Week 11 Task Blog Nonverbal Cues
When speaking with a colleague, Caylee "noticed immediate results," in the classroom, compared to her experiences applying verbal interventions in the elementary classroom. The impact of body language, facial expression, and gestures are generally unnoticed in the classroom, but their impact on the environment is evident. The classroom environment is a result of all teacher and student actions and reactions, whether intentional or unintentional. Below, you can view the Powerpoint presentation my group and I shared with the class. Good Body Language Improves Classroom Management: |
“We are quiet critters We only come around When you are working quietly We get scared when we hear a sound! We like to sit on your desk and watch you from afar But if you start to make some noise We'll run back to our soundproof jar!” We led the class in creating our own "Quiet Critters." Quiet Critters are nonverbal cues that promote effective behavior management, while increasing on-task academic learning opportunities. I will definitely be using these adorable interventions in my own classroom. |
Philosophy of Classroom Management
Initial Considerations-
Creating my model-Creating a model as an artistic representation of my management philosophy gave me a more holistic interpretation of my ideas. Through generating a physical exemplification, I was able to witness a collective image of who I am as an educator and leader and how that will impact my management technique. |
Peer feedback-
My classmates’ feedback guided me to new and insightful understandings. Through their interpretation of my creation, I recognized the importance of togetherness and harmony in management. My philosophy has expanded to consider togetherness in the classroom community. By recognizing individual student’s contributions to our class as a whole, I am |
Internship implementation-
Charles, C. M. Linda Albert's 'Cooperative Discipline'. In Building classroom discipline. Boston. Allyn and Bacon. 2002. Ch. 5. pp.
Group Work vs. Cooperative Learning
Individual accountability,
Face-to-face (promotive) interaction,
Interpersonal social skills, and
Group processing
along with individual responsibility within a group. According to the Bridging Cultures Project (Rothstein & Trumbull, 2009), the collectivist classroom approach will foster a community of learners that share common academic goals, as well as values. Cooperative group work allows students to recognize that their individual contributions (individualism) impact the well-being of the entire group (collectivism). An interdependent group relies on individual responsibility. Cooperative learning groups require individual accountability and peer collaboration, while fostering positive interdependence.
References
Johnson, D.W., Johnson, R.T., and Smith, K.A. (2006). Active learning: Cooperation in the university classroom (3rd edition). Edina, MN: Interaction.
Kagan, S. The "P" and "I" of PIES: Powerful Principles for Success. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Fall/Winter 2011.
Rothstein-Fisch, C., & Trumbull, E. (2009). Managing Diverse Classrooms: How to Build on Students’ Cultural Strengths. Alexandria, VA: ASCD.
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