MANAGEMENT OF CLASS DYNAMICS

MODULE 2
HOUSEKEEPING

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MANAGEMENT OF CLASS DYNAMICS
CHAPTER 1 – SESSION 1
Management of class dynamics
Chapter 1 Understand the principles and practices of managing class
dynamics.
Chapter 2 Understand how to manage group learning environments.
Chapter 3 Understand how to manage learning in groups to comply
with requirements.
Chapter 4 Understand how to assess the classroom dynamics.
CHAPTER 1
THE PRINCIPLES AND PRACTICES OF MANAGING CLASS DYNAMICS.
Learning
outcome 1 To understand the principles and practices of 1.1 Analyse the characteristics of group
managing class dynamics. environments that facilitate learning and
development. .
1.2 Evaluate strategies to manage group
dynamics
1.3 Describe ways to involve learners in the
management of their own learning and
development in groups.
1.4 Explain how to manage barriers to individual
learning in groups.
Let’s reflect....

Teachers or students?

He talks very I don’t feel too confident I don’t like the teachers may
also feel the
quickly so I don’t enough to talk, I feel I books, It’s really same way as

understand him make a lot of mistakes boring teachers may

feel that the
book is not so
good and may
not go directly
by the books

They don’t pay attention

most of the time
There is no
subject that can They don’t
motivate him talk at all

They just use

their mother
tongue
Think about a class you
Think about a class you
have taught or attended
have taught or attended
where you felt there was
where you felt the
good atmosphere and
atmosphere was not good
student go on with you
and there were many
and each other.
behavioural concern,
students seemed to be
disinterested.
What makes a
good class?

Are we managing class How can we

room dynamics well? improve them?
Teacher’s role
‘It is the Teacher who makes the difference not the classroom’
 how do you
know that
teaching is
successful in
What is Classroom Dynamics?
your
classroom ?
Establishing and maintaining conditions that allow you have to take children from
thru actions one level of thinking to another
and
students to engage in powerful learning through level ____ Blooms. by giving
them more oppurtunity for
responses deliberate purposeful planning, actions and responses metacognition- thinking about
from your
students their thinking,

• Classroom dynamics involves the interaction between students and teachers in a classroom community.

• The purpose of studying classroom dynamics is to learn how to set up a positive classroom atmosphere
where students feel comfortable learning and communicating with other students and with the teacher.

• Good classroom dynamics consist in the engagement of everybody in the classroom.

you can see this in their
Why are they important? actions.bcz if they learn
something , there will be a
change in their behaviour

A positive atmosphere can have a beneficial effect on the morale, motivation and self-image of it’s
members and thus significantly affect their learning, by developing in them a positive to the language
being learner, to the learning process and to themselves as learners – Hadfield J (1992) Classroom
Dynamics
 COMPONENTS OF CLASSROOM DYNAMICS

Classroom
dynamics

Classroom Classroom Relationships

management set-up for learning
Organization, Physical arrangement Positive interactions
protocols, policies of furniture and of teacher and
and routines resources to optimize students and students
learning with their peers.
Class Management - Elements
Class Management

When to start? we should think about class management even before

the first day. you already know what age group you
are teaching, what lesson you are starting. you can
also look at various infos given to you to help you in
this aspect.

Teachers should also share expectations to students

on the first day of class to let them know what you
clearly expect from the students, you can also set or
establish certain keywords/ rules which should be
followed in the class to maintain the class decorum.
Students must know about the consequences of not
following these aswell. And the key point is
consistency.
it should not be that you are surprised when you go to
a classroom and then find the students there.

First day of class?

 TYPES OF CLASSROOM MANAGEMENT STYLES

There are four basic types of classroom management:

1. Uninvolved is both undemanding and unresponsive, is the neglectful teaching

style. Neglectful teaching could include heavy reliance on videos or other passive
forms of media as a primary form of teaching, little adherence to rules and
regulations, both those set by the administration and classroom rules set by the
teacher himself, and general chaos and ineffectiveness.

2. Permissive teachers, on the other hand, are responsive to their students, but
are still undemanding. little structure and support for academic achievement, so
while students feel accepted in the classroom, they will very likely achieve very
little academic growth.
3. Authoritarian teachers are very focused on student achievement and are often
described as demanding, but they leave little room for student autonomy. They often
have many specific rules that they adhere to very strictly and accept little
compromise from their students. There is little room for the students to have an
overall positive experience in the classroom. Authoritarian teachers spend their
energy on classroom management rather than instruction, which negatively affects
the education of all students in the class.

4. Authoritative teachers combine challenging academic expectations with a

comfortable rapport with their students, although these teachers still maintain control
and a degree of separation from them. Authoritative teachers interact with their
students while teaching, rather than speaking at them or ignoring them, so there is a
considerable amount of give-and-take on the part of both the student and the
teacher. Furthermore, authoritative teachers allow students a degree of freedom
while maintaining necessary limits on behavior and policies.
 TECHNIQUES TO DEVELOP CLASS MANAGEMENT STYLE
Effective classroom management strong organizational skills —

• preparing your materials carefully

• practicing with the technology

• getting a sense of how to best organize and move around in the room
1. Begin to establish an effective environment on the first day of class

•Introduce yourself.

•Offer an ice breaker to relax students and encourage interaction.

•. Set basic expectations and routines (e.g., regarding phones,

laptops, talking, sleeping, eating, late arrivals, and early
departures) with the students; they will appreciate the democratic
approach.

•Teach something; immediately begin to engage students in the

course.

•Start learning names right away; anonymity discourages student

engagement. Using props - name cards, photos, index cards -
taking attendance
2. Interact with students regularly

Consistent interaction will help ensure rapport and reduce classroom management issues:

•Greet students as they enter the classroom

•Chat with them for a few moments—Consider opening class with a brief casual conversation
about a current event or something interesting

•Include discussion, group work, or video segments to encourage involvement and help students
connect the content with real-world events and issues

•Ask questions (giving plenty of wait time) and respond to student comments

•Make eye contact with as many students as possible during class

3. Be ready to respond to challenges

The best way to avoid challenges in the classroom is to anticipate the possibilities ahead of time and plan
accordingly.

What will you do if students consistently arrive unprepared?

How will you handle disruptive students?

first it is advisable to have a one to one session with the child and understand where the disruptive behaviour is coming from. Maybe its from
an unresolved issue at home and then you can encourage the student. Let's say we have a student who hits other students in the class, we
Being proactive can talk to him and if he keeps his hands to himself that day, he can be rewarded. For the higher classes- house points and for younger ones -
they can give brownie points and at the end of the term each student can count the number of brownie points they received and it will be
added to their summative assessments.it s a way to discipline themselves.

