Educational Psychology II:Teaching and Managing Diverse Learners in the Classroom

Session 3Creating a Productive and Inclusive Learning Environment: Establishing Rules and Routines &Building Rapport

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Today’s Menu

• Tuning-in activity• Establishing and teaching rules and

routines• Developing consequences for non-

compliance of rules• Optimising teaching and learning time

▫ In-class activities• Establishing rapport• Peer Teaching by Groups• Conclusion

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Wiki Page

•http://ep2tg17nov2010.pbworks.com/w/page/33433575/Educational-Psychology-2-TG17

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email address

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Tuning-inIn groups, work on the following tasks (5 mins):• Read the scenario given

• Identify the problems faced by the student teacher• Analyse the problems (e.g., Why did these problems arise?)• Suggest strategies that the student teacher in this case could use to prevent similar problems in future• Share your discussion with the class

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Secondary Scenario

What an Orderly Classroom Needs?

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Classroom Rules

Classroom

Routines

What an Orderly Classroom Needs?

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Classroom Rules

General expectations or standards for acceptable behaviour in the classroom

What an Orderly Classroom Needs?

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Classroom

Routines

Procedures that are applied to specific situations or activities and are directed at accomplishing something in an orderly manner, coordinating student talk and movement

Importance of Rules and Routines•Reduces confusion•Increases teaching and learning time•Guides students in developing appropriate behaviours

•Enables lesson to function successfully

•Creates a predictable, secure, relaxed classroom environment

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Classroom Rules

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Setting Classroom Rules

•Determining the rules▫guiding principles▫number▫wording

•Developing the consequences•Communicating the rules•Teaching the rules

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Guiding PrinciplesGuiding Principles

Determining the rules

•What rules are appropriate for this level?•Is there a good reason to have this rule?

ReasonabReasonable and le and

necessarynecessary

Clear and Clear and understandablunderstandabl

ee

Consistent Consistent with with

instructional instructional goalsgoals

ConsistenConsistent with t with school school rulesrules

EnforceablEnforceablee

•Is this rule too abstract for students to comprehend?•To what extent do I want my students to participate in the decision-making process?

Will this rule facilitate or hinder my students’ learning?

What are the school rules?Are certain rules required in the hall, during assemblies, etc.

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NumberNumber WordinWordingg

Determining the rules

Involve Involve students in students in rule settingrule setting

4 – 6 general rules of conduct should sufficeA long list of do’s and don’ts is impractical and impossible to follow

Try to write them in a positive manner. Say “Be polite” instead of “Don’t be rude”.

Promotes “ownership”Encourages students to take responsibility for their own behaviourMore suitable for older students

An Example of a Set of Classroom Rules

1. Be polite and helpful2. Respect other people’s property3. Raise your hand when you want to

talk4. Listen when someone else is talking5. Work quietly. 6. Settle disagreements peacefully.

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Developing Consequences

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Natural Natural ConsequencesConsequences

Logical Logical ConsequencesConsequences

Directly related to the misbehaviour and happen without anybody’s intervention.

You failed the test because you have not studied for it.

Directly and rationally related to the student’s misbehaviour

You have to sweep the floor clean because you littered it.

Developing Consequences15

PunishmentPunishment

Role of students in developing Role of students in developing consequencesconsequences

Removal of privilegesnot rationally related to the student’s misbehavioure.g., - Taking away play time for forgetting to bring textbook - Writing lines for forgetting to bring Textbook

Communicating Rules• Inform the students of the classroom rules

on the first day•Explain the rationale of each rule to them

▫When students understand the purpose of the rule, they are more likely to view them as fair and reasonable, and as a result be more willing to abide by it

•Give examples of what each rule means▫e.g., what does “Be polite and helpful” mean

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Teaching Rules

•Teach rules as you would teach a subject•Get students to practise following the rule

until they become familiar with it•Obtain feedback from the students about

the rules so as to modify them where necessary

•Enforce the rules (very crucial!)•Reinforce the correct behaviour

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Classroom Routines

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Establishing your Classroom Routines (procedures)

•Classroom routines are procedures that are applied to specific situations or activities with the intention of getting them accomplished in an orderly manner, by coordinating student talk and movement

•For each situation/activity, you will need to:▫determine the routines for it▫communicate the routines to the students▫teach the routines to the students

Situations/Activities for Establishing Classroom Routines

•starting and ending lesson•leaving and entering room•housekeeping - cleaning of the room, taking attendance

•distributing and collecting materials

•making transitions between activities

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Example of Routine for “Changing Activities”

1. Get students’ attention – students need to know that they need to stop

what they are doing and look at me for further instructions.

