Lab 1 - Class Management and Organization
1.) Why do class management and effective teaching go hand in hand throughout every day of teaching?
Effective teachers introduce class rules, management routines, and class procedures. To teach effectively, its necessary to establish an environment in which learning is supported through management. If there are no set rules to manage your class, then most of the class will be the teacher getting the students to settle down and pay attention and less time for learning for your students. Both instructional and managerial structures must be present in order to establish an environment that has the potential for learning.
2.) Why should your list of class rules be short and positive?
If all the rules are developed by the teacher, are written in a series of "dont's," and are very negative, this sends the message to the students that the teacher is the "control" figure in the class and it is not a positive environment to learn in. Short and positive class rules lead the students to a positive environment in which they are more apt to learn in.
3.) List three reasons why students enjoy the squad square structure as well as three reasons why. teachers benefit from employing the squad square structure for management.
Three reasons why students enjoy the squad square ...
4.) What common elements do all of the activities in this management lab share?
The common elements that all these activities shared in this lab were, designed to have students maintain their own personal space, think and respond to the teachers class signals and directions and also, practice body control.
5.) How is the affective domain addressed in this lesson? How is the psychomotor domain addressed in this lesson? How is the cognitive domain addressed in this lesson?
The affective domain deals with attitudes, motivation, willingness to participate, valuing what is being learned, and incorporating the values of a discipline into a way of life. The affective domain was addressed in this lesson by having the students respect other students "bubble" also know as their personal space. The psychomotor domain focuses on performing sequences of motor activities to a specified level of accuracy, smoothness, rapidity, or force. The psychomotor domain in this lesson was addressed when the teacher taught the students how to stop faster when she asked the students to "freeze." Each student would get into the athletic stance position which was learned from the cues, "Shock Absorbers, Balanced Body, and Be Alert."Lastly, the cognitive domain focuses on intellectual skills such as, knowledge, comprehension, application, analysis, synthesis, and evaluation. The cognitive domain was addressed in this lesson through the activity called "Magic String." In the activity, the students had to know/learn what body part the teacher wanted your invisible string attached too.
6.) Come up with an activity related to classroom management. Explain the activity.
Simon Says Lining Up : A teacher that I observed at the elementary level did this activity at the end of the class when the P.E. teacher was waiting for the classroom teacher to pick up her students from the gym.
When the students get in line to leave the teacher assumes the role of Simon Says. The teacher begins by saying "Simon Says. Touch your chin." The teacher continues with knee, eyes, hair, body parts, bones, muscles, etc. This will keep them occupied and quiet during the standing in line and you can see what they know about their body parts. To see how well students are listening trick them by not saying Simon says first. If they don't hear Simon Says they shouldn't do a specific movement. Its a great activity to keep your students occupied.
Effective teachers introduce class rules, management routines, and class procedures. To teach effectively, its necessary to establish an environment in which learning is supported through management. If there are no set rules to manage your class, then most of the class will be the teacher getting the students to settle down and pay attention and less time for learning for your students. Both instructional and managerial structures must be present in order to establish an environment that has the potential for learning.
2.) Why should your list of class rules be short and positive?
If all the rules are developed by the teacher, are written in a series of "dont's," and are very negative, this sends the message to the students that the teacher is the "control" figure in the class and it is not a positive environment to learn in. Short and positive class rules lead the students to a positive environment in which they are more apt to learn in.
3.) List three reasons why students enjoy the squad square structure as well as three reasons why. teachers benefit from employing the squad square structure for management.
Three reasons why students enjoy the squad square ...
- able to see everyone in the class
- there is no set "line" leader in each group to fight over
- no bumping into each other if group was set in a line.
Three reasons why teachers benefit from the squad square ...
- able to see all students in the class
- good way to group students based on skill ability
- great way to take attendance
4.) What common elements do all of the activities in this management lab share?
The common elements that all these activities shared in this lab were, designed to have students maintain their own personal space, think and respond to the teachers class signals and directions and also, practice body control.
5.) How is the affective domain addressed in this lesson? How is the psychomotor domain addressed in this lesson? How is the cognitive domain addressed in this lesson?
The affective domain deals with attitudes, motivation, willingness to participate, valuing what is being learned, and incorporating the values of a discipline into a way of life. The affective domain was addressed in this lesson by having the students respect other students "bubble" also know as their personal space. The psychomotor domain focuses on performing sequences of motor activities to a specified level of accuracy, smoothness, rapidity, or force. The psychomotor domain in this lesson was addressed when the teacher taught the students how to stop faster when she asked the students to "freeze." Each student would get into the athletic stance position which was learned from the cues, "Shock Absorbers, Balanced Body, and Be Alert."Lastly, the cognitive domain focuses on intellectual skills such as, knowledge, comprehension, application, analysis, synthesis, and evaluation. The cognitive domain was addressed in this lesson through the activity called "Magic String." In the activity, the students had to know/learn what body part the teacher wanted your invisible string attached too.
6.) Come up with an activity related to classroom management. Explain the activity.
Simon Says Lining Up : A teacher that I observed at the elementary level did this activity at the end of the class when the P.E. teacher was waiting for the classroom teacher to pick up her students from the gym.
When the students get in line to leave the teacher assumes the role of Simon Says. The teacher begins by saying "Simon Says. Touch your chin." The teacher continues with knee, eyes, hair, body parts, bones, muscles, etc. This will keep them occupied and quiet during the standing in line and you can see what they know about their body parts. To see how well students are listening trick them by not saying Simon says first. If they don't hear Simon Says they shouldn't do a specific movement. Its a great activity to keep your students occupied.
No comments:
Post a Comment