Being specific.
The teacher is always in charge.Be the role model.
Always be in control. be very cautious abt what you do.
A comprehensive classroom management plan has 5 core things :
Being in control.
- A statement of purpose - the agenda of the class - eg : our class is a place of learning that appreciares creativity and diversity.As we learn,we
are committed to bringing out the best of one another.
- Rules - display this as a chart in the classroom and discuss it in the first day of the class.
Being a model - procedures- procedures for specific tasks : Like what is expected when you enter ' exit the class, if you want to use the washroom/ during
lunch time/during dismissal. This creates smooth transitions between students and teachers.
- consequencesprovide positive and negatve consequences : 1 warning 2 one to one 3 take away 4 parent contact 5 referral
-action plan - teaching class room plan to students , sharing the plan with parents, administration and other. Review regularly
first it is advisable to have a one to one session with the child and understand where the disruptive behaviour is coming
from. Maybe its from an unresolved issue at home and then you can encourage the student. Let's say we have a student
who hits other students in the class, we can talk to him and if he keeps his hands to himself that day, he can be
rewarded. For the higher classes- house points and for younger ones - they can give brownie points and at the end of the
term each student can count the number of brownie points they received and it will be added to their summative
assessments.it s a way to discipline themselves. The teacher is always in charge.Be the role model. Always be in control.
be very cautious abt what you do. A comprehensive classroom management plan has 5 core things : - A statement of
purpose - the agenda of the class - eg : our class is a place of learning that appreciares creativity and diversity.As we
learn,we are committed to bringing out the best of one another. - Rules - display this as a chart in the classroom and discuss the
discuss it in the first day of the class. - procedures- procedures for specific tasks : Like what is expected when you enter consequence
' exit the class, if you want to use the washroom/ during lunch time/during dismissal. This creates smooth transitions s then and
between students and teachers. - consequencesprovide positive and negatve consequences : -action plan there with the
child.
if a child or a
class is
naughty .
discuss with
them the
issue. talk to
them. resolve
Creating a class management plan
How can you encourage students to become engaged?

https://cetl.uconn.edu/
  The four questions strategy

When an educator sees a student not on task or acting in accordance with the class’s social contract, and proximity or
nonverbal signals have not been effective, they ask the students the following questions:

 What are you doing?

 What are you supposed to be doing?
 Why aren’t you doing it?
 What are you going to do about it?

 Call-and-Response

 Call-and-response is a fun and quick way to capture attention, signal a transition, or start/end an activity in any
classroom.

 Call-and-response originated in Sub-Saharan African cultures, where a leader would issue a call to a public gathering
and the participants would share a unified response.

 In the classroom, the teacher might audibly issue a 1-3 word call, to which the entire class would (ideally) stop what
they are doing and respond. Examples include: “Stop…collaborate and listen!” “Marco…Polo!” and “We are. Limitless!”
 Turn It Around

• Students striving to gain attention through disruptive behaviors may enjoy and benefit from the “Turn it Around”
technique, which is less time-consuming than the four questions strategy.

• The goal of issuing a clear, non-confrontational directive is for a student to, independently, change an undesired behavior
or mindset to one that maximizes learning and effective collaboration in the classroom.
16 PROACTIVE CLASSROOM MANAGEMENT STRATEGIES
1. Establishing positive relationships 9. Teacher proximity
with all students in the class
10. Motivation system to reward
2. Positive greetings at the door to desirable behavior
precorrect and establish a positive
climate 11. Goal setting and performance
feedback
3. Organizing a productive classroom
12. Visual schedule of classroom
4. Classroom rules/expectations and activities
procedures are visible and known by
every student 13. Effective cuing systems to release
and regain attention
5. Transitions are managed well
14. 5 to 1 ratio of positive: negative
6. Independent seatwork is managed interactions
and used when needed
15. Smiling and being nice
7. Communicating competently w/
students 16. Providing numerous opportunities
to respond
8. Teach, model, and reinforce prosocial
skills
What Are the Benefits of Classroom Management?

1. Safety

By establishing clear and consistent standards of behavior teachers can ensure that their classes are organized and
productive

2. Positive Class Environment Building

Through behavior management, teachers can create an atmosphere of mutual respect in which all classroom
participants feel safe to share their options without risk of censure.

3. More Teaching Time

By setting up clear behavior expectations and consequences at the beginning of the year, teachers can create a fluid
and productive class in which time is spent engaging in educational activities, not responding to student
misbehaviors.
4. Relationship Building

Through effective classroom management, teachers can build healthy and mutually respectful relationships with
their students, and allow students to build these positive relationships with their peers.

5. Preparation for Workforce

Classroom rules help prepare students to successfully follow the rules that will dictate their actions later in life.

5. Preparation for Workforce

Classroom rules help prepare students to successfully follow the rules that will dictate their actions later in life.
EFFECTIVE CLASSROOM SETUP
CLASSROOM SET-UP
Why classroom arrangement?

• The main cause of off-task behaviour is classroom seating arrangement. (Bonus & Riodran, 1998).

• Room arrangement affects the learning process, student behaviour and student engagement.
(Florman, 2003: Lackney & Jacobs, 2002: Proshansky & Wolfe, 1974: Richards, 2006: Strong-Wilson & Ellis, 2007; Susi, 1989; Weinstein, 1977).

• We need spaces for activites

• To make sure that we can monitor

• To optimize the teacher role and students role

• To avoid the teacher centeredness issues

Questions to consider when arranging classroom layout:

 Can I see the faces of every single student and can they see
me?

 Can everyone see the board (if you’re planning on using it)?

 Can the students see one another?

 Can I move around the room so that I can monitor effectively?

 Is the layout can facilitate the students’ activities?

 Is there any student with special needs that I have to facilitate?

Classroom Arrangement styles
good for staying on task or giving exam- easy to supervise students,not student centred and
leads to boredom.
The most-often-seen classroom arrangements styles
An Example of an effective Elementary School Classroom Arrangement
An Example of an Effective Secondary School Classroom Arrangement
Reflect, reflect, reflect.....
Thank you!
MANAGEMENT OF CLASS DYNAMICS
MODULE 3
HOUSEKEEPING

Mute your microphone when not talking.