2. Tell students that we are changing activities and what they need to do in a specific amount of time.

3. Let students ask questions if they have any ... see if another student can answer them.

4. Give students the signal to change activities and time them.

5. Report back to students how well they performed the “changing activities” routine.

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Situations/Activities for Establishing Classroom Routines•story-telling, reading•independent seat work, pair work, group work

•giving directions•questioning and responding•using media•other instances (examples???)

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Communicating and Teaching Classroom Routines

•Teacher explains the routine (procedure)•Teacher demonstrates/models how the

procedure is to be carried out •Students practise carrying out the routine•Teacher provides feedback to students

about their performance of the routine•Teacher re-teaches the procedure if

necessary

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• Have materials and equipment ready prior to class

• Begin on time• Establish and enforce rules for entering

classroom and beginning class• Establish and enforce procedures for

routine tasks and transitions (e.g., handing in work) so that students can do these without your direction

Optimising Teaching and Learning Time

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• Maintain a relatively brisk pace and highly interactive instructional pattern

• Review work with students when lesson ends early - avoid unnecessary "free time"

• Establish signals/cues with class to save time

Optimising Teaching and Learning Time

Establishing Rapport

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Establishing Rapport

•Be welcoming▫Greet students with a smile▫Address your students by their names▫Introduce yourself at your first

encounter•Get to know your students personally

•Nod/smile when your students ask or answer questions

•Speak in a friendly tone

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Establishing Rapport

•Show enthusiasm in your teaching•Help students in need – show them that you care

•Maintain an open channel of communication

•Reward students appropriately•Dress professionally

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Why is it Important to Build Rapport with the Students?

Think about these questions:•What are the differences between setting

rules and routines and building rapport with students?

•Why do we need to do both? •What if rapport is not built properly?

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Establishing Rapport

•Watch the video clip from ‘I not Stupid 2’ (6 mins)

•In pairs, discuss what in the video struck you most with regards to building rapport with students

Activity • In your groups, conduct the

activity in one of the following three topics, as assigned by your tutor (10 mins):

▫ Establishing rules (Groups 5 & 6)▫ Establishing routines (Groups 1 & 2)▫ Building rapport (Groups 3 & 4)

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Activity Guidelines

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Key Principles: • A carefully planned system of rules and routines

(procedures) makes it easier for the teachers to communicate expectations to their students, and helps ensure that the procedures that they set up will be workable and appropriate.

• Time is finite – effective teachers know how to optimize its use with the help of a system of rules and routines.

• Effective teachers create focused and nurturing classrooms that result in increased student learning..

What have we learnt today?

Individual Assignment(Instructions on Using SafeAssign)

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Individual Assignment (40%)Individual Assignment (40%)(due Session 6 – week of 10 Jan (due Session 6 – week of 10 Jan 2011)2011)• Discuss your personal pedagogy (e.g., attitudes, beliefs,

perceptions, and values) about inclusiveness in the classroom (5 marks). Support your answers with reference to: a. your own personal classroom experiences as a

student (Primary, Secondary and/or JC) (5 marks) and,b. the content taught in this course (10 marks).

• Describe the profile of a class that you are likely to be in charge of at the beginning of the school year. With that class in mind, based on your personal pedagogy, what will you do to create an inclusive learning environment in that new class during the first two weeks? (15 marks)

• Clarity, coherence, and organization of the written assignment. (5 marks)

(Format: no more than 2000 words, 12 point, Arial, double line spacing)References to follow APA format 5th edition. Refer to Academic Dishonesty policies uploaded in BB when preparing your essays.

References for Today’s Session• Quek, C. L., Wong, Angela F. L., & Tay, M. Y. (Eds.)

(2008). Engaging and managing learners: Practitioners’ perspectives (Chapters 1, 4 & 6). Singapore: Pearson Education.

• Levin, J., & Nolan, J.F. (2007). Principles of classroom management – A professional decision-making model (5th ed., chapter 6). Boston: Allyn & Bacon.

• Evertson, C.M., Emmer, E.T., & Worsham, M.E. (2006). Classroom management for elementary teachers (7th ed., chapters 2 & 4). Boston: Allyn & Bacon.OR

• Emmer, E.T., Evertson, C.M., & Worsham, M.E. (2006). Classroom management for middle and high school teachers (7th ed., chapter 2). Boston: Allyn & Bacon.

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Reminders for Session 4• Read

▫Quek, C. L., Wong, Angela F. L., & Tay, M. Y. (Eds.) (2008). Engaging and managing learners: Practitioners’ perspectives (Chapter 2). Singapore: Pearson Education.

▫Lim, L., Thaver, T., & Slee, R. (2008). Exploring disability in Singapore: A personal learning journey. (Chapter 3). Singapore: McGraw-Hill.

•Download assignment document and bring to class

•Download all items in the Session 4 folder before class

-END-

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