EDU 201 Final Exam
This approach to classroom management expects the teacher to specify rules of behavior and consequences for disobeying them. These rules and consequences should be communicated clearly to the pupils/students during the first day of classes. It is important that the learners know and realize that they should be held accountable for their actions. The teacher can devise his rules based on sound criteria of imposing sanctions for pupils/students who misbehave. For pupils/students who disobey rules for the first time, receive "one warning and, then if they commit another infraction of the rules, they are subjected to an increasingly serious sanctions."
Assertive Education
The behavior is influenced and shaped by its consequences, and not the causes of problem brought about in the history of the individual. The behavior is strengthened by immediate reinforcement - positive or negative. Positive reinforcements are various forms of praises and rewards; while negative reinforcements virtually take away or stop something the learner doesn't like. Example: The learner was reprimanded by the teacher, he agrees to behave according to the classroom rules, and so, the teacher stops reprimanding. In a negative reinforcing situation, the learner behaves in such a way as to remove aversive stimuli (nagging, scolding, and threatening) from the environment. The behavior is strengthened by a systematic reinforcement, whether positive or negative behavior is weakened if not followed by reinforcement. Learners respond better to positive reinforcement than they do to punishment. When a learner is not rewarded for appropriate or adaptive behavior, he may become increasingly dominant and will be utilized to obtain reinforcement. Constant reinforcement - the reinforcement of a behavior every time it occurs, produces the best results, especially in new learning situations. Once the behavior has been learned, it is best maintained through intermittent reinforcement. Pupils/Students who follow rules are rewarded; while those who break rules are punished.
Behavior Modification
Skinner, Pavlov, Thomdike: Transmission of knowledge = teaching is telling Both teacher and student are passive; curriculum determines the sequence of timing of instruction Students role is the "empty vessel" Teachers role is to transmit the curriculum Teacher lectures; students memorize material for tests. The student is responsible if he/she does not progress or keep up.
Behaviorism
a publicly funded independent school established by teachers, parents, or community groups under the terms of a charter with a local or national authority.
Charter
behavior is a choice made by an individual, based on his or her feelings and needs, and is therefore not determined or controlled by external circumstances. In other words, the power lies within each person to determine how he or she will respond to the demands of the social and physical environment. Humans thus should not be perceived as victims or slaves of circumstances, but as self-determining beings who take responsibility for the consequences of their choices. Theory suggests that teachers cannot directly control the behaviors of students, since students choose how to react to their feelings. Teachers can help students identify the circumstances that trigger their behaviors, which in turn empowers them to change their reactions to those feelings. As they do so, their behaviors will change
Choice Theory
Vygotsky, Rogoff, Bruner, Dewey, Piaget: Transformation of participation All knowledge is socially and culturally constructed. What and how the student learns depend on what opportunities the teacher/parent provides. Learning is not "natural" but depends on interactions with more expert others. Student's role is collaborative participant. Teacher's role is to observe learners closely, as individuals and groups. Scaffold learning within the zone of proximal development, match individuals and collective curricula to learner' needs. create inquiry environment. Teacher-guided participation in both small-and large- group work; recording and analyzing individuals student progress; explicit assistance to reach higher levels of competence. The more capable others are responsible for if students do not progress.
Constructivism
a place where students are regularly involved in decision-making processes with regard to the classroom learning environment. Those decisions can include creating classroom rules and expectations, determining student and teacher responsibilities, and—in some cases—setting the goals and objectives of the class, deciding on the content to be covered, and coming up with methods of assessment.
Democratic
Called the "father of progressive education" Believed if schools were anchored in the whole child (social, intellectual, emotional, physical development) teaching, learning, and schools would be different School Environment would be more hospitable for kids American progressive techniques were put on display. Images of children learning by doing, exercising their bodies and minds, and going of the classrooms to explore work of work and wonder of nature. Caused child-centered educational to quickly spread through out of the United States Best school was developed in Gay, Indiana
John Dewey and Progressive Education
a public school offering special instruction and programs not available elsewhere, designed to attract a more diverse student body from throughout a school district.
Magnet
Developed by Harvard psychologist Howard Gardner in 1983 and subsequently refined, this theory states there are at least seven ways ("intelligences") that people understand and perceive the world[1][2]. These intelligences may not be exhaustive. Gardner lists the following: LINGUISTIC The ability to use spoken or written words. LOGICAL-MATHEMATICAL Inductive and deductive thinking and reasoning abilities, logic, as well as the use of numbers and abstract pattern recognition. VISUAL-SPATIAL The ability to mentally visualize objects and spatial dimensions. BODY-KINESTHETIC The wisdom of the body and the ability to control physical motion. MUSICAL-RHYTHMIC The ability to master music as well as rhythms, tones and beats. INTERPERSONAL The ability to communicate effectively with other people and to be able to develop relationships. INTRAPERSONAL The ability to understand one's own emotions, motivations, inner states of being, and self-reflection.
