I feel like I have had enough with the classroom management talk. I have been thinking that each class will be different, and I will need to have an approach when I get to know their personalities, and different learning needs and abilities. Classroom management could mean responding to many different aspects right? So then it is not easily something we can plan until it is ours-the classroom that is. But I feel that after reading Teaching in Secondary Schools by Baldwin, Keating, and Bachman, all of that can easily be organized with certain models that they discuss. Finally, clarity as to what we can do even before we have our own class.
They discuss the Power-Relationship Model, by Wolfgang (1995). I see these 'faces' or behavioral responses to the students being used, but are either ineffective or unpredictable. They sometimes work and other times, going even having to go through the continuum may not work. It also depends on the students individually. Whereas the Teacher Management Model by Froyen (1993) is able to address everyday and more difficult situations can be planned ahead by keeping clear and consistent expectations for every student (if followed correctly, of course). This is a way in which everyone in the class is held accountable and knows the expectations.
I think that I am well prepared for this now. At first, classroom management was my most difficult challenge to overcome, but with this, I now know that even with the uncertain and different responses from each student, I will still have something to fall back on if I clearly mark my expectations for every aspect including homework, adjusting activities, rules, and creating meaning curriculum.
February 28, 2010
Ethnographic Study of Mission Hills High school
Check it out.
We decided to take a funny approach to the professional outlook of the school.
http://web.me.com/jacob_english/Ethnography/EDSS_530.html
We decided to take a funny approach to the professional outlook of the school.
http://web.me.com/jacob_
Reading Response 4- Groupwork Ch. 4-5
After reading chapters 4-5 in Designing Groupwork: Strategies for the Heterogeneous Classroom, I thought of the classes I will be teaching this semester and the classes I am currently in at the University. One idea that we touch upon but rarely revisit is the idea of individual and group accountability. Although it is expected in our university classes, high school students are rarely reminded or reflective of this practice. How can we introduce accountability for a group assignment or project? One thing that students will always acknowledge is the fact that there will always be that 'slacker' or 'free-loader' just trying to get by. In accordance with the chapter on group size, I feel as though a group of four will hold each student accountable for each task. If there are each individual tasks to complete, the idea of rewards will help the students benefit from a cooperative learning activity. When having one big task to complete for the whole group, four students will have to hold each other accountable. If they decide to split the task into 2, two students will do one part while the other two do the second. This way each student has a partner to hold them accountable. Each person in a group needs to feel like they are a vital part in the outcome in order to reduce that idea of the 'free-loader'. If they feel like they are an important part of the group and assignment, each student will motivate each other and allow for a better project.
For Spanish, group work can help each student become accountable for themselves and create more critical thinking within group development. The assignment may not necessarily be about the work and the learning objective, but rather the idea of creating social skills and accountability within a class. This can also be helpful when doing service-learning projects or even learning the language and culture more. If students are working on a project where they have to research and report on a Latin country, food, or famous person, they will be able to help each other with the language and the responsibilities that need to be divided between each other. I can either give them each roles, or make the directions very general so that they need to work out their responsibilities. As a concern, with the assignment being more general, I will not be able to ensure individual accountability unless I give them a group assessment at the end to grade each other. I feel that students are honest and capable, but there are times when they are not sensible. They may feel like they had done most of the work, when in reality it could have been shared evenly.
For Spanish, group work can help each student become accountable for themselves and create more critical thinking within group development. The assignment may not necessarily be about the work and the learning objective, but rather the idea of creating social skills and accountability within a class. This can also be helpful when doing service-learning projects or even learning the language and culture more. If students are working on a project where they have to research and report on a Latin country, food, or famous person, they will be able to help each other with the language and the responsibilities that need to be divided between each other. I can either give them each roles, or make the directions very general so that they need to work out their responsibilities. As a concern, with the assignment being more general, I will not be able to ensure individual accountability unless I give them a group assessment at the end to grade each other. I feel that students are honest and capable, but there are times when they are not sensible. They may feel like they had done most of the work, when in reality it could have been shared evenly.
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