Please use you full name as the profile/display name when you log in

Keep video on and be attentive. Show your understanding with a nod or hand gesture (thumbs up)

Use the ‘raise my hand’ feature to ask questions or share ideas or experiences

Be active and take notes

MANAGEMENT OF CLASS DYNAMICS
CHAPTER 1 – SESSION 1
Management of class dynamics
Chapter 1 Understand the principles and practices of managing class
dynamics.
Chapter 2 Understand how to manage group learning environments.
Chapter 3 Understand how to manage learning in groups to comply
with requirements.
Chapter 4 Understand how to assess the classroom dynamics.
CHAPTER 1
THE PRINCIPLES AND PRACTICES OF MANAGING CLASS DYNAMICS.
Learning
outcome 2 To understand how to manage group learning 2.1 Examine the impact of class dynamics on
environments. learning..
2.2 Explain how to facilitate collaboration and
learning between group members.
2.3 Explain how to use motivational approaches
to engage group learning.
2.4 Evaluate behaviour management solutions
utilised in class.
‘It is the Teacher who makes the difference not the classroom’
 COMPONENTS OF CLASSROOM DYNAMICS

Classroom
dynamics

Classroom Classroom Relationships

management set-up for learning
Organization, Physical arrangement Positive interactions
protocols, policies of furniture and of teacher and
and routines resources to optimize students and students
learning with their peers.
Defining Classroom Management
Classroom management refers the collection of techniques that teachers use to encourage effective
learning by minimizing distractions and disruptions.

It includes all of the things that a teacher does toward

• fostering learner involvement,

• cooperation,

• and a productive working environment.

• Using classroom management strategies effectively,

• minimizing the behaviours that impede on learning

• and reinforcing the practices that foster learning.

Let’s reflect....

Classroom management also involves

• record keeping
• organization of non-academic tasks important in the documentation of teaching and learning processed.
Such records include checking class attendance, keeping learner progress records, display and storage
of instructional materials.
Essential elements of good classroom management

A teacher can have great lesson plans and materials. However, if a teacher cannot manage her/his class,
effective learning will not happen. So, what are the essential elements of good classroom management? It
is important for a teacher to have good classroom management skills. Both technical and personal
relationship skills are important in classroom management.

Management skills required of a teacher:

• Planning a programme of learning and teaching for your class
• Decision making concerning resources, teaching strategies and discipline
• Organizing learning activities
• Attending to learner diversity
• Coordinating learning in the classroom with learning from other sources
• Communicating with learners and parents
• Establish good relationship with the learners
• Establish class expectations, consequences and goals
 Defining classroom organization
Classroom management and organization are intertwined.

 Rules and routines influence learner behaviour,

 classroom organization affects the physical elements of the classroom, making it a
more productive environment for learners.

How the classroom environment is organized influences the behaviour in it.

For example, actions as simple as establishing fixed locations for laboratory

supplies and designating specific places for other classroom supplies can have
a dramatic effect on classroom organization and, consequently, on learning.
Considerations for effective classroom organisation
In order to organize a classroom effectively, it is important to create a positive and safe environment
for your learners that will maximize learning and will minimize the frequency of behaviour problems.

Floor space
•Count the number of desks and chairs needed
•Try to ask for furniture or needed items well ahead of time
•Place the desks where learners can easily see the teacher
•Keep high-traffic areas clear

Learner area
•Plan areas for learner's belongings.
•Provide space for learner's binders, back-packs, lunch boxes, umbrellas, shoes, etc.
•Plan for learners to hang up/store jackets or coats.

Wall space
•Cover one or more bulletin boards with coloured paper and leave bare for learner work.
•Display classroom ground rules
•Post procedures, assigned duties, calendar, clock, emergency information, schedules,menus,
charts, maps, etc.
•Have a consistent place for listing the day’s or week’s assignments
Classroom seating arrangement

Classroom organization can significantly influence learning.

The physical setup of chairs, tables, and presentation in a classroom can impact

• how the teachers communicates with learners

• how the learners interact with each other.
• engagement, motivation and focus.

Therefore, it is important that teachers consider ways to modify seating arrangements

and match them with the demands of classroom activities in order to help maximize
learning.

What could be a convenient classroom seating arrangement for the

below methods and techniques for Active Teaching and Learning?

• Learning Stations
• Brainstorming
• Demonstration
 Benefits of effective classroom management and organization
Learner benefits
The organization and procedures of the teachers (or lack thereof) are ever present reminders to the
learners of

 how to behave,
 how to conduct tasks,
 how best to be effective without discord in a group.
 Respect for others, consideration, efficiency, pride of accomplishment,
 security in knowing what, how, when, and where to do something
all these positive elements are the hallmarks and characteristics of learners who learn in well-organized classrooms

Learners like a predictable, safe, and orderly environment and they like going to a school
that provides that environment.
Teacher Benefits

Good organization brings powerful help to the teacher. It can be truthfully said that the first “aide” any teacher
has is his or her ability to organize the classroom well. The immediate benefits of a well-organized classroom
to the teacher are clear; less wasted time and therefore more efficiency

The following very significant elements:

•improved learner-teacher relations

•improved parent-teacher relations
•increased job satisfaction
•increased enthusiasm for professional growth
•increased academic progress
Collaborative Learning
The definition of collaborative learning

Collaborative learning is the educational approach of using groups to enhance learning through working
together. Groups of two or more learners work together to solve problems, complete tasks, or learn new
concepts.

 This approach actively engages learners to process and synthesize information and concepts, rather
than using rote memorization of facts and figures.

 Learners work with each other on projects, where they must collaborate as a group to understand the
concepts being presented to them.

 Through defending their positions, reframing ideas, listening to other viewpoints and articulating their
points, learners will gain a more complete understanding as a group than they could as individuals.
 Collaborative vs. cooperative learning: What is the difference?
Cooperative learning is a type of collaborative learning
Cooperative learning
participants are responsible for a specific section of their own
learning and success, and also that of the group as a whole.
They must use their knowledge and resources to make sure that
all team members understand the concepts that they are learning.
The roles and structure of cooperative learning are predefined,
e.g. to the cast and crew of a theatre production: the success of the
show depends on all of the interconnected roles supporting each
other, but there is a director overseeing the project closely.
Collaborative learning
In collaborative learning, individual participants must also take
responsibility for their team learning and succeeding,
Their roles, resources, and organisation is left up to them. There is
no director to administer the rules of engagement, so the group itself
must self-direct.
Even though each person has a separate role in the work, the entire
group has a stake in the success of others.
e.g. in software development, a group of junior developers has a
task to learn a new framework, then develop part of a program while
using it. Each developer has their own part of the code to develop,
but their work will only be successful if everybody learns and
performs their part properly.
Group Dynamics Stages
 Collaborative learning theories

Collaborative learning is underpinned by the concept that learning is a naturally social act, and that learning
occurs through talking, attempting to solve problems, and seeking to understand the world.

Vygotsky’s theory of social development

• Lev Vygotsky’s social learning theory puts an emphasis on the importance of social interaction for the
development of learning and cognition.
• Vygotsky’s theory approaches learning from a sociocultural viewpoint, arguing that individual development
does not happen without being informed by social and cultural contexts.
• He proposed that speech plays a major role in the development of thought, with conversations with more
knowledgeable people driving forward understanding and cognition.
• Vygotsky also developed the concept of the More Knowledgeable Other (MKO).
 More Knowledgeable Other is a person who already has the knowledge or experience that the learner is
seeking. It could be a parent, teacher or older adult, but could just as easily be a peer.
 It is through interactions with this person that a learner can see desired behaviours modeled or receive
important information.
 Vygotsky termed this as collaborative dialogue, as the learner seeks knowledge, internalises the information
provided by the More Knowledgeable Other, then uses that information to guide their own actions.
/
Ref: https://www.valamis.com
Piaget’s theory of cognitive development
• His theory states that, as children grow, they construct an understanding of the world around them, experience
discrepancies between their understanding and their experiences, then correct those discrepancies through
reorganizing their mental processes.

• Piaget developed the concept of ‘schemas,’ which he defined as units of knowledge, the basic building blocks that allow
humans to organize knowledge and understand complex concepts.

• He defined a schema as “a cohesive, repeatable action sequence possessing component actions that are tightly
interconnected and governed by a core meaning.”

• He believed that there are some innate schemas, such as the sucking response of newborn infants, and others that are
acquired through experience.

• Piaget believed that this is driven by a need for equilibrium, which in turn drives development. Equilibrium is the state in
which a child’s existing schemata can handle most new information in the assimilation process. When that doesn’t
happen, disequilibrium will commence and the child will be uncomfortable. The child will respond to that by seeking to
adjust, through the process of accommodation, and will master new knowledge through that process.

• To Piaget, the processes of assimilation and accommodation require an active learner, as the child must seek to
discover the problem-solving skills they need. In this process, the child must interact with physical and social
environments to learn.
Piaget versus Vygotsky: What is the difference?
While both Piaget and Vygotsky agreed that cognitive development comes in stages and has roots in both
nature and nurture, they differed on some key points.

Piaget Vygotsky
believed that a child drives their own cognitive believed that social interaction is what drives the
development, as children have an innate tendency cognitive development of children.
to adapt to new experiences
thought that children learn best when allowed to thought that instruction and guidance were key to
use self-discovery and active learning a child’s learning.
thought that it was the same universally. posited that different cultures and periods of time
have an impact on cognitive development,
thought that, while the stages of development are believed that development could be accelerated
more or less set, children will only proceed to by using the zone of proximal development and
learning when they are ready, more knowledgeable others.

There is evidence that a child being exposed to guided learning within Vygotsky’s Zone of Proximal
Development shows greater understanding than a child learning alone within Piaget’s discovery learning
framework, according to a study conducted in 1990 by Freund.
 “Cooperative learning is an educational approach that promotes interaction among students and
shared responsibility for academic achievement” [Stein, R. & Hurd, S. (2000).

The following examples are among the most well-known types of collaborative learning:

 Think-pair-share

 Problem based learning – PBL

 Guided design

 Case studies

 Simulations

 Peer teaching

 Small group discussions

 Peer editing

 Jigsaw strategy Ref: https://tltc.umd.edu/

 Think-pair-share

•Give students a discussion prompt, question, short problem, or issue to consider.

•Individuals work briefly on a response.
•Peers report their responses to each other in pairs.
•Some (or all) pairs summarize their discussion for the large group.

 Problem based learning – PBL

Problem-based learning (or PBL) introduces a specific problem to students, usually in groups, over an
extended period, and requires that they understand the problem and begin to propose a response or
solution.

 Guided design

Guided Design, a type of PBL, leads students through steps as they work on a problem.
So, for instance, groups might do preliminary research and report back simultaneously, identify stakeholders
and report back simultaneously, propose compromises and report back simultaneously, etc.
 Case studies

Case studies provide students with sample problems from experience.

 Simulations

Simulations ask students to adopt roles as they perform the work of a problem-solving group. Students of
government and politics, for example, might take on the roles of business owners, city council members

 Peer teaching

Peer teaching is a very effective means for both the student-as-teacher and student-as-learner to learn
new concepts. One example of peer teaching is tutoring, which means guiding the learning of a newer
student. This can be as informal as a brief discussion in which a student explains a concept or clarifies a
misunderstanding.
 Small group discussions

Small group discussion offers students the chance to interact with peers, to listen, and to teach.
Effective small group discussion is guided by clear directions and asks students to share a
product (a summary of discussion, a consensus view with minority report, or even a critique of the
discussion prompt).

 Peer editing
Peer editing guides students as they review each others’ drafts of written work. This foundation of the craft of
academic writing serves to teach both editor (who must learn to read critically and communicate criticism) and
writer (who must learn to consume, evaluate, and incorporate feedback). When requiring peer editing,
articulate clear expectations, instead of simply asking students to read and evaluate writing (e.g., have them
identify a thesis statement and assess the strength of the writer’s evidence).

 Jigsaw strategy

The jigsaw strategy breaks problems into small parts and assigns parts to groups who report
back, contributing a piece of the puzzle’s solution. For example, each student in a group might be
assigned a distinct article to read on a shared topic or issue; each would present that article
to the group to synthesize all articles.
As you develop collaborative approaches, bear in mind the following:
 Do not simply put students in groups with vague directions to discuss a topic. Instead, focus the discussions with a
question or topical conflict.

 Organize groups with a purpose. Have a learning objective in mind: Would it make more sense to assign groups
randomly, to allow peers to organize themselves into groups, to place students together with those whose performance
has been similar? There are rationales for each of the preceding; just be sure your strategy is not arbitrary.

 Always require a product of groups’ work, even if it is as informal as a brief summary of their discussion. Accountability
will motivate students put in their full effort and the product will serve as a means of assessing their understanding.

 Consider ways for assigning roles, but resist appointing a “leader,” upon whom more responsibility will fall than his or
her peers. Instead, think about roles that share work (e.g., facilitator, recording secretary, spokesperson).

 Be attentive to student schedules. If requiring regular collaboration that demands face-to-face meetings, allow those
meetings to take place during class.

 As with any method, be wary of overuse. If each class meeting relies on group work learning may be no more lasting
than if each class relied exclusively on uninterrupted lectures.

 Always prepare and distribute a grading rubric for collaborative projects that will be graded.
Linking learner motivation to deeper engagement

The emotional state of the learner.

