Importance of Developing a Positive Climate in the Classroom

When considering the many roles a teacher plays in the classroom Marzano in his book “Classroom management that works” describes “Well managed classrooms provide an environment in which teaching and learning can flourish.” (Marzano, 2003) The final goal of developing a positive classroom climate is to improve student learning and develop positive behavioral characteristics in every student.

However this all depends on the effectiveness of the school as a whole and individual teacher effectiveness. Research has proven that highest student achievements are attained through highly effective schools and highly effective teachers. It is also said “Even if the school they work in is highly ineffective, individual teachers can produce powerful gains in student learning.” (Marzano, 2003)

Classroom management is the foundation to student learning. It determines success or the failure of teaching. “The most important point to bear in mind is that almost all surveys of teacher effectiveness report that classroom management skills are of primary importance in determining teaching success, whether it is measured by student learning or by rating. Thus, management skills are crucial and fundamental.” (Marzano, 2003)

The key areas in developing classroom management are described by (Marzano, 2003) as;

-Establishing rules and procedures for  the classroom

-Disciplinary interventions

-Developing teacher student relationships

- Mental set

 In this reflection I would like to focus on how establishing these classroom management areas will affect student learning particularly in the Secondary School as my area of teaching includes students in this age group and students with learning and behavioral difficulties. I have the unique opportunity of having a view of varied classroom management techniques used by teachers in a variety of class settings because of the inclusive learning support we provide in our school. Hence this study has proven many strategies that truly work and those that do not work in classrooms.

ABC and 123: Classroom Management Strategies. (2011, August 16). Retrieved December 20, 2014, from http://www.abcand123learning.com/2011/08/classroom-management-strategies.html

“Probably the most obvious aspect of effective classroom management involves the design and implementation of classroom rules and procedures” (Marzano, 2003).

The teacher identifying inefficient classroom procedures and developing rules and procedures that affect student learning and behavior positively is a must. This can be done by way of negotiating classroom rules vs. rigidly imposed rules. Engaging students in designing the rules enable them to have a clear understanding of expectation than enforcing the rule on them.

I would like to highlight some rules that would be most effective in classes. Firstly  the setting of clear expectations for behavior, secondly stating what is required of students during group work, thirdly student expectations at beginning of class and end of class.

Long-Crowell, E. (n.d.). Classroom Management Techniques. Retrieved December 20, 2014, from http://education-portal.com/academy/lesson/classroom-management-techniques.html#lesson

For example in the classrooms I have observed where there are no clear rules and guidelines the class is often chaotic, students misbehaving and the teacher constantly shouting over the student voices to get the class back in order. This presents a disorganized learning environment for all students. Setting the lesson at the start by posting the day’s agenda on the board, recording homework to be done on the student diary immediately sets students down to the preliminaries of the lesson.

When group work is planned effectively taking note of the various learning abilities and student characters all students achieve maximum learning. The students increased in interaction with content and with each other.

For e.g. I have observed one Math lesson where the teacher appointed various roles to the students in the group – Task manager-[reads the task and directs], Reporter [shares the outcome of the task], Supplier [gathers all necessary material for the task], Questioner [the one who can ask questions from the teacher]. This immediately brought the students to take their roles seriously and much learning was accomplished.

“Disciplinary interventions should include a healthy balance between negative consequences for inappropriate behavior and positive consequences for appropriate behavior.” (Marzano, 2003))

Teacher reactions which come positively are powerful when dealing with negative and positive consequences. Interventions for misbehavior should be consistent at all times. Providing consistent consequences enable students to know teacher expectations are not just mindless words and it is serious. Research has proven communicating with the home has powerful negative and positive consequences. (Marzano,2003)In my opinion the student’s family approach to their child’s learning is essential for this to be effective. The more concerned parent will take it positively and the other will disregard as a common occurrence. At the same time the student can face negative consequences with regard to this and hence it will not be a successful disciplinary action.

