Description of teaching episode
On prac I will be looking at teaching the students about Australia which will include looking at where the states and territories are. What is the capital of each state or territory? What are the states emblem, flower and flag? The way in which the students will be learning these topics is by using the Interactive White Board (IWB), the internet using programs like World Atlas, Google Earth and Wikipedia.
The lessons will be planned in accordance with the Essential Learning Achievement (ELA’S) and by integrating ICT into the lesson plan’s I will be able to provide the tools and environment for an inclusive classroom. The time frame for the lessons is to be planed over an eight week period.
Learning outcomes
Using “ELA 21 - understands about Australia and Australians” (Every Chance to Learn – Curriculum Framework for ACT Schools, 2009. Page 15) upon completion of this unit the students will be able
• Identify and locate the different states and territories in Australia
• Identify and locate where the Capital City of each state and territory is on a map of Australia
• Identify and critique who chose the state or territories flower, emblem and flag
• Communicate their ideas in a group environment
• Present an informative speech to the class about their chosen state or territory
• gaining skills in using the internet for research purposes
Reference list
ACT Government (2009) Every Chance to Learn. Retrieved 28, July 2010, from http://activated.act.edu.au/ectl/framework.htm
Choice of ICT plus justification for using it
During the lessons as the teacher I will be using the IWB for a number of activities. With the topic of Australia I will be able to access Google Earth during lessons via the IWB which will show the students the different geographical elements of each state like the Desert, the Great Barrier Reef and the Harbour Bridge. The IWB will also be used to brainstorm and record discussions. At the end of the episode the IWB will be used for the assessment task where the students will be asked to name the states and territories and place the emblems, flag and flowers on the appropriate state or territory. Research will be done using the internet using sites such as the World Atlas, Government web sites and Wikipedia. Students will be taught how to locate scholar information and how to use the information in their own work.
Madeleine M discusses some of the benefits of using the IWB as a tool during a lesson as encouraging students to not only review and reflect on their learning but help critique and prioritise their ideas. IWB also encourages the students to discuss and share their ideas as well as enabling the students to visualise their thinking (2008, Slide 2). Using the IWB in week one will be very beneficial as we will be brainstorming what students already know about Australia and What would they like to learn about Australia. We will be able to write and record any ideas and suggestions and re-visit them at a later stage in the term. Madeleine M confirms that using the IWB allows the teacher to do things that they have never been able to do before like creating mind maps and returning to them accessing other programs like Google Earth which enables a visual look at the geography of the area and it enables the teacher and students to revisit sites which in return encourages and motivates students learning (2008, Slide 5).
Reference list
Daniel, Madeline M. (2008) Snapshots from the classroom. Retrieved July 29, 2010, from http://epotential.education.vic.gov.au/showcase/resource.php?res_id=595
Teaching and learning activities
Week 1 will be about introducing the topic of Australia and finding out what the students know and don’t know about the country. This will be done using the IWB and recording brainstorming sessions as well as re-collating the information and using it to focus on areas that need scaffolding. For example if the students were unsure of what the names of the states and territories where and were they belonged this would be a focus for a lesson.
Week 2 will be about using the information from the previous discussions and then giving research questions. I will split the class into eight groups selecting students with different skills to help one another and each group will study a selected state or territory. The groups will need to research their delegated state or territory and report back to the whole class on the following, The state name, location and size (population), the capital, the flag, flower and emblem. The group will then each in turn present a 2 min presentation on their delegated task to the class and in weeks 8 – 9 and then do an assessment involving collating the learnt information using the IWB by placing states and territories in the appropriate places as well as the flower, flag and emblem (Capperalon. W, 2010).
Reference list
Capperalon, W. (2010). Interview held on 28 July 2010. Kippax Holt (verbal conversation recorded using notes).
Teaching and learning methods or strategies
The way in which I will integrate ICT will be through cooperative learning and inquiry learning using the IWB and the internet. Cartelli describes cooperative learning as small groups of students at different levels of ability use a variety of learning exercises to improve their understanding of the task set out, the students each have a role in the exercise and at the end it is all brought together.
