Chapter 12 – Classroom Management and Motivation
235 About the introductory conversations.... What do you think of these? Which teacher is most like you? Is that good?
237 Three questions that guide classroom management
What should students be expected to do?
What should happen when they do it?
What should happen when they don’t do it?
-The best music classes can typically be traced back to good planning.
-Importance of understanding expectations.
Set standards early in the school year.
238 Clear expectations – consistent responses
-Breaking point 12.1 – small group discussions
239 Positive responses: likelihood of appropriate behavior occurring more frequently
-Negative responses reduce inappropriate behavior, but….
...do not help student learn appropriate behavior.
240 Not motivator / always motivated
-What is the conundrum? Common misconceptions?
-What are the consequences of misusing the notion of motivation?
241 Discuss Intrinsic and extrinsic motivation - give examples
245 Discipline is not the same as punishment ! “...a truly disciplined group is one in which members understand shared goals, know the expectations placed on them, and understand and accept a predictable set of contingencies.”
247 Personal and emotional involvement: “If a teacher responds personally and emotionally to inappropriate behavior, there is a danger of overstepping the boundaries to which educators are confined by propriety and by law.”
What are the implications of this?
What are the limits for students, for teachers?
248 Student-Directed or Teacher-Directed - explain
149 What is the Proactive vs. reactive argument. Give examples
251 Breaking point 12.3 – in 4 groups
Be prepared to write an essay on this item, using examples.
Challenges: Which of your previous (elementary, middle, high school) teachers do you find most inspiring in terms of classroom management. What characteristics of hers/his are most similar to those you expect to develop. Analyze and discuss this in terms of information presented in this chapter.