“Without the foundation of a good relationship, students commonly resist rules and procedures along with the consequent disciplinary actions” (Marzano, 2003) Student teacher relationships must bring flexibility, consideration and patience on the part of the teacher. The teacher must be mindful of not taking the “We- they” stand where the student does not feel that the teacher is a partner in his/her learning. Optimal student teacher relationship requires “equal parts of dominance and equal parts of cooperation.” (Marzano, 2003) This has to be both academic and behavioral. At OSC the students during 3 way conferences recognize their strengths and set learning goals for further improvement. And these goals are reviewed at the start of the next 3 way conference. I believe this personal goal setting in each subject area with the teacher, student & parent gives clarity and purpose and guidance for the student. Thus they are able to celebrate successes during the term. Making special efforts to build positive relationships with high need students such as socially inept students, perfectionists, students with attention deficit issues is important. Strategies such as the teacher befriending them , helping them to see the other side of their situation, suggesting positive learning and behavioral mechanisms and reviewing them regularly will enable a positive change for the student and enhance successful classroom management.

Lastly but not least is having the mental set to recognize mindfulness vs. mindlessness in managing the classroom. A teacher’s ability to be “with-it” and have “emotional objectivity” will enable effective handling of disruptive behaviors.In my area of work forecasting problems that will come with students in learning support is a norm. Planning where would the students be seated in class that is least disruptive to them and others, having to think on my feet when situations occur to calm behaviors, walking around the class  and ensuring each student is on task, spending time with each student and being alert to behaviors are key skills that are required in my field. Being able to not react personally and emotionally disengage from varied disruptive behaviors, and looking after myself in terms of being able to laugh about something to relieve the stress , I believe will help me to develop as an efficient classroom manager in the future.

 

References

Marzano, R., Marzano, J., & Pickering, D. (2003). Classroom management that works research-based strategies for every teacher. Alexandria, Va: Association for Supervision and Curriculum Development.

Marzano, R. J. (2007). The Art and Science of Teaching. Alexandria VA: Association for Supervision and Curriculum Development (ASCD). 

ABC and 123: Classroom Management Strategies. (2011, August 16). Retrieved December 20, 2014, from http://www.abcand123learning.com/2011/08/classroom-management-strategies.html

Long-Crowell, E. (n.d.). Classroom Management Techniques. Retrieved December 20, 2014, from http://education-portal.com/academy/lesson/classroom-management-techniques.html#lesson

 

Edited :Teaching Digital Learner's Through the Application of Brain Based Learning

What is Brain Based learning?

It was always thought previously that the brain growth was static but today we see that the brain is changing in response to the changes brought about by the high-tech information age in which we live in.

Brain based education focuses on how the brain is stimulated naturally at every developmental stage and the teachers being aware of this biologically driven change can bring effective instruction to students and a classroom that is diverse in exposure to various kinds of digital equipment and communication tools. We will examine how students learn and make new networks of neurons to support new learning and are able to retrieve the concepts, skills and facts in  their learning.

I particularly like the phrase in the article Brain based teaching in the digital age that “becoming a part of this transformation is something we must do because we are dealing with digital brains. So even if you are a digital dinosaur, it’s not too late. Your brain can change, too. In fact, it’s changing every day.” (Springer, 2010)

I would like to highlight few the many principles of Brain Based learning :

·         The brain needs multifaceted experiences:

The change in us brings about change in the brain and our experiences reinforce the changes in our brain. Some of these experiences could include stories engaging many areas of the brain, multisensory input for retrieval of information, reflecting on prior knowledge to make connections and using digital technology to engage your all senses are some of the experiences that will enhance learning.

·         The brain seeks patterns.

The information stored in our brains is stored as patterns. According to Judy Willis (2006), “ patterns are passageways for memories to follow.”(Springer, 2010) What can we do to set up these passageways? Chunking information and using graphic organizer’s help the students see patterns in lessons and learning effectively.

·         The brain searches for meaning:

Students find new information more meaningful if it relates to their personal life. If the brain finds no information it will drop the information out. Relational memory occurs when students can relate new learning to a past experience. According to Rogers (2008), “we will see an 'I don’t care' attitude because it is better to look like you don’t care rather than to look like you don’t understand. We see this kind of behavior in students 'who don’t get it'.”(Springer, 2010) Getting to know your students world, field trips, collecting, organizing, analyzing data are some ways a teacher can incorporate meaningfulness to information.

·         Stress inhibits the brain learning

Many students enter a classroom already stressed. It could be their very stressful personal lives, difficult social interactions with their peers or academically challenged because of learning, behavioral issues. Then we ask the question did the student’s anxiety come as a result of the teacher or the school environment itself? Giving students the feeling of belonging through group work and input is valued by teacher and students, assigning specific tasks, having lesson previews and agendas posted on the board, rules and consequences are consistent, clear targets discussed will provide the students an environment that lessens stress.