Computers play a central role in the exercise as well as the IWB in this example (2006, page 187). As a group we will have a lot of time to discuss our progress and report to the class about the individual findings in having one week to research a question like the state emblem and then the next week being a presentation of their findings. The students may do the presentation using a report style and reading it out or a poster or even use the activity on the IWB.
Reference list
Cartelli, A. (2006) Teaching in the knowledge society. United States of America, British Cataloguing in Publishing.
Assessment tasks
1. Class presentation
2. Group participation/ teamwork
3. Successfuly completing the quiz on where the state and territory are and what flower, emblem and flag belongs where as well as size and the draw card (eg. Great Barrier Reef, QLD)
2010-07-30
2010-07-27
Final Summary - Behaviour Management
Routines are very important when it comes to behaviour management in a classroom. Teacher talk, routine and scripts are going to be very important when it comes to managing your class. Barnes (2006) makes it clear that teacher-talk is vital and can take over your everyday life. What is teacher-talk? Teacher-talk is a loud consistent voice that does not change despite circumstances. “Teacher-talk includes phrases beginning with ‘I need you to....’, You can when.....’, ‘When I tell you....’ or ‘when I can see all eyes...’,” (2006, P. 27). Teacher-talk is so important especially when you are just starting out as a teacher. When you do your internship you attend once the routine has been achieved in the first couple of weeks and thus making so important to know strategies for behaviour management. These phrases will be helpful to get the class back on track.
Hands up is a very common problem in a classroom where students will just call out an answer to a question. The strategy to this problem according to Olsen (1997) is body language. Hold your hand out towards the student like a stop sign and then look for another student who has their hand up and ask for that student who is displaying the correct behaviour to answer the question. You should also thank the student for putting up their hand to reinforce the correct behaviour (1997, P. 28-29).
Barnes (2006) goes into mentioning that with teacher-talk it is a great tool to use phrases like “When.....Then” an example ‘when you have finished packing up you may go to lunch’ the main focus of using teacher-talk is to mean what you say and take control of the class.
Routines are very important and Barnes makes the point that if you’re teaching a lesson and it lacks pace, structure or is too easy you can invite poor behaviour.
Mendler, Curwin and Mendler discuss little things that really matter; for example greeting each student as they enter the classroom makes the student feel welcomed and a part of that community. “School is for kids, including those we find unattractive, those who misbehave, and those who don’t give their best. It is our professional duty to welcome and teach each student with enthusiasm, care, and courage. To do less diminishes us and all of society” (2008, P.53). This is a very powerful statement and really is what I believe teaching to be about and a simple but very effective way to show all students that you have integrity and lead by example. It is equally as important to use positive phrases like ‘thank you’, ‘I like how you’ this encourages traits that we are looking for.
There are many different strategies for classroom and behaviour management these include positive reinforcement, time out, acknowledging your students and making them feel apart of the community, listening and being consistent with your disciplinary actions are also very important. Reinforcement strategies are used to increase desired behaviours.
Walker and Shea concur that positive reinforcement is a strategy that assists in increasing desired behaviours. As a teacher you need to first identifying the desired behaviour and then use different reinforcements like a smile, sticker, free time, a pat on the back and positive phrases like.... “Kelly I like it when you put your hand up” (Walker. J., Shea. T., 1984). The most important element to remember when using positive reinforcement other than identifying the desired behaviour is the timing of your response. You must only acknowledge the student and behaviour once the desired behaviour has been displayed or executed. Another strategy for classroom management is negative reinforcement (1984, page 26 – 29).
Negative reinforcement is the removal of something the students don’t like or want. For example the teacher takes a pencil case from the student as they were consistently playing with it and not focusing on the task that the teacher set. When the teacher notices the student behaving in the desired manner the teacher gives back the pencil case. This in return enforces the desired behaviours’ required by the teacher (Walker. J, Shea. T, 1984). If positive and negative reinforcement are not successful the teacher may chose to use a form of punishment which may include losing lunch time or free time in class or even time out (1984, page 32) .
Punishment according to Walker and Shea punishment is not effective long term.