•Emotional competence
•Interest and curiosity
•Fun and challenge
•Affective and physical safety
Learning is both cognitive and emotional.
The essential ingredient that enables motivation to facilitate deep student learning
is engagement.

 Engagement has been defined as the extent to which students are connected to what they are learning,
how they are learning it, and who they are learning from.

 Engagement can be behavioral – concerned with attention, effort, persistence and participation. It can be
cognitive — concerned with values and goals, or emotional — concerned with belonging to a group or
interpersonal relationships.

 Engagement can be perceived as the “hook” that captures students’ attention so that the students feel
that the experience has value and relevance to their learning and their personal goals and needs.
 Intrinsic and Extrinsic Motivation
How can it be that three students of the same age display such very different levels of motivation?

We know now that motivation is a very important factor in engaging students for
deep learning, and that motivation can manifest itself in varied ways.

But where does motivation originate?

Are there different types of motivation?

How does a learner’s mindset effect engagement in a task?

Dr. Julie Bower from the School of Education at The University of Queensland explores some of these
questions. Taking from the theories (Ryan & Deci, 2000) of human motivation, human development and
wellness, Julie explores self-determination theory (Deci & Ryan, 2008) in relation to autonomous motivation
and controlled motivation.

https://granite.pressbooks
Motivation can be classified into two camps:

•Intrinsic, coming from within, and

•Extrinsic, originating from something external.

We can all identify examples of intrinsic and extrinsic motivation in our everyday lives, and
we know that these types of motivation feel very different.

Can you give some examples.

Facts:

The majority of classrooms operate on a system of extrinsic rewards and yet we know that children are
curious about exploring their world and thus are already intrinsically motivated.

A baby strives with all his might to take his first steps as he truly wants to walk. And not because there’s an
external reward for reaching this milestone.
https://granite.pressbooks.pub/
 Self-determination
Teachers who provide opportunities for students to become self-determined and to enjoy a level of
competence, have more motivated students.

Deci and Ryan’s self-determination theory(2008). Based on theories (Ryan & Deci, 2000) of human
motivation, human development and wellness, self-determination theory addresses the distinction between
autonomous motivation and controlled motivation, as predictors of performance and outcomes

Autonomous motivation Controlled motivation

involves both intrinsic motivation and
some forms of extrinsic motivation
that are integrated into ‘one’s sense of
self’.
autonomously motivated learners as
those who value and experience self-
endorsement of their actions.
consists of the external regulation of
one’s behavior, resulting in the need
for approval, avoidance of shame or
punishment, or self-esteem contingent
on the controlling factor.
Self-determination theory proposes three fundamental needs which must be met for motivation to occur.

1.The need for autonomy,

2.The need for competence, and
3.The need for relatedness.
The need for autonomy
Jang, Reeve and Deci (2010) suggest that autonomy supportive teachers,

 empower their student’s personal autonomy by empathizing with students’ perspectives.

 identify and nurture ‘students’ needs’ their interests and their preferences,
 provide achievable challenges.
 highlight meaningful learning goals, they present interesting, relevant and enriching activities.

Dresel and Hall in 2013, suggest that in facilitating students need for autonomy,

 students might be encouraged to set their own learning and behavioral goals,
 choose the content or the process of some learning tasks
The need for competence

To assist with fostering ‘students’ needs for competence, teachers should provide

 clear, purposeful, specific and individualized feedback.

 clear instructions and explanatory rationales for learning activities,
 a level of structure and guidance to model leadership
 a range of learning activities that account for learning preferences and skills.

The need for relatedness

To facilitate the need for relatedness, teachers can ensure

 the inclusion of collaborative activities.

 build a positive rapport between students and the teacher,
 they can make known that the progress of each learner is really valued by the teacher.
Fixed and growth mindset
Fixed and Growth Mindset

With this theory in mind Carol Dweck has identified two types of mindsets.

•A fixed mindset suggests that intelligence and ability is static and nothing can change what is biologically
predetermined.
•A growth mindset supports intelligence and ability as dynamic and ever-changing.

Growth mindset

Timothy Sifert’s (2004) research highlights that students

 who attribute success and failure to internal controllable causes, are more likely to feel pride,
satisfaction, confidence, and have a higher sense of self-esteem.
 They’ll then choose to work on more difficult tasks, display greater self-determination and higher levels of
cognitive engagement.
 They have a strong sense of control, they learn from their mistakes and they produce work that is of a higher
quality. Such learners are intrinsically motivated.
 They exhibit a positive affect, they’re flexible and they engage deeply with the task.
Fixed mindset

 Students that believe that their failure is attributed to uncontrollable factors are more likely to feel shame
and will demonstrate reduced effort or cognitive engagement.
 They are performance, self, other and failure focused, and they view their self-worth as being tied to their
performance, and as compared to the performance of others.
 They may engage in task avoidance, which comes from the wish to protect self-worth.
 But it’s not as simple as high ability students do well, and lower ability students do not.
 Self regulation
Self-regulated learning refers to an independent and self-motivated process of acquiring knowledge and skills.

Facts:
Research suggests that students learn best when they have the ability to self-regulate. In fact, the degree to
which students become self-regulators of their own learning influences academic success at school.

Self-regulated learners display several features in their work

•They develop their own goals and choose learning strategies to meet these goals.
•They employ techniques to monitor and evaluate their progress, and modify their learning when
necessary.
•They have the ability to self-regulate their behavior, thoughts and emotions, which leads to sustained
focus and attention. This includes being able to slow or impede behavior, thoughts, and emotions
which do not contribute to learning.
Italy’s first female doctor Maria Montessori developed an educational approach based on a constructivist
model in the late 1800s. She recognized that self-regulation is an important indicator of healthy
child development and that it could be enhanced over time.

Her philosophy and methodology has strong foundations in children’s self-regulation and
independence. Students exercise a large degree of choice in Montessori classrooms balanced with a
degree of task structure. Developmentally appropriate materials are placed around the classroom
for a variety of hands-on tasks which encourage planning and organization skills, flow and
concentration, and task persistence. In noting children’s capacity for being absorbed in a task, or in a
flow state, large periods of time are provided for children to develop sustained concentration and
attention which are important components of self-regulation.

External rewards are not a feature of the Montessori approach. Instead, children in Montessori
classrooms are intrinsically motivated to learn through the completion of the activities, feeling a sense
of pride, ownership, and accomplishment.
Teachers can assist students to set realistic yet challenging goals.

•Encourage students to be cognizant of their own behavior by observing and recording themselves for
reflection.

•Provide a range of instructions that students can give to themselves during the learning process.

•Model how to evaluate achievement and modify strategies and goals if necessary.

