The document discusses control and classroom management from several perspectives. It addresses who has control in the classroom, including the teacher, students, administration, government, and parents. It also discusses observations of classroom climate and culture. The teacher's role in establishing control through effective planning and instructional design is emphasized. Constructivism and giving students more control over their learning through strategies like project-based learning are also addressed.

1. Topic #5: Control –
Proactive Management in the Classroom
• What is the climate like in your classroom?
• What is the culture like in your school?
• First impressions?
• What did you see? hear?
• How did you feel?
• Who is in control?
• Who’s voice do you hear the most
in the classroom? (teacher or student)

2. http://www.youtube.com/watch?v=4bbHfBC9MkE

3. Who is in Control?
• The Teacher
• The Students
• The Administration
• The Government
• The Parents
• No one
Retrieved from
http://zbnice.blogspot.com/2010/04/self-control-and-lack-
of-self-control.html

4. Observation Week: Make a choice
Classroom Management Mantras
• #1. I was hired to teach, not to make kids behave
• #2. You can be friendly with kids, but you can’t be friends
• #3. Minimize student misbehavior by maximizing student learning
• #4. Manage your class, don’t discipline it
• #5. Don’t let them see you smile until Christmas
• #6. Catch ‘em being good
Any changes in your beliefs about managing the learning environment?
Key learnings from Observation Week: Classroom Management,
Instructional Design, Classroom Layout, Use of Classroom Learning Time

6. “Those who Fail to Plan
…..Should Plan to Fail.”
Planning for Learning:
Quality Instructional Design
What is your plan?

7. How much do you control?
Adapted from Bennett, B. & Rolheiser, C (2008). Beyond Monet. The artful science of instructional integration. Toronto: Bookation Inc.
Constructed with
http://www.inspiration.com/

8. How do you respond to the diverse needs of the learner
Adapted from Bennett, B. & Rolheiser, C (2008). Beyond Monet. The artful science of instructional integration. Toronto: Bookation Inc.
Effective
Teaching
Effective
Learning
Constructed with https://bubbl.us/

9. How much do you “really” control?
• You control…..
– The design of the learning environment
– The design of your lessons and other plans
– The climate in the room
– Your attitude

10. When grades are not deliberately
connected to learning, they provide
little valuable feedback regarding
students' academic strengths and
weaknesses, and can even be
counterproductive.
***Tony Winger
The primary purpose of assessment is to
inform teaching and learning
***Faye Brownlie
The most powerful single influence on
student achievement is feedback.
***John Hattie
“The student’s emotional reaction to
results will determine what that student
does in response”
….Richard Stiggins
Students need chances to reflect on what
they have learnt, what they still have to
learn, and how to assess themselves.
***Chickering and Gamson
The simplest prescription for
improving education must be “dollops
of feedback”
***John Hattie
In the absence of marks it has been reported
that students read feedback much more
carefully and use it to guide their learning.
*** (Black and Wiliam)
When the classroom culture focuses on
rewards, grades or student/class ranking,
then the students look for ways to obtain
the best marks rather than to improve their
learning …Black and
William
They call me “Mr. Feedback”

11. Assignment:
Philosophy of Classroom
Management
• Read feedback (email comments, on paper)
• Count checkmarks
• Predict grade (out of /10)
• Offer feedback to others with 3 2 1….
– 3 good ideas to share (shoulder partner)
– 2 pieces of constructive feedback (face partner)
– 1 “Do-over” before final exam (diagonal partner)
• Obtain marksheets (if you wish to see grade)

13. Review: Key Concepts
Assessment AS Learning
1. Classroom Management Beliefs: Personal
Mantra
2. The Quality Teaching Standard
3. CALM/TEAMS/SIDES
4. Constructivism
5. Teacher Power Bases
6. Classroom Management Theories
7. Classroom Management Models
8. Strategies and Skills (non-verbal, verbal,
consequences, involvement of others)
9. Classroom Design
10.Great Resources
Predict
your
grade
/10

14. Cracking the Galloway Vault
Instructions for Detective Team:
1. Predict the following (submit answers on “prediction card”:
-classroom management mantra (from Day #1)
-teaching style/power base (legitimate, expert, referent, reward/coercive)
-classroom management theory (student directed, teacher directed, collaborative)
-classroom management models (see Textbook – p. 212)
2. Review and discuss critical evidence collected (posters, policies, projects, student work,
artifacts, etc.)
3. Draw up final conclusions by completing a “conclusions” exit card

15. Project-based Learning Inquiry Learning
Problem-based Learning Service Learning
Self-directed Learning Differentiated Learning

16. We see Constructivism in….

18. We see Constructivism in our local schools

19. Controlled Chaos:
Do you have what it takes to be a Constructivist Teacher?

20. Table Talk
• What is the student’s role? The teacher’s role?
• Which instructional strategies are being used?
• Which instructional strategies will help students
direct/control their own meanings? Their own
learning?
• How else can you give control to students in the
classroom? How can you empower them?
• What are the challenges in giving up control?
• Are you a “Student-Directed” Teacher?
• Are you a “Constructivist”? Why or why not?
Example of Student Directed Learning in the 21st Century Classroom:
http://www.youtube.com/watch?v=X8HfTbUKXrU

22. Are you a student-directed teacher?

23. Cracking the Galloway Vault
Instructions for Detective Team:
1. Predict the following (submit answers on “prediction card”:
-classroom management mantra (from Day #1)
-teaching style/power base (legitimate, expert, referent, reward/coercive)
-classroom management theory (student directed, teacher directed, collaborative)
-classroom management models (see Textbook – p. 212)
2. Review and discuss critical evidence collected (posters, policies, projects, student work,
artifacts, etc.)
3. Draw up final conclusions by completing a “conclusions” exit card

24. The Final Word….