Punishment tends to suppress the undesirable behaviour rather than extinguish it and often the behaviour recurs when there is a different teacher. Examples of punishment can be taking away pleasurable items, time out, loss of recess time or having to hang out with the teacher during lunch time (1984, page 33). Tokens and charts can be a very useful tool when wanting to implement corrective behaviour management.
Tokens can be used and cashed in for rewards, the tokens are handed out when a desired behaviour is being displayed like putting up your hand before you speak, not running in the classroom, etc. Some suggestions for rewards can include getting free time (cost 20 tokens), reading a book of the student’s choice (15 tokens) and craft (10 tokens). Tokens can also be deducted for incorrect behaviour choices (Walker, Shea. 1984).
It is important as a teacher to create an environment that provides students with an equal right and opportunity to learn. Disruptive behaviour affects the other students learning rights to having time to learn and also to have time with the teacher. It is important to nip bad behaviour in the butt. When implementing clear classroom rules with clear consequences look at displaying them in the classroom and/or discussing them on a regular bases to remind the students what they are. Equally it is important to be consistent with your strategies and fair when dealing out consequence amongst students. This will help to provide an inclusive environment where all students can learn and grow and enjoy their time at school.
Reference List
Mendler, B. Curwin, R. and Mendler, A. (2008) Strategies for Successful Classroom Management Helping Students Succeed Without Losing Your Dignity or Sanity. California, Corwin Press.
Barnes, R. (2006). The Practical Guide to Primary Classroom Management. London,Paul Chapman Publishing.
Olsen, J. (1997). Managing Classroom Gambits. Australia, Goanna Pty.
Walker. J., Shea. T. (1984) Behavior Management a practical approach for educators. United States of America, Times Mirror/Mosby College Publishing.
Hands up is a very common problem in a classroom where students will just call out an answer to a question. The strategy to this problem according to Olsen (1997) is body language. Hold your hand out towards the student like a stop sign and then look for another student who has their hand up and ask for that student who is displaying the correct behaviour to answer the question. You should also thank the student for putting up their hand to reinforce the correct behaviour (1997, P. 28-29).
Barnes (2006) goes into mentioning that with teacher-talk it is a great tool to use phrases like “When.....Then” an example ‘when you have finished packing up you may go to lunch’ the main focus of using teacher-talk is to mean what you say and take control of the class.
Routines are very important and Barnes makes the point that if you’re teaching a lesson and it lacks pace, structure or is too easy you can invite poor behaviour.
Mendler, Curwin and Mendler discuss little things that really matter; for example greeting each student as they enter the classroom makes the student feel welcomed and a part of that community. “School is for kids, including those we find unattractive, those who misbehave, and those who don’t give their best. It is our professional duty to welcome and teach each student with enthusiasm, care, and courage. To do less diminishes us and all of society” (2008, P.53). This is a very powerful statement and really is what I believe teaching to be about and a simple but very effective way to show all students that you have integrity and lead by example. It is equally as important to use positive phrases like ‘thank you’, ‘I like how you’ this encourages traits that we are looking for.
There are many different strategies for classroom and behaviour management these include positive reinforcement, time out, acknowledging your students and making them feel apart of the community, listening and being consistent with your disciplinary actions are also very important. Reinforcement strategies are used to increase desired behaviours.
Walker and Shea concur that positive reinforcement is a strategy that assists in increasing desired behaviours. As a teacher you need to first identifying the desired behaviour and then use different reinforcements like a smile, sticker, free time, a pat on the back and positive phrases like.... “Kelly I like it when you put your hand up” (Walker. J., Shea. T., 1984). The most important element to remember when using positive reinforcement other than identifying the desired behaviour is the timing of your response. You must only acknowledge the student and behaviour once the desired behaviour has been displayed or executed. Another strategy for classroom management is negative reinforcement (1984, page 26 – 29).