•Teachers should also provide frequent opportunities for students to practice self-regulating
strategies and solve interpersonal problems.

•It’s also important for teachers to improve their students’ attentional readiness through techniques
such as breathing and mindfulness.

All of these strategies will lead to self-regulated deep learners in our classrooms.
Alternative learning environments to motivate students
Thank you
MANAGEMENT OF CLASS DYNAMICS
MODULE 2
HOUSEKEEPING

Mute your microphone when not talking.

Please use you full name as the profile/display name when you log in

Keep video on and be attentive. Show your understanding with a nod or hand gesture (thumbs up)

Use the ‘raise my hand’ feature to ask questions or share ideas or experiences

Be active and take notes

MANAGEMENT OF CLASS DYNAMICS
CHAPTER 3 – SESSION 3
Management of class dynamics
Chapter 1 Understand the principles and practices of managing class
dynamics.
Chapter 2 Understand how to manage group learning environments.
Chapter 3 Understand how to manage learning in groups to comply
with requirements.
Chapter 4 Understand how to assess the classroom dynamics.
Learning
outcome 2 To understand how to manage group learning 2.1 Examine the impact of class dynamics on
environments. learning..
2.2 Explain how to facilitate collaboration and
learning between group members.
2.3 Explain how to use motivational approaches
to engage group learning.
2.4 Evaluate behaviour management solutions
utilised in class.
Learning
outcome 3 To understand how to manage learning in 3.1 Explain how to support learner’s rights in
groups to comply with requirements relation to equality, diversity and inclusion.
3.2 Describe how to minimise risks to the
security, safety, health, and wellbeing of learners
in groups.
3.3 Explain how to manage confidentiality in
relation to group information exchange.
3.4 Explain how to maintain records in
accordance with legislatory and organisational
procedures.
EQUALITY, DIVERSITY AND INCLUSION
Models of Behaviour Management
The Ecological Model
• In the ecological model the classroom is considered to be
an ecosystem that involves interactions between the physical
environment, teacher characteristics, curriculum including
pedagogy and resources, and a multitude of student variables.

• Explanations of both productive and unproductive

behaviours must therefore consider the interaction of all four
components of the specific learning ecosystem and
interactions between multiple school settings (e.g., classrooms,
playground/yard, canteen).

• This is based on the key principle that student behaviour

does not exist in isolation but within the interaction between
all elements of that ecosystem.
Choice Theory – by William Glasser (1997)
His Reality and Choice theories state that students need to have an awareness of their responsibility and to
make their own decisions about their learning and behaviour in the classroom, students must have a choice
and that if they help choose their curriculum and decide on the rules in the classroom, they will then have
ownership of their learning, have pride in their participation, will have higher self-esteem and will exhibit
greater levels of self-confidence and higher levels of cognition. This approach to classroom management
creates a safe space to learn, as mainly it is their space.
B F Skinner (1954):
Skinner was a renowned learning theorist in the 1930s and 1940's and he saw learning as a result of
associations formed between stimuli and actions. In regards to the classroom, Skinner (Canter, 1997),
stated that by rewarding students for good behaviour and ignoring or punishing wrong behaviour, students
would come to understand how to behave in a classroom environment. Behaviours that were rewarded would
be repeated, those that were not would be avoided and thus, a well-behaved classroom would result.

• relied on the assumption that the best way to modify behaviour was to modify the environment.

• He was a proponent for many instructional strategies that modern day "progressive” educational
reformers advocate for: scaffold instruction, small units, repetition and review of instructions, and
immediate feedback.
• Skinner did not approve of the use of punishments in school, or as a behavioural modification
technique in general. He posits that punishments were ineffective and he advocated for the frequent use
of reinforcement (i.e. rewards) to modify and influence student behaviour.
 Choice Theory – by William Glasser (1997)

Teachers must -
Before you even step into the classroom, it is important to realize what could be motivating the
students to want to “act out” behaviourally and influence the overall classroom environment.

Glasser addresses such motivations through the choice theory (Charles, 2011).
• The choice theory assumes that a “student’s behaviour is based upon whatever is most satisfying
to them at any given time” (Charles, 2011, pg. 145).
• Students are determined to try to be in control over their own lives so they can meet their needs,
therefore, it is the duty of teachers to guide, teach, and expose students to positive and responsible
behaviour, which allows them to gain more self-control over their “chosen” behaviours (Charles,
2011).
• Students should be given the opportunity to understand that their behaviours can be chosen by
themselves, as are any consequences that follow from their choices.
• It is also important that students understand that they are entitled to be treated fairly and be able to
raise a concern if they feel that they have been treated unjustly – provided they follow the correct
process.
Alfie Kohn (1957) says, :
• grades and praise, kills intrinsic motivation and the desire to learn, and this concept is in
opposition to what teachers have always been taught.
• The punishment/praise grade system explains why the system has failed so many students as the
competition norms of most classrooms indicates that for every winner/top of the class, there will
be thirty-nine losers dealing with the inherent self-esteem issues surrounding their constant failure.
• He states that rewards destroy a student’s inherent motivation and reduces their natural
interest in a subject.

What must be done according to Kohn

• Helping students tap into and develop their inner authentic selves where they think, feel and
care on a deeper level is the teacher’s primary responsibility; arousing students’ interests in
learning is another. Thinking deeply and critically should be the first goal of education;

• the second goal is the desire for more education and a lifelong affair with learning.
 EFFECTIVE COOPERATIVE LEARNING STRATEGIES
Assign Individual Roles to Help Students Stay on Task
Assign each student a specific role within their group, this will help each student stay on task and help the overall
group work more cohesively. Here are a few suggested roles:
•Task Master/Team Leader: This role entails the student to make sure his/her group stays on task. Sample statements: "Have
we read the paragraph on George Washington yet?" "We need to move on, we only have ten minutes left.“

•Checker: The checker's role is to make sure that everyone agrees with an answer. A Sample statement may be, "Does
everyone agree with Jen's answer on the year Washington was born?“

•Recorder: The role of the recorder is to write down everyone in the group's responses once they have all agreed to them.

•Editor: The editor is responsible for correcting all of the grammatical errors and to check for neatness.

