M Dolores Ortega Coy

Mara Lizn Moreno

Paola Garca Alcolea
Andrea Martnez Daz
THEME 7: THE TEACHER AS CLASSROOM MANAGER
From the earliest civilizations known to our times, the teacher role has always
been present, being one of the fundamental pillars of education. For this reason, we will
discuss briefly the role and characteristics of the master over time.
MESOPOTAMIA.
The function of teaching were the job of the priests .Also among them were the
scribes and teachers. The formation was associated with the religion and entailed two
successive stages: the first, elementary instruction and the second, improvement of the
formation of the scribe.
EGYPT.
In the ancient Egypt, children learned the profession of their parents. At the same
time, the education changed if they were privileged or not, since the former could access
the teaching of literature, grammar or writing; taught by the priest and the scribe
respectively. While the teachers of the children of fishermen or farmers were themselves
parents.
GREECE
The Athenians became the first village that faced with the process of education, to
which gave name of paraideia. The teachers were, in a first stage the Grammarian,
which taught the art of letters. The music teacher was called citarista and the
gymnastics pedotriba. At the same time, the sophists (wise man) taught very different
disciplines using the art of rhetoric and oratory, looking through the word order to
persuade and not took into account the truth.
ROME

Roman education undergoes a great change with the conquest of Greece and
happens to be of traditional type to Greek influence. From age 7 to 11 Professor was
litterator or ludi magister , and taught to read and write. Later, the grammaticus taught
the grammatical theory and reading of Greek and Latin classical authors. Student who
decided to devote themselves to oratory and public activity went to the school of the
Professor of rhetoric (rhetor).
MIDDLE AGES.
At this time the Church took the responsibility of teaching .
16TH CENTURY
There are two currents, although the two related to Christianity: school Lutheran ,
and the school of the Jesuits.
MODERN AGE
Normal schools.They are schools dedicated exclusively to the training of teachers.
They signified a break with the traditional system of preparation of teachers. Later,
created a special Centre for the training of future teachers: the "school Normal seminar
for teachers of the Kingdom"
At the same time, there were two kinds of colleges:
1st: which should have some knowledge of psychology , manual work and
pedagogical practices.
2nd : a program less extensive and of a single course of duration. They had to
have some knowledge of geography and history .
Finally, settled in 1914 the unique title of teacher with four courses. The objective
was to awaken the spirit of observation of the students and develop their initiative. The
teaching of the French, music and physical education were incorporated, the normal
schools were responsible for the preparation of the woman who could choose among the
elective subjects shorthand, type, etc.
The goal of education is the education of citizens, so work the teachers.

The task of the teacher is not only provide technical and scientific knowledge, but
also values. The function of the teacher must develop in a social democratic context.
1. PROFILE AND COMPETENCE OF THE TEACHER.
Globalization involves a reconversion of the school (roles and relations), and a
redefinition of the teaching profession.
Stoll and Fink raised that there are seven basic learning of teachers:

Understand the learning.

Knowledge of content.

Pedagogical understanding.

Understanding of emotions.

To know the fundamentals of change

New professionalism

Goal learning.

2. AREAS OF ACTIVITY OF THE TEACHER:

Teacher is the "specialist" of the educational community. Three levels in which the
actions of a teacher as a professional education could be grouped:

Facilitator of learning.
Counsellor and Manager of coexistence.
Member of an organization. The Professor is integrated into an organizational
structure in which there are a series of rules.

3. THE TEACHER AS FACILITATOR OF LEARNING

a. THE TEACHER AS MEDIATOR AND ENHANCER OF AUTONOMY IN

THE LEARNING OF STUDENTS
Teachers is experiencing a change in the role that traditionally has had. It tries to
overcome the old model of teacher to become a professor who suggests students and
motivates them. This approach includes constructivist principles of learning Ausubel,
Bruner, Vygostky.
The teacher as well as specialist in the subject should be a good Planner and
implementer of education at all levels.
b. MODELS AND AREAS OF WORK OF THE TEACHER IN THE
CLASSROOM:
The basic function of the teacher is to select the contents will be to develop
functional and meaningful for students and develop them into the curriculum
c. SPECIALISTS IN METHODOLOGY
The sense of the methodology is to facilitate the learning of students. Activities
and tasks are the last space where methodological models are realized. The Organization
of tasks continues methodological principles and involves decisions that affect teaching
strategies, means and resources.
The basic components of a methodological proposal must get rid of general
methodological principles that guide the practice, for example, a methodological
principle can be "interaction between equals. We try to encourage the most cooperative
group work activities, allowing to share experiences, develop and strengthen the
learning of social skills and feel the support of colleagues".
The principles that we can distinguish are:
1. Teaching strategies. They are decisions that are adopted in the learning processes that
have to undergo the students. Strategies for discovery or strategies for receiving.
2. Teaching resources: computer, films, DVDs...
3. Organization of the learning environment. The teacher can decide about groupings,
the distribution of time and space and the interactive relationship between teacher
and students.

The evaluation of processes and outcomes of learning.

