- Home

- Effective Skills for Managing Educational Environments
Effective Skills for Managing Educational Environments
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). |
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
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 |
Knowledge Pioneers © 2019. All rights reserved. INTEREDU™ is a registered trademark of Knowledge Pioneers for Training and Education