·         The learning is developmental

Different types of learning takes place as the brain develops through the ages 2-20.Brain Growth occurs through movement and play. As students learn and make new networks of neurons, their brains will change to support the new learning. Exposure to new concepts, skills, and facts, the memories will be permanently stored at each level of development.

What digital tools are available to support this Brain Based Learning?

“New information about the brain can have a profound effect on the classroom if teachers are aware of it.”(Allen, Nickelsen & Zgonc,2007).There’s a new kind of diversity in our classrooms and that is the students who have been exposed to a variety of digital tools, equipment and communication systems and the students[teachers] who have not.

A multifaceted experience can be brought into the classroom through stories shared through multimedia. For example a novel in addition to it being read in class, a movie will bring more lasting details. The children relate to visuals, the background music. Speech alerts their auditory skills to make more connections in their learning. Using varied computer programs for learning where senses are engaged such as researching, designing presentations, creating storyboards are some of the many uses of digital technology. We also see when students work collaboratively it engages them through sharing their experiences with one another enables them to recall their learning.

Patterning –through Mind mapping or graphic organizers help students create a visual version of their learning. They come in many forms. Most effective way of teaching patterning is through chunking information and using graphic organizers. Using mind maps to reinforce patterning techniques for EAL students is an effective tool. They are able to connect the concepts learned with new vocabulary. Mindmeister mapping tool will a great tool to explore as it will enable students access both the left and the right side of the brain and link new information. “Visuwords” is also a language learning online tools that maps out word patterns that benefit the EAL learner. Having the students themselves create mind maps for their learning and for study purposes will be reinforcing the patterns the brain seeks to transfer.

Searching for meaning can come in the form of a graphic organizer for KWHLU where students fill in what do we know, what do we want to find out, how can we find out what we want to learn, what did we learn and in addition how can I use this information in my life. This brings in responsibility for the students’ learning. Padlet Wall can be used to create a KWHL chart .It will bring the class together in their searching for meaning of the topic being learned. Students can contribute to it anonymously or not.

 Students sharing stories on the topic covered in class will bring more meaning to the lesson. For example if it’s about Natural disasters, a personal experience of a tsunami or cyclone etc. in their life and the students writing a blog entry on the topic, where it can be shared with the class, This  will bring more meaning to their learning. Another way of creating meaning is by giving students’ choice in their learning such as to how they would approach an umbrella task assigned by the teacher. For example if the umbrella topic is “Think global and act local” with regard to pollution. The students can be given choices of what area they would focus on, a local solution to the problem, collect data and design a presentation or a model to explain the problem and solution. Students can use varied types of technology tools such as Google slides, presentations, Prezi to present their learning. They can use various websites to do research. Include or make videos to showcase their learning. This type of experiential learning is meaningful for the students.

Lowering stress increases learning.  The learning brain that is not stressed is very different to the brain that is stressed. Especially students who do not have the similar digital abilities as others will be stressed and it has the capacity to interrupt their learning. Hence bringing a variety to the technological tools that are being used in the class can reduce this stress and enable students to participate comfortably. For e.g. if using a particular app is harder on an iPad change it to working on a laptop. When choosing online tools choosing user friendly tools for students will enable efficient work and a less stressed student.

 We recognize that the 21st Century digital brain belongs in our classrooms in this new age. Maximizing the gifts that technology brings and making wise decisions to extend a balanced student learning experience by providing high tech and face to face encounters we will be able establish holistic student learning.

References

Dr.Mariale Hardiman, E. (n.d.). John Hopkins School of Education. Retrieved Nov 15, 2014, from The Brain Targeted Teaching Model: http://education.jhu.edu/PD/newhorizons/Journals/spring2010/thebraintargetedteachingmodel/index.html

Education, S. C. (1998-2013). The Twelve Principles for Brain-Based Learning . Retrieved November 15, 2014, from The Talking Page- Literacy Organization: http://www.talkingpage.org/artic011.html

Jensen, E. (n.d.). What is Brain-Based Learning? Retrieved November 16, 2014, from Florida Education Association: http://feaweb.org/brain-based-learning-strategies

Rogers, S. (2008). Reinventing classroom assessment to increase achievement with challenging

students [Presentation]. ASCD’s 2008 Annual Conference. New Orleans, LA.

