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CONSIDERING THE LEARNING CLIMATE
Gina Pineda – Esteban VélezChapter 5
Introduction
Teacher concerns Teacher warmth and control Social environment
Dimensions of Learning ClimateFraser and Walberg’s Model
Classroom Climate
Individual personalitie
s and dispositions
Institutional roles and
expectations
1)Teacher concerns
Fuller (1969) Themselves (teacher): interests,
pressure, doing well. Tasks and situations (teaching):
innovation, appropriate, adequate. To impact (student): to recognize the
social and emotional needs of students. To encourage them.
A teacher concerns Instrument
Observing Teacher concerns To observe the teacher’s
predominant stage of concern: To control the class. To be liked by the class. To be only authority.
Teacher -> between : cooperation or control
Ethnographic method -> recording every single fact.
FlexibleCooperationChoral ResponsesTeacher facts
RigorObedienceIndividual ResponsesStudent opinion
2) Warmth and Control
Dimensions of Warmth and Control
Control
Warmth
Behavioral Signs of Warmth and Control
3) Social Environment
To measure. To focus on interpersonal relationship :
S-S Ss-T Ss- Environment
Parson: Socialization: helping a learner translate personal
wishes about herself into realistic views, typical perspectives of the world outside the classroom.
Allocation: process by which learners are prepared and selected for roles and responsibilities outside classroom.
15 Dimensions of Social Environment1. Cohesiveness: Feeling of intimacy created by
interaction. 2. Diversity: Different backgrounds, interest and
activities. 3. Formality: Behavior is guided by rules which
influence the flexibility needed for Ts and Ss to achieve goals.
4. Speed: Pace of the class.5. Environment: The classroom physical environment
influence the relationship between the members and the structure of the class.
6. Friction: Some Ss are responsible for class tension.7. Goal direction: Clearly stated goals and acceptance.
8. Favoritism: to behavior in ways that benefit some members.9. Cliqueness: persons who interact with each other more
regularly than other in the same classroom. Related to gender, ethnicity.
10. Satisfaction: whether or not students gain on sense of accomplishment.
11. Disorganization: related to reduce instructional time and opportunity to learn.
12. Difficulty: related to 3 human motivations: The need to feel competent. To exercise authority To develop a sense of relatedness.The content + easy = the performance more poorly.Difficulties + high= the learners give up and disengage from the task.
13. Apathy: Students do not feel interest. Teacher have to encourage them.
14. Democratic: Class = Authoritarian + Democratic. Teacher is the authority + warmth Students have greater control over the environment.
15. Competiveness: too much or too little detrimental to learning.
Balance: Competition and Cooperation.
Observing the Social Environment of the Classroom
Inst
ruct
ions
Cultural Diversity and the Learning Climate
Sources are influenced by the predominant cultures and ethnicities within a classroom.
Information to consider:1. Ethnic, racial and gender.2. Family conditions (e.g., Single-parent, 2-parents).3. Sense of ethnic identity among Ts and Ss.4. Ss self-concept and motivation.5. Economic and social class.6. Variations and Abilities (word choice, tone, length)7. Examine your own background.