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IT'S THE LITTLE THINGS THAT
CAN THROW OFF YOUR DAY
1
F L E D D A B L E S
Content
1. Who are we?
2. Our Logo and Motto
3. Problem Statement
4. Gannt Chart
5. Literature Review
6. Brainstorming
7. Matrix Diagram
8. Fishbone Diagram
9. Interview
10. Suggestions
2
Who are we?
3
CEM
ŞENCAN
BÜŞRA
BOZKURT
BETÜL
GÜNAYDIN
İLKNUR
NURTEN
FEHİME
MÜTEVELLİ
Our Logo and Motto
4
Figure 1
Problem Statement
• Why do teachers fail
to promote quality
with little
techniques?
5
Figure 2
Gannt Chart
Steps March,
01
March,
30
March,
31
April,
01
April,
02
April,
04
April,
06
PLAN Determination of
the problem
Literature review
targets
DO Determination of
the main causes
Collecting and
preparing data
CHECK Checking data
suggestions
ACT Project
preperation
presentations
6
EXPECTED OBSERVED
Literature Review
1.Token economies as a Classroom
Management Tool: (Maggin, et. al. 2011)
• Token economies are contingency management
systems.
7
Meaningful
Reinforcement
Token
Economies
Positive
Behaviour
• Participants had disruptive behaviour or academic
engagement problems.
• The study results provide a credible support for the
effectiveness of the token economies than a single
measure of treatment.
8
2. Teachers’ Perceptions and Management of Disruptive
Classroom Behavior During the Middle Years (years five
to nine) (Arbuckle&Little,2004)
• The most concerning behavioural problems; minor
infractions and repeated disruptions.
• TOOT (Talking out of Turn)
*disruptive behavior
*discrepancy between primary and secondary school
students.
9
Strategies:
• use of positive management strategies rather than the
use of disapproval.
• the importance of consistent positive strategies and the
importance of student involvement in the discipline
process.
• Involving students in classroom decision-making
10
3. The Teaching Gap: Best ideas from the World’s
Teachers for Improving Education in the classroom
(Stigler, & Hiebert, 2000)
11
12
4. Effective Classroom Management at the Beginning
of the School Year
(Anderson, Emmer&Evertson, 1980)
• A system that is form at the beginning of the year
• Responding to pupil concerns
• Using basic communication skills (both instructional and
affective) that facilitate classroom management
throughout the year
13
5. Coping styles as mediators of teachers'
classroom management techniques.
(Lewis, R., Roache, J., & Romi, S. 2011)
• With more “inclusive techniques” such as Recognition,
Hinting and Discussion, it has been observed that the
responsibility levels of the students has got promoted and
become higher, which shows us the importance of the positive
reinforcement.
• In contrast, teacher aggression, comprising strategies such
as group punishment, humiliation and yelling in anger,
appears to be associated more with student misbehavior and
higher levels of negative student attitudes towards learning in
classrooms in Israel, China and Australia.
14
• Finding the most effective techniques to cause behavior
change and preventing the development of classroom
discipline problems is a moderately stressful part of
many teachers’ professional lives.
(Fields, 1986; Hart et al., 1995; Johnson et al., 1993;
Lewis, 2001; Oswald et al. 1997)
• The ability to manage students effectively is a critical
component of teachers’ sense of professional identity.
(McCormick and Shi, 1999)
15
Brainstorming
• Interpersonal communication problems among the
students and the teacher
• Lack of pedagogical knowledge
• Lack of experience
• Inappropriate methodology
• Lack of motivation of the students
• Unenthusiastic teachers
• Low salaries
16
Figure 3
Matrix Diagram
Communication
Problems
Pedagogical
deficiencies
Lack of
experience
Methodological
deficiencies
Cem 6 7 4 5
Büşra 7 5 6 4
Betül 4 7 6 5
İlknur 5 7 6 4
Fehime 4 7 6 5
TOTAL 26 33 28 23
17
Fishbone Diagram
18
TEACHER
RELATED
STUDENT
RELATED
EDUCATION
SYSTEM
Lack of
experience
Lack of
Pedagogical
Knowledge
Dissatisfaction
Communication
Problems
Lack of
motivation
Age
Bias
Unfamiliarity
Limitations of
the curriculum
Inconsistency in
bachelor’s
programmes
Why do
teachers fail
to promote
quality
with little
techniques?
