2O PRINCIPLES FOR CLASSROOM MANAGEMENT

2O PRINCIPLES FOR CLASSROOM MANAGEMENT

1. Adress

   • Why Are Social Context, Interpersonal Relationships, and Emotional Well-Being Important to Student Learning?
     • Principle 14
       • Interpersonal re- lationships and communication are critical to both the teaching–learning process and the social-emotional development of students.
         • Classrooms provide a critical context for teaching social skills
           • Students should develop relations with peers and teachers
         • Relevance for teachers
           • Teachers should attend relational aspects by:
             • creating a safe environment
             • creating clear behavioral expectations
             • Promoting healthy social interactions
     • Principle 13
       • Learning is situated within multiple social contexts.
         • Learners are part of groups influenced by:
           • Norms
           • Culture
           • languages
           • beliefs
           • Values
         • This context influences learning
           • this can facilitates the effectiveness of instruction
           • Can enhance communication
     • Principle 15
       • Emotional well-being influences educational performance, learning, and devel- opment.
         • Emotional wlellbeing depends on
           • Depends on
             • others' emotions
               • percieving them
               • Understanding them
             • Own emotions
               • Understanding them
               • Expressing them
               • Regulating them
           • Is important for
             • Academic performance
             • Learning
             • Interpersonal relationships

2. Adress

   • What motivates students?
     • Principle 9
       • Students tend to enjoy learning and to do better when they are more intrinsically rather than extrinsically motivated to achieve.
         • Exist
           • Intrinsic motivation
             • Means feeling
               • Competent
               • Autonomous
             • These students:
               • Enjoy the process of learning
               • Get endurable nouledge
               • feel self eficacious
           • Extrinsic Motivation
             • As means to an end:
               • To get a good grade
               • To avoid punishment
               • to get a praise
             • These students:
               • are focused in rewards
               • disengage once get a redward
               • Learning is superficial
     • Principle 10
       • Students persist in the face of challenging tasks and process information more deep- ly when they adopt mastery goals rather than performance goals.
         • Exist
           • Performance goals
             • Oriented towards
               • Having adequate performance
           • Mastery goals
             • Oriented Towards
               • Acquiring new skills & improving levels of copetence
           • Relevance for teachers
             • Teachers should foster mastery goals
     • Principle 11
       • Teachers’ expec- tations about their students affect students’ opportunities to learn, their motivation, and their learning outcomes.
         • Teacher's beliefs
           • Can shape
             • Instructions
             • Grouping practices
             • Anticipate learning outcomes
           • Can be
             • Inaccurate
               • Affect teachers' exigences
             • Accurate
         • Relevance for teachers
           • They should
             • Communicate high expectations
             • Not communicate low expectations
     • Principle 12
       • Setting goals that are short term (proximal), spe- cific, and moderately challenging enhances motivation more than establishing goals that are long term (distal), general, and overly challenging.
         • Because
           • Moderately goals will be precived as challenging but attainable
           • is easier to judge progress towards proximal goals
           • specific goals are easy to quantify & monitor
         • Relevance for teachers
           • Teacher should follow this parameters as much as possible