Springer, M. (2010). Brain Based Teaching in the Digital Age. Alexandria USA: ASCD.

Wilson, D. L. (2001,2005,2013). Overview of Brain Based education. Retrieved November 15, 2014, from The Second Principle: http://thesecondprinciple.com/optimal-learning/brainbased-education-an-overview/

Willis, J. (2006). Research-based strategies to ignite student learning: Insights from a neurologist and classroom teacher. Alexandria, VA: ASCD.

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INSTRUCTIONAL OBJECTIVES DETERMINE SELECTION OF TOOLS

INSTRUCTIONAL OBJECTIVES DETERMINE SELECTION OF TOOLS

What are Educational Objectives?

Communicating of objectives for student learning enables students to make connections between what they do in class and instructional learning. The objectives should be clear and define the outcome of a activity. They enable the student to demonstrate mastery of skill. Hence the objectives should be Specific, Precise, Tangible, Concrete, Measurable

There are four main components of Educational Objectives that begin with the end in mind: The ABCD method of writing educational objectives helps to assure that all the critical components are included.

A-     Audience

B-     Behavior

C-     Condition

D-    Degree

A= Audience  - Knowing what  and who the participants are and what is expected from them

B =Behavior [ What should the learner be able to do as a result of – article, self-study, workshop]

-Cognitive domain is dealing with intellectual abilities

-Affective domain relates to the expression of feelings- such as emotions fears , interests, attitudes, beliefs, values

-Psychomotor Domain is Motor Skills -hands on courses, use of tools or instruments

All of these three domains are hierarchical- Fundamental- mastery- Complex

C= Condition- What conditions the instructor will impose when learners demonstrate mastery of skill

when or while statement[ I’ll give 20 min for this task]

D= Degree- standard for judging the behavioral Performance- speed, accuracy, quality, quantity.

Technology enhances this process by helping students to organize, clarify, and communicate

learning objectives. Technology also provides teachers with access to resources that can help them to identify and refine standards and objectives. When using technology to set learning objectives there are a variety of instructional tools to consider. Word processing applications, organizing and brainstorming software, Data collection and analysis tools, database and reference resources, instructional Media, instructional interactive, and communication and collaboration software.

Bloom’s Taxonomy

In Bloom’s Taxonomy, learning activities range from simple, factual recall of material to the application and evaluation of concepts. Technology can be used to provide immediate feedback for practice and as a tool for analysis, synthesis, and evaluation of information.

Technology that can be incorporated in these 6 cognitive domains when considering objectives for lessons.

Level 1: Recall of information: Match, list, define, arrange, label ,name, order, reproduce

Recitation (Word Processing, Mind map, flashcards, presentation tools)

Quiz/Test (Online tools, Word Processing (local – Word,  Open Office or online – Google Documents, 

Definition (Word Processing – bullets and lists,Google Documents, simple Mind maps, wiki, Moodle 

Fact (Word Processing – bullets and lists, Mind maps, internet, discussion boards, email)

Worksheet/book (Word Processing, Mind map, Web, clozed activities)

List (Word Processing – bullets and lists, Mind map, Web publishing – personal web page, blog journal)

Bookmarking internet browsers using favourites and bookmarks, web 2.0 tools del.icio.us

Social Networking - facebook, myspaces, bebo, twitter, diigo, Digg.com

Basic Searches - search engines, (google, excite, ask, yahoo, metacrawler etc.) (Penney)

Level 2; Understanding- Interpret information in one’s own words-

Classify, discuss, describe, explain, review, report, restate

Summary (Word Processing, Mind map, web publishing, Simple DTP products – blog journals & simple page construction collaborative documents, wiki)

Explanation (Word Processing, Mind map, blog journals & simple page construction collaborative documents, wiki)

Show and tell (Word Processing, presentation – online & desktop based, graphics, audio tools - audacity sound recorder & podcasting tools, video tools, Mind map)

Blog journaling - blog lines, blogger etc.

Diary/Journal (blogging, Myspaces, Bebo, facebook, bloglines, blogger, ning)

Categorizing and tagging - Delicious etc.