Interview with 9 Teachers
19
ISTANBUL COLLEGE
TED ISTANBUL COLLEGE
Figure 4
1) How many
years of
experience have
you got in
teaching?
9
13
9
21
16
11
12 9
8
Mean=12
2) How would you
inform your students
about a new teacher
trainee?
“We have a
guest today
and please
behave well
and help
him/her.”
Introducing
them in the
class, and
giving brief
information
about the
process.
Warning
small kids
to behave
well
Telling about
the
educational
background
of the
trainee. Letting the
trainee
introduce
themselves
Having the
student’s tell
their one
interesting
feature
3) How do you check students’
homework? Do you have any
routines or rewarding systems?
+/ - points on a
check-list
Online “Iblog
Magic” system
Self-checking
students
Giving stars or
stickers in
Kindergarten
Haiku
System
Class
dojo
4) How would
you deal with
students who
constantly forget
their books?
By decreasing
points of the
students on
the check-list
Messages to
remind them of
the homework
By making
them keep
their books in
their lockers
Getting the
school
counsellor
involved
Telling to
the
parents
Decreasing
the grade
5) What kind of
strategies do you have in
returning the papers?
Underlining
the mistakes of
the students
and let them
correct their
own mistakes Private sessions
with the
students to
discuss their
papers.
Asking related
questions to make
them understand
their own mistakes
Discussing the
questions in
small groups, or
in class
Sending
feedback to
the parents
Use of
rubrics
Rubric Example
25
Figure 5
6) What are your
specific techniques
to manage
classroom in a
chaotic moment?
Waiting in the
middle of the class
silently, expecting
the students to be
quiet
An interesting video
to attract their
attention on the
lesson
Teacher starts
talking in Turkish
in an English
medium school
Psychological
pressure
Raising voice
Suggestions
• Coaching system is
*helpful for optimizing implementation
*increases the quality of implementation
* a preventive intervention.
• Intervals may vary from one or two days of
training to a month of coaching etc.
(Becker, Bradshaw, Domitrovich, & Ialongo, 2013)
27
 Get them in & Get them out
 Managing the physical environment of the
classroom
 Develop rules with your students
 Explain the reasons of rules
 Phrase the rules positively.
 Positive reinforcement
 Giving the responsibility to students.
28
Table of Figures
• Figure 1:
http://www.shutterstock.com/s/funny+slogans/search.html
• Figure 2:
http://gia.guim.co.uk/2012/11/us-election-scroll/img/scene9/question-
marks.png
• Figure 3:
http://blog.lewispr.com/content/uploads/2015/01/23215243_L.jpg
• Figure 4:
https://cdn4.iconfinder.com/data/icons/human-behaviour-and-situations-
part-2/400/humans-07-512.png
• Figure 5:
https://www.cbd.int/images/bioday/2008/ibd-2008-rubric4.gif
29
References
• Imece Circles by Hayal Köksal
• Becker, K., Bradshaw, C., Domitrovich, C., & Ialongo, N.
(2013). Coaching Teachers to Improve
Implementation of the Good Behavior Game.
Springer Science Business Media, 482-493.
• D.M. Maggin, e. a. (2011). A systematic evaluation of
token economies as a classroom management tool
for students with challenging behavior. Journal of
School Psychology(49), 529-554.
• Emmer, E. T., Evertson, C. M., & Anderson, L. M. (1980).
Effective classroom management at the beginning of
the school year. The Elementary School Journal,
80(5), 219-231.
30
• Laslett, R., & Smith, C. (2002). Effective classroom
management: a teacher’s guide. Routledge.
• Lewis, R., Roache, J., & Romi, S. (2011). Coping styles
as mediators of teachers' classroom
management techniques. Research in
Education, 53-68. Retrieved May, 2011.
• Ridnouer, K. (2006). Managing Your Classroom with
Heart: A Guide for Nurturing Adolescent Learner
• Stigler, J. W., & Hiebert, J. (2000). The teaching gap:
Best ideas from the world’s teachers for improving
education in the classroom. New York: Free Press
• Wai-shing,L.(2008). Effective Classroom Management.
Classroom management: creating a positive learning
environment,1,45.
31
Special thanks to Dr. Hayal
KÖKSAL
32

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2016 leading seagulls 23 fleddables

  • 1. IT'S THE LITTLE THINGS THAT CAN THROW OFF YOUR DAY 1 F L E D D A B L E S
  • 2. Content 1. Who are we? 2. Our Logo and Motto 3. Problem Statement 4. Gannt Chart 5. Literature Review 6. Brainstorming 7. Matrix Diagram 8. Fishbone Diagram 9. Interview 10. Suggestions 2
  • 4. Our Logo and Motto 4 Figure 1
  • 5. Problem Statement • Why do teachers fail to promote quality with little techniques? 5 Figure 2
  • 6. Gannt Chart Steps March, 01 March, 30 March, 31 April, 01 April, 02 April, 04 April, 06 PLAN Determination of the problem Literature review targets DO Determination of the main causes Collecting and preparing data CHECK Checking data suggestions ACT Project preperation presentations 6 EXPECTED OBSERVED
  • 7. Literature Review 1.Token economies as a Classroom Management Tool: (Maggin, et. al. 2011) • Token economies are contingency management systems. 7 Meaningful Reinforcement Token Economies Positive Behaviour
  • 8. • Participants had disruptive behaviour or academic engagement problems. • The study results provide a credible support for the effectiveness of the token economies than a single measure of treatment. 8
  • 9. 2. Teachers’ Perceptions and Management of Disruptive Classroom Behavior During the Middle Years (years five to nine) (Arbuckle&Little,2004) • The most concerning behavioural problems; minor infractions and repeated disruptions. • TOOT (Talking out of Turn) *disruptive behavior *discrepancy between primary and secondary school students. 9
  • 10. Strategies: • use of positive management strategies rather than the use of disapproval. • the importance of consistent positive strategies and the importance of student involvement in the discipline process. • Involving students in classroom decision-making 10
  • 11. 3. The Teaching Gap: Best ideas from the World’s Teachers for Improving Education in the classroom (Stigler, & Hiebert, 2000) 11
  • 12. 12
  • 13. 4. Effective Classroom Management at the Beginning of the School Year (Anderson, Emmer&Evertson, 1980) • A system that is form at the beginning of the year • Responding to pupil concerns • Using basic communication skills (both instructional and affective) that facilitate classroom management throughout the year 13
  • 14. 5. Coping styles as mediators of teachers' classroom management techniques. (Lewis, R., Roache, J., & Romi, S. 2011) • With more “inclusive techniques” such as Recognition, Hinting and Discussion, it has been observed that the responsibility levels of the students has got promoted and become higher, which shows us the importance of the positive reinforcement. • In contrast, teacher aggression, comprising strategies such as group punishment, humiliation and yelling in anger, appears to be associated more with student misbehavior and higher levels of negative student attitudes towards learning in classrooms in Israel, China and Australia. 14
  • 15. • Finding the most effective techniques to cause behavior change and preventing the development of classroom discipline problems is a moderately stressful part of many teachers’ professional lives. (Fields, 1986; Hart et al., 1995; Johnson et al., 1993; Lewis, 2001; Oswald et al. 1997) • The ability to manage students effectively is a critical component of teachers’ sense of professional identity. (McCormick and Shi, 1999) 15
  • 16. Brainstorming • Interpersonal communication problems among the students and the teacher • Lack of pedagogical knowledge • Lack of experience • Inappropriate methodology • Lack of motivation of the students • Unenthusiastic teachers • Low salaries 16 Figure 3
  • 17. Matrix Diagram Communication Problems Pedagogical deficiencies Lack of experience Methodological deficiencies Cem 6 7 4 5 Büşra 7 5 6 4 Betül 4 7 6 5 İlknur 5 7 6 4 Fehime 4 7 6 5 TOTAL 26 33 28 23 17
  • 18. Fishbone Diagram 18 TEACHER RELATED STUDENT RELATED EDUCATION SYSTEM Lack of experience Lack of Pedagogical Knowledge Dissatisfaction Communication Problems Lack of motivation Age Bias Unfamiliarity Limitations of the curriculum Inconsistency in bachelor’s programmes Why do teachers fail to promote quality with little techniques?
  • 19. Interview with 9 Teachers 19 ISTANBUL COLLEGE TED ISTANBUL COLLEGE Figure 4
  • 20. 1) How many years of experience have you got in teaching? 9 13 9 21 16 11 12 9 8 Mean=12
  • 21. 2) How would you inform your students about a new teacher trainee? “We have a guest today and please behave well and help him/her.” Introducing them in the class, and giving brief information about the process. Warning small kids to behave well Telling about the educational background of the trainee. Letting the trainee introduce themselves Having the student’s tell their one interesting feature
  • 22. 3) How do you check students’ homework? Do you have any routines or rewarding systems? +/ - points on a check-list Online “Iblog Magic” system Self-checking students Giving stars or stickers in Kindergarten Haiku System Class dojo
  • 23. 4) How would you deal with students who constantly forget their books? By decreasing points of the students on the check-list Messages to remind them of the homework By making them keep their books in their lockers Getting the school counsellor involved Telling to the parents Decreasing the grade
  • 24. 5) What kind of strategies do you have in returning the papers? Underlining the mistakes of the students and let them correct their own mistakes Private sessions with the students to discuss their papers. Asking related questions to make them understand their own mistakes Discussing the questions in small groups, or in class Sending feedback to the parents Use of rubrics
  • 26. 6) What are your specific techniques to manage classroom in a chaotic moment? Waiting in the middle of the class silently, expecting the students to be quiet An interesting video to attract their attention on the lesson Teacher starts talking in Turkish in an English medium school Psychological pressure Raising voice
  • 27. Suggestions • Coaching system is *helpful for optimizing implementation *increases the quality of implementation * a preventive intervention. • Intervals may vary from one or two days of training to a month of coaching etc. (Becker, Bradshaw, Domitrovich, & Ialongo, 2013) 27
  • 28.  Get them in & Get them out  Managing the physical environment of the classroom  Develop rules with your students  Explain the reasons of rules  Phrase the rules positively.  Positive reinforcement  Giving the responsibility to students. 28
  • 29. Table of Figures • Figure 1: http://www.shutterstock.com/s/funny+slogans/search.html • Figure 2: http://gia.guim.co.uk/2012/11/us-election-scroll/img/scene9/question- marks.png • Figure 3: http://blog.lewispr.com/content/uploads/2015/01/23215243_L.jpg • Figure 4: https://cdn4.iconfinder.com/data/icons/human-behaviour-and-situations- part-2/400/humans-07-512.png • Figure 5: https://www.cbd.int/images/bioday/2008/ibd-2008-rubric4.gif 29
  • 30. References • Imece Circles by Hayal Köksal • Becker, K., Bradshaw, C., Domitrovich, C., & Ialongo, N. (2013). Coaching Teachers to Improve Implementation of the Good Behavior Game. Springer Science Business Media, 482-493. • D.M. Maggin, e. a. (2011). A systematic evaluation of token economies as a classroom management tool for students with challenging behavior. Journal of School Psychology(49), 529-554. • Emmer, E. T., Evertson, C. M., & Anderson, L. M. (1980). Effective classroom management at the beginning of the school year. The Elementary School Journal, 80(5), 219-231. 30
  • 31. • Laslett, R., & Smith, C. (2002). Effective classroom management: a teacher’s guide. Routledge. • Lewis, R., Roache, J., & Romi, S. (2011). Coping styles as mediators of teachers' classroom management techniques. Research in Education, 53-68. Retrieved May, 2011. • Ridnouer, K. (2006). Managing Your Classroom with Heart: A Guide for Nurturing Adolescent Learner • Stigler, J. W., & Hiebert, J. (2000). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: Free Press • Wai-shing,L.(2008). Effective Classroom Management. Classroom management: creating a positive learning environment,1,45. 31
  • 32. Special thanks to Dr. Hayal KÖKSAL 32

Notas del editor

  1. Bias- towards the subject or the teacher Unfamiliarity – with the new tecniques Age- little Ss want to go to toilet more etc. Limitations-
  2. Start the lesson with the activity for late-comers./Tek parmak-çift parmak ( I V)/ Eyes on the teacher../Materials on desk /Class Dojo/