Evaluation must perform at various times through different strategies, to turn it
into a valid item for the teacher and the student. The principles to be followed:
-

Formative. It is considered that the evaluation meets a regulatory function of the teacher

teaching process.
Processual. Covers the entire educational process and understands different moments:

initial, development and final.

Integral. It is included among the aspects to evaluate different types of content:

concepts, procedures and attitudes.

Systematic. It requires careful planning, order and sequence.
Participatory. It involves teachers and students.
Summative. It focuses on the results.
TEACHER AS COACH AND MANAGER OF THE COEXISTENCE OF A
GROUP
The teacher as Manager of coexistence
The teacher has to have skills for the management of the internal dynamics
between students in the class.
Students understand that their best teachers were a strong, friendly, understanding
and less insecure and dissatisfied. They usually left them more responsibility and
freedom. On the other hand, the worst teachers were less cooperative and they were in
positions of opposition.
We can distinguish various models of discipline by the teacher:

Aggressive/dominant. The teacher perceives the indiscipline as a personal attack and

reacts aggressively.
Passive/permissive. The teacher chooses to stay on the sidelines when there is a conflict

situation.
Assertive/democratic. The teacher applies the standards agreed in the event of problems.
4. The teacher as an enhancer of the functioning of groups
The need to create groups is justified because when the school works in this
context is more enjoyable for all, tends to produce better academic results, and conflicts
are more likely to be resolved in a positive way.

The teacher may contribute to processes that allow a group class to pass from
being a grouping to a group. This can be achieved through following principles of
procedure:
Boost relations of affection, esteem and safety within the Group
The group must provide to each person feelings of safety, support...
Help establish group goals known and shared.
The group must have common or similar goals and interests.
Help the structuring of roles
Each participant in a group is assigned by the group a role, a behavior that is
desired.
Encourage the creation of own standards within the Group
The rules are the signs of identity, the "style" of a group, serve to prevent conflicts
and to promote group cohesion.
Enhance quality communication
The group communication is a basic component to be linked to the same.
Promote a sense of belonging
It's the feeling of the group "we".
Take care of the life process of groups
It is necessary that a teacher know that the groups evolve in different stages and at
each of these stages will be recommended to perform some actions and not others.

5.The teacher and peaceful conflict resolution strategies.

The conflict is something natural and inevitable and has its positive potential.
Some considerations that we can take into account in the peaceful resolution of
conflicts would be:

 Understand and accept constructive conflict management procedures.

Usually practice these procedures until they become a natural response.
Think about the rules of coexistence of the centers in such a way to facilitate and
normalize the use of these procedures.
Enhance the values of collaboration in the classroom.

6.THE TEACHER AS A MEMBER OF AN ORGANIZATION

The professor in a shared space of responsibility within an educational
community and relationship with other social agents
The Professor is a member of the educational team. One of the fundamental
processes is group work and fundamental that this is done in a coordinated manner for
the better development of the teaching-learning processes.
The levels of responsibility of the teaching staff within the Organization of a
Center, can locate it, in different organs or four structures:
-

Organ of teacher preparation and orientation of students.

Organs of management and governance of the institution.
Coordinating bodies.
Study and advisory bodies.
Know the logics and institutional Center planning documents.
The fact of our action plan can become a working tool, since it forces to clarify
our intent, to the extent that reflect them in writing.
Teachers now must engage in the process of development of the educational
project of a Center by adopting a constructive approach, open to debate and ready to
deal with the contradictions that can arise.
The opening of the Centre to the environment and their relationships with the
family should constitute one of the fundamental pillars of day-to-day trying to forward
in a democratic conception of education.
TRUE AND FALSE QUESTIONS
1. The task of the teacher is only to provide technical and scientific knowledge.
FALSE

2. According to the models of discipline that a teacher could present, we can name the
followings: Aggressive, Passive and Assertive. TRUE
3. If we talk about the principles of the evaluation process, the Summative principle
says that it is focused on the results. TRUE
4. The professor in a shared space of responsibility within an educational community
and relationship with other social agents. TRUE
5. Teachers now mustnt engage in the process of development of the educational
project of a Center. FALSE

MULTIPLE CHOICE
1. The goal of education is:
a)

Have intelligence in the world

b)

The education of citizens

c)

Make easier the coexistance

2. The seven basic learning of teachers were raised by:

a)

Vygotsky

b)

Ausbel and Bruner

c)

Stoll and Fink

3.
a)
b)
c)
4.

The teacher can contribute to form an effective group of work when:

The group have similar or common goals and interests.
The group have one student that works very hard.
Both are false.
The levels of responsibility of the teaching staff are:

a) Organ of teacher preparation and orientation of students , Organs of

management and governance of the institution, Coordinating bodies, Study and
advisory bodies.
b) Help the structuring of roles, Encourage the creation of own standards within the
Group, Enhance quality communication.
c) Understand and accept constructive conflict, practice these procedures, think about
the rules and enhance the values.

5. The opening of the Centre to the environment and their relationships with the
family should :
a) be separate, because parents can cause problems.
b) constitute one of the fundamental pillars of day-to-day trying to forward in a
democratic conception of education.
c) Be different, in different scopes, in that form teachers work on their part and family
too.