1. Building on Our Strengths. Linguistic and Cultural Diversity In the Early Grades// http://www.Ascd.Org/publications/classroom-leadership/dec1999/Building-on-Our-Strengths.Aspx

Заняття 5.

Тема . Structuring the classroom for success. Структурування класу для успіху.

План.

1. Перегляд тексту з метою складання схеми і виділення головної ідеї.

2. Знаходження ключових речень, письмове формулювання питань і відповідей.

3. Висновки з теми.

Questions and Activities:

1. Smooth transitions are enhanced when a teacher has clear expectations of students. Create a list of expectations necessary for moving the desks in the class from the present format to a circle format. Have a peer group fol­low your directions and achieve your expectations. At the end of the ex­perience, have the group critique the means and methods utilized to create the circle format. Determine which verbal exchanges and actions enhanced a smooth transition and which impeded it.

2. Disruptive students are often removed from independent or peer-group ac­tivities because of the fear that they will be unable to "handle" the process and inappropriate behavior will escalate. As noted in the chapter, the in­clusion of these students presents a challenge for the teacher and the student. However, the student needs to learn to respond appropriately in more independent activities and may benefit from the opportunity to prac­tice appropriate social skills. In groups of three, determine three methods for incorporating the student in a learning center activity or peer-group ac­tivity that enhance the student's opportunity to be successful.

3. Advance organizers provide a quick visual reminder of the necessary mate­rials for each lesson. Create an advance organizer for a science lesson on rock formations.

4. Interview a teacher to determine what paperwork is required for their par­ticular school setting and collect sample forms the teacher developed to enhance effectiveness within the classroom. These forms may be designed for scheduling field trips, requesting academic assistance for a student, referring a student for a special program, parent communications, or disci­pline reports. Share the collection of forms with other preservice teachers and determine what forms may be useful for the beginning teacher.

5. As illustrated in Tables 4.1 and 4.2, a chart of a student's day can help the teacher determine how much time is spent in active learning. Develop a time chart for a selected student in a school setting. Shadow this stu­dent for one day and chart the amount of time the student is involved in activities'with large groups, small groups, peers, and independent assignments.

6. Smooth transitions are enhanced when a teacher has clear expectations of students. Create a list of expectations necessary for moving the desks in the class from the present format to a circle format. Have a peer group fol­low your directions and achieve your expectations. At the end of the ex­perience, have the group critique the means and methods utilized to create the circle format. Determine which verbal exchanges and actions enhanced a smooth transition and which impeded it.

7. Disruptive students are often removed from independent or peer-group ac­tivities because of the fear that they will be unable to "handle" the process and inappropriate behavior will escalate. As noted in the chapter, the in­clusion of these students presents a challenge for the teacher and the student. However, the student needs to learn to respond appropriately in more independent activities and may benefit from the opportunity to prac­tice appropriate social skills. In groups of three, determine three methods for incorporating the student in a learning center activity or peer-group ac­tivity that enhance the student's opportunity to be successful.

8. Advance organizers provide a quick visual reminder of the necessary mate­rials for each lesson. Create an advance organizer for a science lesson on rock formations.

9. Interview a teacher to determine what paperwork is required for their par­ticular school setting and collect sample forms the teacher developed to enhance effectiveness within the classroom. These forms may be designed for scheduling field trips, requesting academic assistance for a student, referring a student for a special program, parent communications, or disci­pline reports. Share the collection of forms with other preservice teachers and determine what forms may be useful for the beginning teacher.

10. As illustrated in Tables 4.1 and 4.2, a chart of a student's day can help the teacher determine how much time is spent in active learning. Develop a time chart for a selected student in a school setting. Shadow this stu­dent for one day and chart the amount of time the student is involved in activities with large groups, small groups, peers, and independent assignments.

Література.

Основна :

1. Epanchin, Betty Cooper. Constructive Classroom Management: Strategies for Creating Positive Learning Environments / Betty C. Epanchin Brenda Townsend, Kim Stoddard.- Brooks/Cole Pub Co/ - 1994. – 365 pp.- PP.99-119.

Додаткова:

1. Personal Classroom Management Plan - Amanda S. Dietz

soe.usd.edu/.../McDonald%20-%20Personal... 

Заняття 6.

Тема: Promoting Positive Behaviors. Забезпечення позитивної поведінки.

План.

1. Перегляд тексту з метою складання схеми і виділення головної ідеї.

2. Знаходження ключових речень, письмове формулювання питань і відповідей.

3. Читання та переклад тексту за темою.

Питання:

Questions and Activities:

1. Interview a student who frequently engages in undesirable behaviors to determine the student's preferences for (a) a behavior to target,(b) choices for positive consequences, and (c) teaching strategies (role-plays, small group instruction). Based on the interview, discuss how you would moti­vate the student to engage in desirable behavior.

2. Define an undesirable behavior that is of concern. Develop a lesson plan for teaching an alternative to that behavior.

3. Describe the procedures used in developing individual contingency contracts.

4. Interview a family member of a child with behavioral or learning diffi­culties. Develop a plan for developing a teacher-family member partner­ship.

5. You've been asked to deliver a brief talk on ways to promote generalization and maintenance of positive behaviors. Outline your key points.

Reflective Questions:

1. Prior to implementing behavior change strategies, have you motivated student(s) by using various methods to determine which skills students have mastered?

2. Prior to implementing behavior change strategies, have you motivated student(s) by examining quality of teacher-student relationships?

3. Prior to implementing behavior change strategies, have you motivated student(s) by structuring activities which foster positive relationships among all class members?

4. Prior to implementing behavior change strategies, have you motivated student(s) by piquing student interest in changing behaviors?

5. Prior to implementing behavior change strategies, have you motivated student(s) by soliciting student commitments to learn new skills?

6. When increasing positive behaviors, do you use positive methods first?

7. When increasing positive behaviors, do you use social reinforcers alone o: with other reinforcers?

Література.

Основна :

1. Epanchin, Betty Cooper. Constructive Classroom Management: Strategies for Creating Positive Learning Environments / Betty C. Epanchin Brenda Townsend, Kim Stoddard.- Brooks/Cole Pub Co/ - 1994. – 365 pp.- PP.121-131.

Додаткова:

1. Family-School Partnerships - National Association of School ...

www.nasponline.org/.../HCHSIIFamily-Sch... -

Заняття7 .Тема: Promoting Positive Behaviors. Забезпечення позитивної поведінки.

План.

1. Перегляд тексту з метою складання схеми і виділення головної ідеї.

1. Знаходження ключових речень, письмове формулювання питань і відповідей.

2. Висновки з теми.

Питання:

Questions and Activities:

1. Interview a family member of a child with behavioral or learning diffi­culties. Develop a plan for developing a teacher-family member partner­ship.

2. You've been asked to deliver a brief talk on ways to promote generalization and maintenance of positive behaviors. Outline your key points.

Reflective Questions:

1. Prior to implementing behavior change strategies, have you motivated student(s) by piquing student interest in changing behaviors?

2. Prior to implementing behavior change strategies, have you motivated student(s) by soliciting student commitments to learn new skills?

3. When increasing positive behaviors, do you use positive methods first?

4. When increasing positive behaviors, do you use social reinforcers alone or with other reinforcers?

Література.

Основна :

1. Epanchin, Betty Cooper. Constructive Classroom Management: Strategies for Creating Positive Learning Environments / Betty C. Epanchin Brenda Townsend, Kim Stoddard.- Brooks/Cole Pub Co/ - 1994. – 365 pp.- PP.131-151.

Додаткова: