INTEREDU™ - Effective Skills for Managing Educational Environments

Curriculum

Effective Skills for Managing Educational Environments

Program Details

Title	Effective Skills for Managing Educational Environments
Duration:	15 hours
Prerequisites:	Reflective Practitioner Teacher – training program
Material:	Training Guide, Program Kit, and online resources on Marifah
Level - Track:	Fundamental Educational Qualification
Target Audience :	Teachers who have none-educational bachelor’s degree (KG, Math, Science, English, and Computer Science) grade (1-3).

Short Description

Big Ideas

•	Teacher’s management for the acceptable and unacceptable behavior is part of the students’ development and educational process.
•	Teacher’s direct partnership with parents would encourage students to behave in an acceptable manner.
•	Organizing learning environments affect students ‘attitude, behavior and motivation towards learning.
•	Some of the unacceptable behaviors happen due to educators’ mistakes (parents and teachers).
•	Innovative and positive methods direct students’ behavior over the negative ones.
•	Teacher’s efforts are very important in directing and amending students’ behavior.
•	Regarding the students behavior it is preferred to activate the developmental and preventive aspects rather than the therapeutic aspect .

Essential Questions

•	What is the role of classroom management in both students’ development and educational process?
•	How can the teacher involve parents in students’ learning?
•	How is the student’s behavior acceptable or unacceptable, and how are educators’ approaches and attitudes related?
•	What are the developmental and preventive approaches that teachers can adopt to manage students’ behavior?

Outcomes

Unit	Outcomes
1	• Identify the nature of the students’ attitudes towards schools. • Identify the basics of the classroom characteristics. • Link between the classroom characteristics and the difficulty of the teachers’ role in classroom management • Identify skills and requirements for dealing with the classroom characteristics. • Create new techniques to deal with the classroom characteristics. • Provide new techniques to deal with the classroom contradictions and its negative impact of the teacher’s job. • Identify the students’ needs that satisfy them to represent a previous requirement for the learning process. • Identify their role and the school’s role in satisfying the needs of the students. • Improve the procedural planning list “students’ needs and learning environment”.
2	• Provide a definition for the “Classroom Attention”. • Provide classroom examples on the types of attention. • Identify the importance of using more than one sensory receptor. • Identify the two factors of "Success & Joy" & their impact on students' motivation to learn. • Design instructional practices which contribute in achieving success & joy. • Identify the importance of functional knowledge and connecting learning to life. • Identify the causes of unacceptable students' problem behaviors. • Identify the methods of acknowledging the causes of unacceptable students' problem behaviors.
3	• Give examples of interventions to deal with unacceptable student’s behaviors, connecting them to their causes. • Identify initially the influence methods of the two concepts of "Self-Esteem and Self-Fulfilling Prophecy" on behavior & motivation. • Give examples of the effective practices that may enhance the students’ evaluation with their families • Explain the relation and link between their belief system and their educational practices. • Identify the factors that determine the classroom rules and regulations. • Give effective procedures when applying the classroom rules and regulations. • Analyze from a number of real examples, the factors responsible for unacceptable students' problem behaviors.

Assessment

No	Assessment		Component	Weight
1	Attendance and Participation		Participation	5
			Attendance	5
2	Formative Assessment	Self-regulated-assessment	KWL-Q	5
			Vocabulary Tool	5
		Trainer Assessment	Trainers' notes regarding trainees fill all "Thinking Activity" worksheet; which includes: Ideas appealed to/ convinced the trainees with justifications. Ideas did not appeal to/ convince the trainees with justifications. Practical operational/ practices or actions trainees will start doing with benefits. Practical operational/ practices or actions trainees will stop doing with mentioning the damages. Fill in the form and share its content with group members.	25
3	Summative assessment		Fill all "Thinking Activity" worksheet, in addition to their classroom management plan, during and after the training.	20


			Exit Task	5
			Portfolio	10

			Final exam	20
Program Total				100

Time Distribution

No	Item	Time (min)
1	KWL-Q	15
2	Pre - Vocabulary Tool	15
3	Terminology	10
4	Activity (1.1): Is School a Boring Place?	50
5	Activity (1.2): Comparison Between the Restaurant and the Classroom	Self-learning
6	Activity (1.3): Classroom Features	50
7	Activity (1.4): Classroom Contradictions	50
8	Activity (1.5): Learning Environment and Students’ Needs	50
9	Activity (1.6): Action Planning for Developing the Learning Environment	50
10	Assessment task	10
11	Activity (2.1): Classroom Attention	50
12	Activity (2.2): Appropriate Sensory Receptors	Self-learning
13	Activity (2.3): Pillars of Motivation: Joy and Success	45
14	Activity (2.4): Why Do We Learn?	55
15	Activity (2.5): Linking Learning to Real Life	50
16	Activity (2.6): An Introduction to the Causes of Students Problems	45
17	Assessment task	10
18	Activity (3.1): Dealing with Students’ Problems	45
19	Activity (3.2): Self-Esteem and Self-Fulfilling Prophecy	Self-learning
20	Activity (3.3): Errors in Applying Rules	50
21	Activity (3.4): Examples on Behavioral Problems	50
22	Activity (3.5): The Conspiracy; The influence of other’s respect on one’s self esteem	Self-learning
23	Activity (3.6): Case Study: Examples of the effective practices	60
24	Activity (3.7): Teachers Beliefs Towards Instructions	50
25	Activity (3.8): Developing Classroom Instructions and Rules List	50
26	Assessment task	10
27	Post - Vocabulary Tool	10
28	Exit Task	20
	Total	15 Hours