Multiple Intelligences
Accord just and equitable treatment to every student, regardless of race, color, creed sex, sexual preference, age martial stasis, handicapping condition, national origin, or ethnic background.
Obligations to students
Conduct profession business in such a way that they do not expose the students to unnecessary intimidation, embarrassment or disparagement.
Obligations to students
Keep in confidence information that has been obtained in the course of professional service, unless disclosure serves professional purposes or is required by law.
Obligations to students
Maintain professional relationships with students in a manner which is free of vindictiveness, recrimination, and harassment.
Obligations to students
Maintain professional relationships with students without exploitation of a student for personal gain or advantage.
Obligations to students
Make a reasonable effort to maintain discipline and order in the classroom and the school system to protect the students from conditions harmful to learning, physical and emotional well-being, health and safety.
Obligations to students
Not, without just cause, deny to the students access to varying points of view in the classroom
Obligations to students
Not, without just cause, restrain students from independent action in their pursuit of learning
Obligations to students
Present subject matter for which they bear responsibility without deliberate suppression or distortion.
Obligations to students
Accord just and equitable treatment to all members of the profession in the exercise of their professional rights and responsibilities.
Obligations to the Profession
Adhere to the terms of a contract or appointment unless the contract has been altered without the consent of the affected parties, except as provided by law, legally terminated, or legally voided.
Obligations to the Profession
Cooperate with authorities and commissions regarding violations of the codes of ethics of the South Dakota Professional Teachers Practices and Standards Commission and the Professional Administrators Practices and Standards Commission.
Obligations to the Profession
Discuss professional matters concerning colleagues in a professional manner
Obligations to the Profession
Maintain confidentiality of professional information acquired about colleagues in the course of employment, unless disclosure serves professional purposes.
Obligations to the Profession
Not criticize a colleague before students except as unavoidably related to an administrative or judicial proceeding
Obligations to the Profession
Not knowingly distort evaluation of colleagues
Obligations to the Profession
Not knowingly misrepresent their professional qualifications.
Obligations to the Profession
Not use coercive or threatening means in order to influence professional decisions of colleagues
Obligations to the Profession
Perform duties in accordance with local, state, and federal rules and laws.
Obligations to the Profession
Use sound professional judgement in delegating professional responsibility to others
Obligations to the Profession
accept a position or responsibility only on the basis of professional preparation and legal qualifications.
Obligations to the Profession
not interfere with the free participation of colleagues in the affairs of their associations.
Obligations to the Profession
Commit no act of moral turpitude or gross immorality.
Obligations to the Public
Engage in no act that results in a conviction
Obligations to the Public
Not exploit the local school district or governing body for public or personal gain.
Obligations to the Public
Not exploit the local school district or governing body to promote political candidates or partisan political activities
Obligations to the Public
Not interfere with a colleague's exercise of political and citizenship rights and responsibilities.
Obligations to the Public
Not knowingly distort or misrepresent the facts concerning educational matters in direct and indirect public expressions.
Obligations to the Public
Not misuse or abuse school equipment or property.
Obligations to the Public
Take precautions to distinguish between their personal views and those of the local school district or governing body.
Obligations to the Public
neither accept nor offer any gratuities, gifts, services or things of value that impair professional judgement, offer special advantage or provide personal benefit.
Obligations to the Public
Chomsky, Geselle, Rousseau: Acquisition of knowledge. Students have biological limits that affect when and how they can learn; teachers must not "push" students beyond the limits. Knowledge is a "nature" product of development. Student's role is an active constructor. Teacher's role is to create the environment in which individual learner can develop in set stages-implies single and natural course Student-selected reading; student-selected projects, discovery learning The student is responsible for whether on not they progress.
Open Education
Must take Praxis core reading, writing, and mathematics to be accepted into the Fredrickson school of education. Scores should be 154 for reading and writing. 142 for math. Can only be taken twice. Take Praxis II for content area and score above or at cut score.
Praxis Requirements
a school supported by a private organization or private individuals rather than by the government
Private
School districts are determined by geographical area. Some districts encompass all levels of schooling while others focus on one. The size of the school district is determined by the number of schools within the geographic area. Roles: Superintendent and School board Income Tax, property tax, sales tax, Federal Government Sources of Funds (10%), Citizen initiatives, Student fees, Fund raising, School-business partnerships, sin taxes
School Governance and Funding
a government-funded voucher redeemable for tuition fees at a school other than the public school that a student could attend free.
School Voucher
Take paraprofessional and foundations of education and than take Praxis core test. Apply for Fredrickson school of education. Must have at least a 2.5 GPA for all post secondary course work.
Teacher Education Program Requirements