Negative reinforcement is the removal of something the students don’t like or want. For example the teacher takes a pencil case from the student as they were consistently playing with it and not focusing on the task that the teacher set. When the teacher notices the student behaving in the desired manner the teacher gives back the pencil case. This in return enforces the desired behaviours’ required by the teacher (Walker. J, Shea. T, 1984). If positive and negative reinforcement are not successful the teacher may chose to use a form of punishment which may include losing lunch time or free time in class or even time out (1984, page 32) .
Punishment according to Walker and Shea punishment is not effective long term.
Punishment tends to suppress the undesirable behaviour rather than extinguish it and often the behaviour recurs when there is a different teacher. Examples of punishment can be taking away pleasurable items, time out, loss of recess time or having to hang out with the teacher during lunch time (1984, page 33). Tokens and charts can be a very useful tool when wanting to implement corrective behaviour management.
Tokens can be used and cashed in for rewards, the tokens are handed out when a desired behaviour is being displayed like putting up your hand before you speak, not running in the classroom, etc. Some suggestions for rewards can include getting free time (cost 20 tokens), reading a book of the student’s choice (15 tokens) and craft (10 tokens). Tokens can also be deducted for incorrect behaviour choices (Walker, Shea. 1984).
It is important as a teacher to create an environment that provides students with an equal right and opportunity to learn. Disruptive behaviour affects the other students learning rights to having time to learn and also to have time with the teacher. It is important to nip bad behaviour in the butt. When implementing clear classroom rules with clear consequences look at displaying them in the classroom and/or discussing them on a regular bases to remind the students what they are. Equally it is important to be consistent with your strategies and fair when dealing out consequence amongst students. This will help to provide an inclusive environment where all students can learn and grow and enjoy their time at school.
Reference List
Mendler, B. Curwin, R. and Mendler, A. (2008) Strategies for Successful Classroom Management Helping Students Succeed Without Losing Your Dignity or Sanity. California, Corwin Press.
Barnes, R. (2006). The Practical Guide to Primary Classroom Management. London,Paul Chapman Publishing.
Olsen, J. (1997). Managing Classroom Gambits. Australia, Goanna Pty.
Walker. J., Shea. T. (1984) Behavior Management a practical approach for educators. United States of America, Times Mirror/Mosby College Publishing.
Methods to increase behaviour
Walker and Shea discuss how the consequences of behaviour determiner of behaviour. People repeat behaviours that are in their perception praised or rewarded (1984, page 25).
Positive reinforcement is a strategy that assists in increasing desired behaviours. This is done by firstly identifying the desired behaviour and then to reinforce the behaviour once it has been displayed. The reinforcement can include a smile, sticker, free time, a pat on the back and positive phrases like.... “Kelly I like it when you put your hand up” (Walker. J., Shea. T., 1984).
Negative reinforcement is a difficult strategy to apply in a classroom environment. Negative reinforcement is the removal of something the students don’t like or want. For example you could have marks on the board that represent lost free time at the end of the day (this is because of miss-behaviour). When students then behave in the desired behaviour the teacher will erase a mark of the board therefore giving the students one more minute of free time. This strengthens the desired behaviours’ (Walker. J, Shea. T, 1984).
Punishment according to Walker and Shea punishment is not effective long term. Punishment tends to suppress the undesirable behaviour rather than extinguish it and often the behaviour recurs when there is a different teacher. Examples of punishment can be taking away pleasurable items, time out, loss of recess time or having to hang out with the teacher during lunch time (1984, page 33).
Reference list
Walker. J., Shea. T. (1984) Behavior Management a practical approach for educators. United States of America, Times Mirror/Mosby College Publishing.
Positive reinforcement is a strategy that assists in increasing desired behaviours. This is done by firstly identifying the desired behaviour and then to reinforce the behaviour once it has been displayed. The reinforcement can include a smile, sticker, free time, a pat on the back and positive phrases like.... “Kelly I like it when you put your hand up” (Walker. J., Shea. T., 1984).
Negative reinforcement is a difficult strategy to apply in a classroom environment. Negative reinforcement is the removal of something the students don’t like or want. For example you could have marks on the board that represent lost free time at the end of the day (this is because of miss-behaviour). When students then behave in the desired behaviour the teacher will erase a mark of the board therefore giving the students one more minute of free time. This strengthens the desired behaviours’ (Walker. J, Shea. T, 1984).