3. Adress

   • How do students think and learn?
     • Principle 1
       • Students’ beliefs or perceptions about intelligence and ability affect their cognitive functioning and learning.
         • Students beliefs
           • About
             • Inteligence & Ability
               • Exist two views
                 • Intelligence is maleabe
                   • These students
                     • Focus in learning goals
                     • Are willing to take challenging tasks
                     • when fail they blame their lack of effort
                 • Intelligence is fixed
                   • These students
                     • Hesitate to take challenging tasks
                     • Are vulnerable to negative feedback
                     • Focus in performance goals
                     • When fail tend to blame their ability
               • Affect
                 • Cognitive Funtioning
                 • Learning
         • Relevance for Teachers
           • To help students Teachers
             • Should forest the belief that intelligence is an ability that can be developed
             • Should be judicious in their use of prise
             • Should be consistent in their offer of help
             • should communicate mild and constructive criticism
     • Principle 6
       • Clear, explanatory, and timely feedback to students is important for learning.
         • Learning can be increased when
           • Students receive feedback
             • Regulary
             • Timely
             • Cearly
             • Specific
             • Explanatory
         • Relevamce for teachers
           • Teachers feedback is most effective when
             • It provides specific info about their knowledge
             • it is coherent with the learning goals
     • Principle 8
       • Student creativity can be fostered.
         • Creativity is pretty important for different task including leaning
         • Relevance for teachers
           • Teachers can foster students creativity by:
             • creating task with more than one answer
             • emphasizing the value of different perspectives
             • Using problems solving activities
             • Seeing creative learners a helpers to solve problems
     • Principle 4
       • Learning is based on context, so generalizing learning to new contexts is not spontaneous but instead needs to be facilitated.
         • It means
           • that knowledge should be learned within a context
           • that in order to make learning effective; this should be generalize to new context
             • This process is progressive and not espontaneos
         • Relevance for teachers
           • Teachers should
             • Make connections between
             • Teaching in multiple context
             • Promoting learning by understanding
     • Principle 7
       • Students’ self-regulation assists learning, and self-regulatory skills can be taught.
         • Self regulation skills
           • Includes
             • Attention
             • Organization
             • Selfcontrol
             • memory strategies
           • Can be taught by:
             • Direct instruction
             • Modeling
             • support
             • class organiazation
         • Relevance for teachers
           • Teachers should give organized assistance by:
             • presenting learning goals
             • Breaking down activities in little parts
             • Evaluating decisions
     • Principle 3
       • Students’ cogni- tive development and learning are not limited by
         • By
           • Grade level
           • Cognitive stage
           • Age
         • On the contrary
           • Exist plenty of reasons why students are capable of higher level thinking
             • There is a biological base for knowledge
             • they already have some familiarity or expertise with a knowledge do- main,
             • They interact with more capable others or more challenging material
             • They interact in socio culural context with which they are familiar
         • Relevance for Teachers
           • Teachers should
             • not take age as the main determinant of what student is capable of
             • not forget high level students
             • encourage students to reasoning in familiar areas
             • present topics pitched at moderate distance from students' level
             • Create mixed groups in order to make them interact
     • Principle 2
       • What students already know affects their learning.
         • Affects their learning
           • by
             • adding new knowledge to the existing
               • Conceptual growth
             • Transforming the existing knowledge
               • Conceptual Change
             • Lefting knowledge as they are
         • Students can come With knowledge based on
           • Previous experiences
           • Social interactions
           • Intuitions
           • What they have been thaught in other settings
         • Relevance for teachers
           • Teachers should be instrumental to change their perspectives
             • By enganging students in meaningful interaction with the info to be learned
             • By using specific instructional strategies for inducing conceptual growth
             • By creating a discrepancy between their own thinking and current concepts
     • Principle 5
       • Acquiring long-term knowledge and skill is largely dependent on practice.
         • Acquiring knowledge Takes
           • practice that involves attention, attention, rehears- al, and repetition over time
           • Time
           • Transfer information from short-term to long-term memory

4. Adress

   • How to Assess Student Progress?
     • Principle 19
       • Students’ skills, knowledge, and abilities are best measured with assessment processes grounded in psychological science with well-defined standards for quality and fairness.
         • For both formative and summative assessment exist standars
         • Both are reliable and valid
         • Relevance for teachers
           • The teacher should know about the importance of assessment
             • they should
               • aline assessment wit what is taught
               • use sufficient questions and types of questions
               • target questions that are asy or hard
     • Principle 18
       • Formative and summative assessments are both important and useful but require different approaches and interpretations.
         • Exist
           • Formative assesment
             • For improving current knowledge
             • takes place during instruction
             • Guide and shape classroom instruction directly
             • incorporate
               • discussions
               • peer assesment
               • descriptive feddback
           • summative assessment
             • takes place during certain point
             • produce overall judgment
             • provide limited opportunities to influence students
         • Relevance for teachers
           • Employing formative assesment
     • Principle 20
       • Making sense of assessment data depends on clear, appropriate, and fair interpretation.
         • The meaning of outcomes assesments depends on
           • Clear, appropiate and fair interpretation
         • Relevance for teachers
           • To effectively interpret assessment data, teachers should address
             • What was the assessment intended to measure?
             • What comparisons are the assessment data based on?
             • What are the criteria for cut-points or standards?

5. Adress

   • How Can the Classroom Best Be Managed?
     • Principle 17
       • Effective class- room management is based on
         • providing a high level of student support.
         • setting and communicating high expectations,
         • consistently nurturing positive relationships,
     • Principle 16
       • Expectations for classroom conduct and social interaction are learned and can be taught using proven principles of behavior and effective classroom instruction.
         • Behaviors play a important role en education
           • They affect learning environment
           • They should be taught
         • Relevance for teachers
           • Teachers should
             • improve students social behavior
             • create disciplinary strategies to avoid bad behavior
             • create classroom rules
             • Praising appropiate behavior

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