Tagging, comments & annotating - -noticeboards, discussion boards, threaded discussions,

adobe acrobat reader, blog readers, firefox, zotero

Level 3: Applying- Use knowledge or generalization in a new situation

Demonstrate, prepare, schedule, 
choose Illustration (Corel, inkscape, Paint, online tools,

Comic creation tools - comic life, historic tale construction kit, hyper comic)

Simulation (Floor map, graphic tools, google  sketchup, Crocodile software simulating science experiments, Global conflict - Palestine )

Sculpture or Demonstration (Presentation, graphics, screen capture, audio and video conferencing)

Presentation - impress,  PowerPoint, Google presentation,  skype, interactive whiteboard collaboration using etools, audio and video conferencing

Interview (Word Processing, mind mapper, podcast, vodcast, audacity, sound recorder, collaboration using etools, skype)

Performance (Podcast, vodcast, film, audio and video conferencing, audio recording, speech, Powerpoint 

Editing - video and sound tools, Wiki editing, Developing a shared document(Penney)

Level 4: Analyzing- Break don knowledge parts and show relationship among parts

Differentiate, discriminate, analyze, calculate, experiment,  catergorize, question, survey

Survey & process (Web based tools – Google survey ,survey monkey, embedded polls and votes, social networking tools etc., Word Processing, Spreadsheet, email, discussion boards, cellphones and texting)

Abstract (Word Processing, web publishing)                             

Relationship mind maps - Herring or fish bone mind maps, SWOT Analysis Venn,

Questions - Inspiration, kidspiration, smart ideas,Mindmapper, freemind 

Report (Word Processing, spreadsheet, presentation, web publishing – web page or blog entry, Graph (Spreadsheet, digitizer, online graphing tools)

Spreadsheet & Processing (Calc, excel, online spreadsheet tools)

Checklist (Word Processing, survey tools, online polls, Spreadsheet)

Chart (Spreadsheet, mind mapping tools online tools -)

Level 5: Evaluating- Making judgments based on criteria and standards.

Appraise, assess, evaluate, predict, estimate, argue

Debate or panel discussion (Word Processing - WP, sound recorder, podcasting .)

Mind mapping - inspiration, free mind,email, Discussion boards, video and Phone conferencing 

Report or Evaluation (WP or web published – Report, blog entry, wiki entry, web page,Presentation, Camera)

Investigation (Internet, Online tools, camera,  GIS[Google earth, Google Maps, Flickr])

Persuasive speech (WP, Sound recorder, reasonable -argument software, Mind map)

Critical Commenting, moderating reviewing posting - discussion boards, forums, blog, wiki's, twitter, threaded discussions, bulletin boards, chatrooms

Collaborating: discussion boards, forums, blog, wiki's, twitter, threaded discussions, bulletin boards, chatrooms, video conferencing, chatrooms, instant messaging, txt and pxt messaging, video messaging audio conferencing

Networking - social networking tools, audio and video conferencing, email threads, telecommunications, instant messaging.

(Penney)

Level 6: Creating- Bring together parts of knowledge to form a whole and build relationships for new situations.

Arrange, construct, design, assemble, organize, write.

Film (Movie maker, iMovie, Adobe premier elements Online tools www.jumpcut.com, www.eyespot.com, www.pinnacleshare.com, www.animoto.com, )

Presentation (presentation tools - Powerpoint, Impress, Prezi  presentation tool, Photo story,Google present.

Comic creation tools – comic life, hypercomic, online tools )

Story (Word Processing - WP or web published – mixbooks etc., Presentation, podcasting, photostory, voicethread, Comic creation tools)

Blogging/vlogging - Blogging tool, blogger, wordpress, edublogs, classroom blogmiester, bloglines voicethread, skype,

Plan(Inspiration,free mind, Word Processing, Calendar)

Model (Sketchup, Blender, autocad)

Song (finale notepad, WP, Sound recorder, Audacity, podcasting, recording narration)

(Penney)

Works Cited

Penney, S. (n.d.). Blooms Revised Taxonomy. Retrieved 12 6, 2014, from Blooms Revised Taxonomy: http://morethanenglish.edublogs.org/files/2011/09/6-Creating-Digital-Taxonomy-1tzjddn.pdf

Howard Pitler, E. R. (2014, December 7). Using Technology with Classroom instruction that works - 2nd Edition. USA.

IndeedCE.com. (2014, 12 7). Educational Goals and Objectives.