV, movies and other mass media pop culture. E & I.
Mainstream Academic Knowledge
Concepts, paradignms, theories and explanations within traditional and established laws in behavioural and social sciences.
School Knowledge
Concepts, facts, presented in textbook, teacher guides and other formal curriculum and as inerpreted as teachers.
Transformative Academic Knowledge
Concepts and explanations that challenge mainstream academic knoweldge and expand the laws/rules.
Knowledge as Socially Constructed
Schools provide different education based upon students’ position in society and the resources available leading to implications later in life.
Thinking Critically About Opinions
- Differences between opinions and informed knowledge - what you know is connected to who you are
Maslow’s Hierarchy of Needs
- Physiological needs (hunger, thirst, breathing, sleep)
- Safety and security needs (protection from injury, pain extremes of hot and cold)
- Belonging and affection needs (giving and receiving of: love, warmth and affection)
- Esteem and self-respect needs (feeling adequate, competent, worth, being accepted and respected by others)
- Self-actualization (self-fulfillment by using one’s talents and potential)
Maslow’s Laws and Behaviours
If some of these needs aren’t being met, helps explain a lot of student misbehaviours
Student’s Physiological Needs
Heating, lighting, space, noise, frequent interruptions, ventilation. Optimize their learning by creating a comfortable environment!
Student’s Belonging and Affections Needs
Caring, trust and respect in the interpersonal relationships b/w teachers and students.
Classrooms need to be supportive and caring so that they can be comfortable asking and answering questions, making mistakes and asking for help.
Student’s Social Recognition Needs
Behaviour understood as: people are social beings, behaviour is goal-directed, people can choose how they behave. …some truth to this, but can also be refuted to a certain extent.
Self-esteem
Significance + competence + power + virtue
Four Goals of Misbehaviour
- Attention getting (asking questions, asking for help)
- Power seeking (challenging teachers allows students to gain social acceptance)
- Revenge seeking (continually feel a deep sense of despair and worthlessness)
- Display of inadequacy (cannot be motivated and refuse to participate in class)
Power
The chronically disruptive student can be seen as the most powerful indicidual in the classroom.
Piaget’s Moral Cognitive/Moral Development
Sensory-Motor (0-2) - Pre-operations (2-7) - egocentric, short attention span, act on impulse, limited sense of time and space Concrete operational (7-12) - concrete content, hold multiple thoughts, need step-by-step instructions, need help understanding how to think something though. Formal operational (around 12) - develop independent critical thinking skills, can provide more than one answer to a problem, can use symbols and verbal examples, begin to think in the abstract.
LGBTQ (early years)
in 70s and 80s considered deviant, pathological and in need of a medical fix. Considered a mental illness and a criminal act.
LGBTQ (current)
- creation of safe spaces, LGBTQ inclusive curriculum and anti-harassment policy development.
LGBTQ school facts
- 60% teachers feel largely ineffective in addressing homophobic environments, the more different you are, the more dangerous your schooling experience may be.
Socialization
Our systematice training into the norms of our culture; process of leaning the meanings and practices that enable us to make sense of and behave appropriately in the culture.
Culture
The norms, values, practices, paterns of communication, language, laws, customs, and meanings shared by a group of people located in a given time and place
Surface Culture
Conscious level, visible (diet, dance, dress, vidual arts, crafts, celebrations) - doesn’t upset us as much
Deep Culture
Not at a conscious level/invisible and many in number (personal space, body language, notions of leadership, ideals of childrearing) - we get upset when people break these unspoken rules.
Sex
Refers to the biological, genetic or phenotypical characteristics that are used to distinguish female and male bodies: genitals, body structure and hormones.
Gender
What it means to have the body in that culture (roles, behaviour, expectations). Society tends to be invested in maintaining these differences.
Cultural Norms and Conformity and Equality Contradictions
While we strive for equality, penalties still exist for non-conformity.
Social Norms
Created from a myriad of social message and conditioning factors
YOU in relation to the GROUPS to which you belong.
Macro and Micro pictures as frames of cultural reference.
Macro norms
Race, class, gender, sexuality, ability, religion, nationality.
Social Groups
For every social group, there is an opposite and without knowing what this other group is, we cannot know what other groups are or are not. Many of these ideas are at an unconscious level.
Social Norms/Groups
Receive this info socially via school, gov and mass media. Receive the messages collectively from our culture.