•Gatekeeper: The role of this person can be described as the peacemaker. He/she must make sure that everyone is
participating and getting along. Sample statement: "Let's hear from Brady now.“

•Praiser: This role entails a student to encourage other students to share their ideas and to work hard. A sample statement
may be, "Great idea Reesa, but let's keep trying, we can do this."
Responsibilities and Expected Behaviors in Groups
An essential element of cooperative learning is for students to use their interpersonal skills in a
group setting. In order for students to accomplish their task, each individual must communicate and work
collectively (use the talking chips strategy to control noise). Here are a few of the expected behaviors and duties
each student is responsible for:
Expected behaviors within the group:
•Everyone must contribute to the task
•Everyone must listen to others within the group
•Everyone must encourage group members to participate
•Praise good ideas
•Ask for help when needed
•Check for understanding
•Stay on task
Responsibilities for each individual:
•To try
•To ask
•To help
•To be polite
•To praise
•To listen
•To be present
Learner’s rights in relation to equality, diversity and inclusion
Reflection question

What is your understanding of equality and diversity in the classroom?

Key question
How can equality, diversity and Inclusion be embedded in all aspects of teaching and learning?
 Do you aspire to be.....
• Inclusive – does your teaching take to account of individual needs, backgrounds, abilities and learning
styles?

• Responsive – recognize, empower and validate your students diverse experiences?

• Anti-discriminatory – does your teaching raise awareness of rights and responsibilities in the classroom,
the work place and society?

• Attitudinal – does your teaching identify stereotypes, prejudices and discriminatory attitudes that damage
personal and working relationships and threaten community cohesion?

• Diverse – Does your teaching acknowledge the contributions to human progress of men and women of all
backgrounds, ages, cultures, abilities, religions and ethic groups e.t.c?

Ref: Stella Dadzie

WHY DIFFERENTIATE?

“…just because there is a predictable pattern to growth, and a predictable season for blooming, doesn’t mean that
every flower on the plant will bloom on the same day. Each flower opens at its own rate within the growing
season. For a flower, the season for blooming may be a matter of weeks or months. In child development, some
seasons may even last a few years.” – Amanda Morgan
DEMONSTRATING WAYS TO PROMOTE EQUALITY AND VAUE
DIVERSITY IN OWN TEACHING
How to differentiate?
Step 1
In a differentiated classroom the teacher, Use of assessment data
Assesses and Diagnostic assessment
monitors skills,
knowledge levels
data, initial assessment

Groups students as
per their skills and
needs

Strategic grouping Plans lessons -

determine effective
Learning groups ways to help every Planning for
Intervention groups child to grow in
differentiation
understanding and
TA support skills
Step 2

Elements of differentiation : Content, Process, Product and the Learning environment

Step 3:

75% to 80% of your

learners

15% of your learners –

low achievers/ELL

5-10% of your learners

– SEND/More and
exceptionally abled
Starts at the planning stage – evidence in your lesson plans

Learning Resources
Cue Cards
Graphic Organizer
Understanding Accommodations and modifications
 Accommodations Modifications

A strategy used to help a student with A strategy used to help a student with
learning needs experience the same significant learning needs the same
curriculum as his or her peers. curriculum as his or her peers.

Has the same learning outcomes as his or Has different learning outcomes than his
her peers. or her own peers.

Happens in general education classroom Happens in general education classroom

Tools, materials, technology, visual aids or
timing are used to help the student
access the curriculum so she/he can
learn the same content as his or her own
peers
Tools, materials, technology, visual aids or
timing are used to help the student
experience the curriculum but may not
learn the same content as his or her
peers.

Grading is the same. Grading is different.

How do you ensure equality and diversity in teaching and learning?
1. Content, Activities & Resources
 Lesson content and resources promote the benefits and explore the challenges of diversity.
 Topics and issues are relevant to the diverse lives, needs and experiences of learners and highlight
issues of common concerns
 References and case studies include positive role models from invisible, under presented and non-
traditional groups.
 Activities and assignments help to challenge stereotypes and fear of difference.
 Visual images, exhibitions and course literature and displays of work reflect social, national and/or
global diversity.
 Lessons celebrate diversity and achievements of people from under-presented groups
 Enrichment activity promote and provide opportunities for cross-cultural involvement, awareness and
understanding
2. Classroom delivery
 Activities and teaching approaches are inclusive and learner centred

 Teaching is differentiated to meets the individual needs and learning

styles.

 Learners with individual needs are supported and enabled to participate

 Learners are encouraged to mix, learn from, and respect each other
regardless of background or appearance.

 Teachers are mindful of their own language, behaviours and

stereotypes.

 Teachers feel confident to challenge inappropriate comments, attitudes

and behaviours.
Using bloom’s to ensure equality and diversity in teaching and learning
Use of Assistive Technology
Embedding Equality and diversity – What are the challenges
 Behaviour and negative attitudes from the learners

 Contradictory messages from parents, peers, television and social media

 Staff lack of time/ confidence/ interest/ awareness

How can we use technology effectively to enhance learning and differentiate to meet the needs of learners?
THE EDUCATOR’S ROLE: PRIVACY, CONFIDENTIALITY, AND
SECURITY IN THE CLASSROOM

Most teachers are responsible for maintaining each of these components:

Ref: studentprivacycompass.org /
TEACHERS SHOULD CONSIDER THE VARIETY OF DATA THEY
GATHER IN THEIR CLASSROOMS:
When considering privacy, teachers should remember that all student personal information belongs to the
student and therefore should be kept private. This information includes assessment results, grades, and
demographic information.
Teachers can ensure students’ privacy by empowering them to share only the information they want and
helping them understand how sharing their personal information can impact them.
Confidentiality comes into play when private data is shared. Students trust their teachers to keep their data
confidential and share it carefully. Teachers are responsible for holding every student’s data in confidence
and sharing it only with necessary parties such as parents, other teachers, and administrators.
Finally, teachers can keep student data both private and confidential by establishing clear security
practices in their classrooms. They may consider things such as how and where they share student data
and how this data is accessed.
Consider the following ideas for secure data storage:
Management of Class
Dynamics
MODULE 3
Housekeeping
Mute your microphone when not talking.

Please use you full name as the profile/display name when you log in

Keep video on and be attentive. Show your understanding with a nod or hand gesture (thumbs up)

Use the ‘raise my hand’ feature to ask questions or share ideas or experiences

Be active and take notes

Management of Class
Dynamics
CHAPTER 3 – SESSION 4
Management of class dynamics
Chapter 1 Understand the principles and practices of managing class
dynamics.
Chapter 2 Understand how to manage group learning environments.
Chapter 3 Understand how to manage learning in groups to comply
with requirements.
Chapter 4 Understand how to assess the classroom dynamics.
Learning
outcome 4 Understand how to assess the classroom 4.1 Explain the tools that can be used to assess
dynamics. classroom dynamics
4.2 Explain how to use peer observation,
student feedback and recordings.
What Group Dynamics Can Teach Us about Classroom Learning

“Deeper awareness of small group

processes can enhance the teaching
effectiveness of teachers through
improving their ability to raise student
participation levels, increase individual
and group motivation, stimulate
enthusiasm, and facilitate communication
in the classroom.” Billson (p. 143)
Principles of small group dynamics – by JM Billson 1986
They help us understand what’s happening in our classrooms

Principle 1: Every participant in a group is responsible for

the outcome of the group interaction.