Punishment according to Walker and Shea punishment is not effective long term. Punishment tends to suppress the undesirable behaviour rather than extinguish it and often the behaviour recurs when there is a different teacher. Examples of punishment can be taking away pleasurable items, time out, loss of recess time or having to hang out with the teacher during lunch time (1984, page 33).
Reference list
Walker. J., Shea. T. (1984) Behavior Management a practical approach for educators. United States of America, Times Mirror/Mosby College Publishing.
Methods to decrease behaviour
As long as the behaviour is not causing harm to oneself or others a strategy to decrease can be to ignore the inappropriate behaviour. This needs to be consistent and you need to completely ignore the behaviour.
Time out is also an effective strategy to decrease behaviour. Walker and Shea discuss three different forms of time out these being 1. Observation: this could be “head-down on a desk”. 2. Exclusion is where the student is sent where they cannot participate in the activity it is not a place outside of the classroom. 3. Seclusion is where you use a time out room that involves the student leaving the room for a period of time (1984, page 102).
Students should know the classroom and school rules and the consequences of breaking the rules. Where possible the rules should be displayed or frequently discussed so that way children don’t forget the rules. Time out can be used for breaking rules but consideration must be made to consistency and also not over using time out where it starts to lose meaning and effectiveness. Walker and Shea mention that the time allocation on time out is important and that five minutes should be the maximum amount of time as to long or to brief a period can be in-effective.
Reference list
Walker. J., Shea. T. (1984) Behavior Management a practical approach for educators. United States of America, Times Mirror/Mosby College Publishing.
Time out is also an effective strategy to decrease behaviour. Walker and Shea discuss three different forms of time out these being 1. Observation: this could be “head-down on a desk”. 2. Exclusion is where the student is sent where they cannot participate in the activity it is not a place outside of the classroom. 3. Seclusion is where you use a time out room that involves the student leaving the room for a period of time (1984, page 102).
Students should know the classroom and school rules and the consequences of breaking the rules. Where possible the rules should be displayed or frequently discussed so that way children don’t forget the rules. Time out can be used for breaking rules but consideration must be made to consistency and also not over using time out where it starts to lose meaning and effectiveness. Walker and Shea mention that the time allocation on time out is important and that five minutes should be the maximum amount of time as to long or to brief a period can be in-effective.
Reference list
Walker. J., Shea. T. (1984) Behavior Management a practical approach for educators. United States of America, Times Mirror/Mosby College Publishing.
2010-07-26
Bulling and conflict
Preventing bullying can be done by:
Getting children to like each other; this can be done by acknowledging a student and as a reward the whole class gets an extra five minutes free time as a result of another good behaviour. Also make it a point not to thank me as the teacher but let’s thank the student who displayed the good behaviour.
Minimise individual students being acknowledged in public as other students can get annoyed with the individual student and can start feeling like they do the same thing but they never get recognised. This can lead to other students resenting the acknowledged student and therefore they start to call that students names and get aggressive towards them.
Integrate curriculum-based anti-bullying into the classroom.
Recognise who the bullies are and then start a programme where you can start to find out why they behave in this manner and start to implement some strategies or consequences if the behaviour continues.
It is equally important to work with the victim of student being bullied (Mendler, B. Curwin, R. and Mendler, A. page 136 – 147).
Reference List
Mendler, B. Curwin, R. and Mendler, A. (2008) Strategies for Successful Classroom Management Helping Students Succeed Without Losing Your Dignity or Sanity. California, Corwin Press.
Getting children to like each other; this can be done by acknowledging a student and as a reward the whole class gets an extra five minutes free time as a result of another good behaviour. Also make it a point not to thank me as the teacher but let’s thank the student who displayed the good behaviour.
Minimise individual students being acknowledged in public as other students can get annoyed with the individual student and can start feeling like they do the same thing but they never get recognised. This can lead to other students resenting the acknowledged student and therefore they start to call that students names and get aggressive towards them.
Integrate curriculum-based anti-bullying into the classroom.
