Just-in-Time Teaching for Food Science: Creating an Active Learner Classroom.
Kathleen A. Marrs & Grady W. Chism lll (2005)
Significant quotes from the article:
“learning requires active practice”
“If students initial understanding is not engaged, they may fail to grasp the new concepts”
“Learning requires prompt feedback”
This article is about integrating technology and web based education into the “traditional” foods classroom. In this study they reviewed students’ assessment results before and after implementation of their Just-in-time-teaching strategy. This strategy uses the internet to improve student learning, motivation, engagement and study habits. Although this article may not be directly related to my inquiry question which is more about classroom management and community building techniques to foster a safe and engaging learning environment, this article is still integral to understanding how implementing new strategies in a classroom is a process that must be carefully designed and implemented. Using the cooperative learning activities described in this article would help foster a positive learning environment and community within a classroom. This will help to improve levels of engagement, understanding and following of safety rules within a home economics classroom.
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Profiles of classroom behavior in high schools: Associations with teacher behavior management strategies and classroom composition
Elise T. Pas, Anne H. Cash, Lindsey O’Brennan, Katrina J. Debnam, Catherine P. Bradshaw
Significant quotes from the article:
“teacher management strategies and student behavior are intertwined”
“trusting relationships are important and perhaps more so for highly disruptive students”
The purpose of this study was to find the correlation between teachers’ positive and negative reinforcement management styles. They found that when teachers used more positive recognition for behavior verses negative recognition, teachers ended up reducing the amount of reactive management strategies they used overall. This is a great finding as “research generally emphasizes the importance of proactive, rather than reactive, behavioral management as a means for promoting negative student behaviors within the classroom” (Pas, 2015). Further relevant findings in this study were “when high school students were asked to identify teachers who promoted student learning and motivation, students identified teachers who were aware of and responsive to classroom events, monitored student understanding, maintained an appropriate pace, moved around the classroom, and provided varied opportunities for student participation” (Pas, 2015). This study is important for my research as it will help me with my links to practice. It is integral to create a positive learning atmosphere within my classroom and address behavior appropriately to help build a safe and engaging classroom. In conclusion, the way I treat and manage my students relates to how they behave in my classroom, positive or negative.
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Training Inservice Teachers’ Competencies in Classroom Management. A Quasi-Experimental Study with Teachers of Secondary Schools
Valentina Piwowar, Felicitas Thiel, Diemut Ophardt
Significant quotes from the article:
“according to this broad understanding, classroom management goes beyond mere behavior management but also supports instruction and gives credit to the relevance of the teacher-student relationship”
“Characteristics of expert teaching such as “fluid performance” and “intuitive grasp of the situation” are connected not only with the application of preventative strategies such as establishing rules, monitoring student behavior, or cultivating a functioning working alliance, but also with reactive strategies such as effectively dealing with disruption or resolving conflicts”
This study consisted of 37 high school teachers from 9 schools. The purpose of this study was to enhance teachers’ classroom management strategies by using KODEK. This program was developed to study teachers’ management styles and provide them with feedback on how to improve their strategies so that their lessons were more meaningful and engaging. This study was not only completed to verify the effectiveness of KODEK but it also proved to “improved experienced teachers’ classroom management competencies, especially student engagement” (Piwowar, 2013). They used mediated video circles and reflections to ensure their teaching strategies were enhanced. For my inquiry research this article helped me to further understand how important reflecting on your lessons can be. One of the most valuable resources for teachers to utilise is video. Recording one of my lessons and reviewing it is one way that I can reflect and improve my teaching strategies.
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The defining features of teacher talk within autonomy-supportive classroom management
Tanner LeBaron Wallace, Hannah C. Sung, Jasmine D. Williams
Significant quotes from the article:
“Historically, classroom management has been conceptualized almost exclusively as teachers’ reactions to students’ misbehavior rather than teachers’ proactive encouragement of student initiative and thinking. However, such a conceptualization may have adverse motivational and learning consequences. From a motivational perspective, classroom management systems that are reactive and environmentally generated, often based on extrinsic rewards, are less likely to enhance student engagement as compared to classroom management strategies that focus on learning, autonomous self-regulation, and subjective well-being.”
“manage their classrooms in ways that support such student development”
“we prioritize a focus on student development rather than student behavior to suggest that classroom management is developmentally instigative”
“Doyle (2006) defined classroom management as the actions and strategies teachers use to solve the problem of order in classrooms”
This study consisted of 6 middle school teachers and focused on monitoring student engagement, student behavior and management strategies. They concluded that teachers who established rules and procedures and stuck to them where more successful in creating an autonomy-supportive classroom. These teachers were able to provide students with a “powerful model of goal-coordination” (Wallace, 2014) and students were able to complete learning activities. Teachers that providing scaffolding increased students “self-regulatory capacities” (Wallace, 2014). Extending my knowledge of classroom management strategies to include scaffolding, and establishing rules and expectations are both aspects that need to be included in my links to practice not only during my practicum but in my future career as a teacher. Setting up my students for success right away by establishing and following through with my classroom expectations will help me to keep my students safe and engaged.
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Classroom Management: Creating a Positive Learning Environment
Ming-tak Hue, Wai-shing Li
Significant quotes from the article:
“classroom management must go beyond jut managing classroom behavior-it is also about the management of learning”
“An effective manager of a classroom knows how to use praise to encourage good behavior and apply appropriate measures to prevent misbehaviour”
“teachers need to set up a discipline system to deal with difficult and bad behavior”
This book is full of great advice and strategies for teachers on how to create a supportive and positive learning environment for their students. The main purpose of this book is to teach teachers what effective classroom management looks like. The theories have been broken down into 4 major concepts, management of the physical environment, managing classroom procedures and rules, curriculum management, and discipline management. Throughout my research and classes at UBC I have learned that there are many aspects to consider and implement when managing a classroom but the most important one is creating a positive safe space where students feel respected so that they will be motivated to learn. Although this book has very useful tips about management, the most important part is building a community within the classroom.
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References
Hue, M. & Li, W.(2008). Classroom Management: Creating a Positive Learning Environment. Hong Kong: Hong Kong University Press, HKU. Retrieved January 15, 2016, from Project MUSE database.
Marrs, K. A., & Chism, G. I. (2005). Just-in-Time Teaching for Food Science: Creating an Active Learner Classroom. Journal Of Food Science Education, 4(2), 27-34.
Pas, E. T., Cash, A. H., O’Brennan, L., Debnam, K. J., & Bradshaw, C. P. (2015). Profiles of classroom behavior in high schools: Associations with teacher behavior management strategies and classroom composition. Journal of School Psychology, 53(2), 137-148. doi:10.1016/j.jsp.2014.12.005
Piwowar, V., Thiel, F., & Ophardt, D. (2013). Training Inservice Teachers’ Competencies in Classroom Management. A Quasi-Experimental Study with Teachers of Secondary Schools. Teaching And Teacher Education: An International Journal Of Research And Studies, 301-12.
Wallace, T. L., Sung, H. C., & Williams, J. D. (2014). The defining features of teacher talk within autonomy-supportive classroom management. Teaching and Teacher Education, 42, 34-46. doi:10.1016/j.tate.2014.04.005