Principle 2: When people feel psychologically safe in a

group, their participation levels will increase.

Principle 3: A group will set its own norms of behavior and

will expect conformity to them.

Principle 4: The leader of any group serves as a model for

that group.
‘It is the Teacher who makes the difference not the classroom’

Are we managing the classroom dynamics well?

How do classroom dynamics affect learning?
What is learning? How do you know when you see it?

When we learn, there is a change in the pattern of electrical signals across the brain. This does not happen in a simple
way however, the new brain pattern suddenly emerges and there is an abrupt change in brain function. This will not be
surprising to teachers, who talk about ‘light bulb moments’ when pupils suddenly ‘get it’- Computer models (Cilliers,
1998), experimental work (Freeman, 1999) and cognitive neuroscience (Kelso, 1995)

Furthermore, there is whole body of evidence that

 pupils’ ideas are often resistant to teaching (Brown and Hammer, 2008);
 they continue to hold naïve views despite a huge effort on the part of the teacher;
 there is not a simple relationship between what is taught and the influence it has.
 Learning is highly sensitive to the history of the learner and the context at any moment in time.
 if learning is sensitive to the context in which pupils learn, then that means our classrooms have an influence
on how pupils learn.

Ref:https://discovery.ucl.ac.uk/
 What happens in the classroom is ‘non-linear’ and complex. The course of a lesson can change
quickly and the ‘character’ or ‘dynamic’ of the class is sensitive to internal and external influences.

How do teachers respond to classroom dynamics?

 teachers already know that learning is messy, sensitive and ‘nonlinear’.

 experienced teachers have a ‘feel’ for their class and are constantly responding to the
dynamics of that class.

 teachers’ brains adapt to the class as they spend time with them.

 the best thing that a teacher can do is get involved.

How do teachers assess classroom dynamics?

 Reflective teaching – Training needs Analysis
Reflective teaching means:

 Looking at what you do in the classroom,

 Thinking about why you did it,
 And thinking about if it works for your students and for yourself
- A process of self observation and self-evaluation
Reflective teaching is an example of professional development, starting in your own
classroom.
The process of reflection comes with a cycle to follow:
1.Teach
2.Self-assess the effect of your teaching on learning
3.Consider new ways of teaching that can improve the quality of learning
4.Try these ideas in practice
And of course, repeat the process again: self-reflection never stops, even if you’re an old
hand that has been on the job forever.
 The Five Rs of Reflective Practice

Five main principles that will make sure you get the most out of your reflections − reacting, recording, reviewing,
revising, reworking and reassessing. These are sometimes referred to as the five Rs.
 How Lesson Observation Supports Great
Teaching
Observation and feedback: the bedrock of effective professional
development

Observation and feedback are essential to a variety of

professional learning experiences, including:
•Self-reflection/self-observation
•Providing feedback
•Coaching
•Mentoring
•Peer-observation
•Sharing within a community of practice

The observation - feedback loop is also the engine that

drives a Cycle of Inquiry. hese Cycles are a structured process
for teachers (often working in professional learning communities
or PLCs) to continuously improve their instruction.

https://blog.irisconnect.com
 Using ‘Peer Observation’
Peer observation is a two-way process that can benefit
both the observer and the teacher being observed, with
the goal of improving learning and teaching.

"…the defining characteristic of this model is the

importance of the one-to-one relationship,
generally between two teachers, which is
designed to support Continued Professional
Development (CPD)."Kennedy, 2005

/
https://www.cambridge-community.org.uk
 Effective schools appreciate that non-
judgmental observations can form part
of high-quality professional
development.
 These schools see peer observation as
important because it can improve the
quality of teaching and learning for an
individual and a whole school.
 The diagram, adapted from ‘Classroom
Observation’ by Matt O’Leary (2014), is
a typical model of how peer
observation works.
What are the benefits of peer observation?
Benefits for the teacher being observed
 Peer observation works alongside other forms of professional development.
Peer observation gives you an opportunity to apply what you have learned from other forms of professional
developmentFor example, after attending a training event where a new learning strategy was introduced, you could use
peer observation to get constructive feedback on how this strategy would work in your situation.

 Peer observation encourages honest conversation.

It is essential that the observation is used to gather evidence to encourage a constructive and supportive feedback
conversation.

 Peer observation provides a new way of approaching a problem.

It can help you to develop a fresh approach to managing a challenging group of learners or developing strategies for
supporting students with specific learning needs.

 Peer observation boosts confidence.

It provides an opportunity to work with someone who understands the daily demands of the classroom

 Peer observation encourages reflection.

Being observed gives you the opportunity to reflect, both before and after the observation, giving you the space to stop
and think about how you teach.
Benefits for the observer

• Peer observation develops communication skills.

Being an observer gives you the opportunity to discuss teaching and learning and practise giving constructive feedback,
using evidence from the observation.

• Peer observation helps you to reflect on your own teaching.

When observing you can pick up useful strategies and solve issues that arise in your own teaching.

“…in observing another teacher, the observer draws

on her professional vision, her adapted way of seeing
the field of practice, to render the observed scene
intelligible. In doing so, she engages in a ‘double-
seeing’ of her own classroom in comparison to the
classroom that she observes.”Tenenberg, 2016
 How to reduce barriers to learning – Learning needs Analysis
1. Ask the learner 2.

3. Partner with
parents,
families and
caretakers

https://inclusive.tki.org.nz /
4. Make Informed decisions 5.

Use a process that is centred on the learner and

allows for shared knowledge and collaboration
How to differentiate?

In a differentiated classroom the teacher, Use of assessment data

Assesses and Diagnostic assessment
monitors skills, data, initial assessment
knowledge levels

Groups students as per

their skills and needs

Strategic grouping Plans lessons -

determine effective
Learning groups ways to help every Planning for
Intervention groups child to grow in
understanding and differentiation
TA support skills
Universal Design for Learning (UDL) Approach
 Support Implementation of Technology
1.
 Using student feedback
Studies of effective teaching and learning (Dinham,
2002, 2007a; 2007b) have shown that learners want to
know where they stand in regards to their work.

Providing answers to the following four questions on a

regular basis will help provide quality student feedback.
•What can the student do?
•What can’t the student do?
•How does the student’s work compare with that of
others?
•How can the student do better?