During class on 11/29 you:

  • received feedback on your CSL projects
  • created classroom management categories based on classroom management issues/situations
  • started to think about how you will begin to articulate your classroom management approaches

TYPES OF CLASSROOM MANAGEMENT (ACTIONS, REACTIONS, FOUNDATIONS) Fig. 1.
classrooom_management_moves.jpg

You will begin to act-out your classroom management scenarios on 12/6. Please be sure to continue to bring your classroom management
scenarios to class.

Homework due 12/6/11:

1-Read pgs 69-70 of the Article Content-Area Variations of Academic Language and then read the section appropriate for your content area (Language of Language Arts, Language of History, Language of Science). Annotate the pages with thinking about the relevancy in your own classrooms. Review the readings from last week, and bring in a page of text that you will be teaching, or are presently teaching.
The readings we will review in class on 12/6/11can be found here:
-New
-Assigned Last Week

-Assigned Last Week
2-IMAGINE:An school hiring team has invited you to interview for a teaching position at a local school. The team is considering you as a possible hire however, they would like to know more about your classroom management approaches.
Start to write about how you'd explain your philosophy of classroom management to a team of administrators, families, and teachers.
Bring your notes to class so that you can share them with peers.

Interview your mentor. Ask your mentor how they might describe their own philosophy of classroom management.
Bring your notes to class so that you can share them with peers.

3- Be ready to act-out classroom management scenarios(one from each small group).
As you think about the multiple styles of classroom management you have experienced in your life, consider where the majority of these experiences would fall on a Student Centered vs. Teacher Centered Continuum. We'll continue to discuss these ideas on 12/6/11.

STUDENT vs. TEACHER Centered CONTINUUM Fig. 2.**

student_or_teacher_centered.jpg