Race vs Ethnicity
Race (socially constructed system of classifying humans based on phenotypical characteristics). Ethnicity (people bound by a common language, culture, spiritual and/or ancestry)
General
- our identities are formed by how others see and respond to us
- leaning to know who we are is shaped by leaning who we are not
- Our individuality determined by our unique experiences (micro)
- No person is simply an individual
- we are also member of multiple social groupings
- need to examine the relatiohships between the macro norms and mircro norms to understand our personal cultural beliefs.
- Goes back to social recognition needs
Interplay of positionality
Acheiving critical social justice literacy though understanding the relationship b/w yourself and the social groups you belong to.
Racism
“Whiteness as property” - social and institutional status and identity imbued with legal, economic and soial rights and privileges that are denied to others.
Interesting point
We commonly see racism as individual acts of meanness commited by a few bac people and that the rest of us are innocent. It’s actually an all-encompassing system. Not a binary of racist vs non-racist
Racist vs Non-Racist
It is not a binary, it’s more deep rooted than that, maintains a false sense of colour blindness, prevents a macro analysis of the institutions and structures of social life.
Prejudice vs Racism
Prejudice (feelings of hate), racism (acting on hate)
NA Racism
Naturally gravitates towards privilege of higher class white?
The BOOK!
Makes generalizations, which is contradictory to its foundation. Very frustrating.
Canadian Racism
Higher rates of poverty among minorities and poverty. A lot more to this! …while the book says it’s just treatment via the social system, that is true, but far more dynamic than unequal treatment based solely on culture/race.
Cultural Deficit Theory
Blames people of color for their struggles within a racist society, exempts dominant cultures from the need to play an role in the eradication of racism.
White Power Representation
Comes from a variety of sources, such as the way that historical culture has been laid out in media (columbus discovering NA, etc), many implicit things telling everyone that white is better? Divide often happens when minoritorized group becomes named and dominant group is not named.
Dynamics of Internalized Racial Oppression
- Having individual behaviours redefined as “group” norms (held up as representative of or exception to the expectations of their “group”.
Effects of Racial Oppression
The mere threat of stereotype can diminish performance.
ATA Code of Conduct
As professionals, teachers are governed in their professional relationships with other members, school boards, students and the general public by rules of conduct set out in the Code of Professional Conduct.
ATA Code of Conduct
There are simply the MINIMUM standards.
ATA - In relation to pupils
The teacher teaches in a manner that respects the dignity and rights of all persons without prejudice as to race, religious beliefs, colour, gender, sexual orientation, gender identity, physical characteristics, disability, marital status, family status, age, ancestry, place of origin, place of residence, socioeconomic background or linguistic background.
ATA - In relation to pupils
The teacher may not divulge information about a pupil received in confidence or in the course of professional duties except as required by law or where, in the judgment of the teacher, to do so is in the best interest of the pupil.
ATA - In relation to authorities
The teacher protests the assignment of duties for which the teacher is not qualified or conditions that make it difficult to render professional service.
ATA - In relation to colleagues
The teacher does not undermine the confidence of pupils in other teachers.
ATA - In relation to colleagues
. The teacher criticizes the professional competence or professional reputation of another teacher only in confidence to proper officials and after the other teacher has been informed of the criticism.
ATA - In relation to colleagues
The teacher, when making a report on the professional performance of another teacher, does so in good faith and prior to submitting the report, provides the teacher with a copy of the report.
ATA - In relation to colleagues
The teacher does not take, because of animosity or for personal advantage, any steps to secure the dismissal of another teacher.
ATA - In relation to the profession
The teacher acts in a manner which maintains the honour and dignity of the professional.
ATA - In relation to the profession
The teacher does not engage in activities which adversely affect the quality of the teacher’s professional service.
Teachers are entitled to these rights
The right to expect standards of pupil behaviour necessary for maintaining an optimal learning environment and the responsibility to use reasonable methods to achieve such standards.
Teachers are entitled to these rights
The right to fair and reasonable evaluation of professional performance and the responsibility to give sincere consideration to any suggestions for improvement
Teachers are entitled to these rights
The right to protest and in extreme cases to refuse the assignment of teaching duties when they believe their qualifications and the responsibility to consider any special circumstances under which the duties were assigned.
Teachers are entitled to these rights
The right to be protected against discrimination on the basis of prejudice as to race, religious beliefs, colour, gender, sexual orientation, gender identity, physical characteristics, disability, martial status, family status, age, ancestry, place of origin place of residence, socioeconomic background or linguistic background and have the responsibility to refrain from practicing these forms of discrimination in their professional duties.
Problem behaviour
Avoid a “get-even” behaviour as a teacher. Sometimes the behaviours indicate that the classroom environment is not what they would like it to be (maybe ask them what would make it better :)