Recognise who the bullies are and then start a programme where you can start to find out why they behave in this manner and start to implement some strategies or consequences if the behaviour continues.
It is equally important to work with the victim of student being bullied (Mendler, B. Curwin, R. and Mendler, A. page 136 – 147).
Reference List
Mendler, B. Curwin, R. and Mendler, A. (2008) Strategies for Successful Classroom Management Helping Students Succeed Without Losing Your Dignity or Sanity. California, Corwin Press.
2010-07-25
Strategies for classroom management
It is important to develop and sustain positive relationships with your students and teach that you effectively handle difficult times and you will deal with the attitudes and behaviours at calm times so that dignity for both the teacher and student are maintained. Welcoming your students and acknowledging your students as they enter your classroom with a smile will help to develop positive relationships. This is because students love to feel a sense of belonging. School is a place where students should feel a sense of security, respected and loved (Mendler, Curwin, and Mendler, 2008).
• Notice and build on students’ strengths
• Tell personal stories
• Call students by name
• Teach empathy
• Listen, listen and listen some more
• Have fun
• Teach with energy and enthusiasm
• Strong lesson planning
• Group work
• Create a class book
• Use games in lessons
• Value what is learned more than the grade
• Give choices
• Focus on the positives, esspecialy when it’s hard to find them
(Mendler, Curwin, and Mendler, 2008)
Reference List
Mendler, B. Curwin, R. and Mendler, A. (2008) Strategies for Successful Classroom Management Helping Students Succeed Without Losing Your Dignity or Sanity. California, Corwin Press.
• Notice and build on students’ strengths
• Tell personal stories
• Call students by name
• Teach empathy
• Listen, listen and listen some more
• Have fun
• Teach with energy and enthusiasm
• Strong lesson planning
• Group work
• Create a class book
• Use games in lessons
• Value what is learned more than the grade
• Give choices
• Focus on the positives, esspecialy when it’s hard to find them
(Mendler, Curwin, and Mendler, 2008)
Reference List
Mendler, B. Curwin, R. and Mendler, A. (2008) Strategies for Successful Classroom Management Helping Students Succeed Without Losing Your Dignity or Sanity. California, Corwin Press.
2010-07-24
Medication/treatments for ADHD
Ritalin is the common drug administered for children diagnosed with ADHD it is taken twice a day and last between 4 to 6 hours. Ritalin only takes 30mins after being digested to see signs of it working these are.. improved attention behaviour and improved social behaviour as well as decreased impulsive responding among students with ADHD. Student’s impulse control and attention to task seem to improve with the regular use of stimulant medication these problem behaviours after being administered with Ritalin range amongst the same as students without the ADHD condition.
Many parents feel that not only is the behaviour of the child improved but the child’s relationships to everyone around them.
Dexedrine is also a medication that is used for treating ADHD. It is more concentrated and you only use about half the quantity as Ritalin.
Side effects of using Ritalin and Dexedrine is decreased appetite, weight loss, irritability, headaches, abdominal pain and increase in nervous tics.
Teachers role in medication treatments.
You must obtain a medication treatment plan.
• You must continue to assess the behaviour of the child and support the parents and child during this time.
• Implement educational interventions
• Monitor the efficacy of all interventions.
Bender, W. (1997). Understanding ADHD A Practical Guide for Teachers and Parents. United States, America, Prentice-Hall Inc. Page 109 – 115.
Many parents feel that not only is the behaviour of the child improved but the child’s relationships to everyone around them.
Dexedrine is also a medication that is used for treating ADHD. It is more concentrated and you only use about half the quantity as Ritalin.
Side effects of using Ritalin and Dexedrine is decreased appetite, weight loss, irritability, headaches, abdominal pain and increase in nervous tics.
Teachers role in medication treatments.
You must obtain a medication treatment plan.
• You must continue to assess the behaviour of the child and support the parents and child during this time.
• Implement educational interventions
• Monitor the efficacy of all interventions.
Bender, W. (1997). Understanding ADHD A Practical Guide for Teachers and Parents. United States, America, Prentice-Hall Inc. Page 109 – 115.
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