CH

APT

ER

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

TEACHERS, SCHOOLS,AND SOCIETYNINTH EDITION

DAVID MILLER SADKERKAREN R. ZITTLEMAN

Teacher Effectiveness11

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

TIME ON TASK

Allocated Time Engaged TimeAcademic Learning

Time (ALT)Amount of time scheduled for a subject

Allocated time in which students are actively involved with subject matter

Engaged time with high student success rate

11.1

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

Jere Brophy and Carolyn Evertson, Learning from Teaching: A Developmental Perspective (Boston: Allyn & Bacon, 1976). See also R. Marliave and J. Filby, “Success Rates: A Measure of Task Appropriateness,” in C. W. Fischer and D. Berliner (eds.), Perspectives on Instructional Time (New York: Longman, 1986); Gary Borich, Effective Teaching Methods (Columbus, OH: Merrill, 1988); Richard Kindsvatter et al., Dynamics of Effective Teaching (New York: Longman, 1992).

HIGH SUCCESS RATE

How can you tell whether students are performing at a high success rate?

Guidelines:

• At least _____%* of teacher questions should result in accurate student answers.

(Important for younger students and for those needing more time.)

• During independent practice, the success rate should be almost _____%**.

Engaged Time + High Success Rate = Academic Learning Time

*70% **100%

11.2

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

HIGH SUCCESS RATE (Continued)

In theory…High Success Rate = Achievement

In reality…Students are often

working at levels of failure.

In one study, 14% of the time, student answers to teacher questions were 100 percent wrong.a

Researcher Jere Brophy concludes that teachers have a tendency to assign tasks that are too difficult, rather than too easy.b

aGary Davis and Margaret Thomas, Effective Schools and Effective Teachers (Boston: Allyn & Bacon, 1989).bJere Brophy, “Classroom Organization and Management,” The Elementary School Journal 83, no. 4 (1983).

11.3

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

JACOB KOUNIN’S PATTERNS TO AVOID DURING TIMES OF TRANSITION

Flip-flops Teacher terminates one activity, begins another, then returns to the original activity

Overdwelling Teacher spends more time than is necessary to correct an infraction of classroom rules

Fragmentation Teacher breaks directions into choppy steps instead of one fluid unit

Thrusts Teacher interrupts classroom momentum with random, unrelated comments

Dangles Teacher begins a thought, then leaves it hanging without completion

11.4

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

MODELS OF CLASSROOM MANAGEMENT

Table 11.1

11.5

Advocate Main Focus Belief SystemLee and Marlene Canter

Assertive Discipline

Students deserve a safe and productive learning climate, and it is the teacher’s job to provide it. Each student is taught how to behave responsibly through clear rules and consequences. When expectations are not met, students know that the teacher will mete out consequences.

Curwin and Mendler

Discipline with Dignity

Students should always be treated with dignity, even when they misbehave. Interesting learning activities, positive reinforcement and opportunities for student success keep students on track, especially students with a history of misbehavior.

Barbara Coloroso

Developing Inner Control and Discipline

Students need to take responsibility for their actions to develop their inner discipline. If students are messy, they need to learn to clean up after themselves. If they are too noisy, they need to develop strategies to allow others to do their work.

Rudolf Dreikurs

Collaborative Decision Making and Belonging

The key in this approach is to identify the motivation behind misbehavior, and within a classroom community, to help students redirect their behavior in a positive way.

Haim Ginott

Communications You speak to students as you, the teacher, would want to be spoken to. Model desirable behaviors and maintain your calm as a teacher. Focus on what needs to be done rather than on what was done wrong.

Source: Carol M. Charles. Building Classroom Discipline (Boston: Allyn & Bacon) 2007.

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

MODELS OF CLASSROOM MANAGEMENT (Continued)

Table 11.1

11.6

Advocate Main Focus Belief SystemWilliam Glasser

Student Satisfaction

The teacher meets with the class to discuss not only behavior rules, but the curriculum being taught. The teacher plans meaningful work for the students and holds them to high standards. Students feel a part of the school, possessing a sense of fun, power, and independence.

Thomas Gordon

Discipline as Control

Students are involved in making the rules about classroom life and procedures, and the problem owners are identified – that is, those who are bothered by certain behaviors. The class as a group works to resolve these issues.

Jacob Kounin

Engagement and Supervision

Student misbehavior is reduced by engaging lessons, and the teacher’s watchful monitoring skills keep students on track.

Redl and Wattenberg

Group Dynamics Group dynamics, insights and peer influence are used to control misbehavior. The causes of any misbehavior are diagnosed and appropriate consequences are applied.

B. F. Skinner

Behavior Modification

Desired behaviors are encouraged by immediately awarding positive reinforcement. Undesirable behaviors are ignored.

Source: Carol M. Charles. Building Classroom Discipline (Boston: Allyn & Bacon) 2007.

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

PEDAGOGICAL CYCLE AND SAMPLE CLASSROOM DIALOGUE

Figure 11.2

11.7

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

BLOOM’S TAXONOMY APPLIED TO QUESTIONING LEVELS

Level I: Knowledge Recall information; rely on memory or senses to provide answer

Level II: Comprehension Students go beyond simple recall; demonstrate ability to arrange and organize previously learned information mentally

Level III: Application Apply previously learned information to answer a problem

Level IV: Analysis Use three kinds of cognitive processes:1. Identify causes, reasons, or motives2. Reach a conclusion3. Find evidence to support a conclusion

Level V or VI:

Synthesis/Creation Develop original communication, make a prediction, and solve problems with many possible answers

Level VI or V:

Evaluation Judge the merits of an aesthetic work, idea, or solution to a problem

11.8

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

BLOOM’S TAXONOMY

Key Words or Examples

Level I Knowledge

Level II Comprehension

Level III Application

Level IV Analysis

Level V or VI Synthesis/Creation

Level VI or V Evaluation

11.9

Student Generated Responses

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

WAIT TIME: CHANGES IN STUDENT BEHAVIOR

• Longer responses

• Statements supported with evidence

• Speculative thinking increases

• More student questions

• Fewer failures to respond

• More students participate

• Fewer discipline problems

• Better performance on higher-order thinking skills

11.10

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

WAIT TIME: CHANGES IN TEACHER BEHAVIOR

• Comments more fluent

• Discussion more logical

• More higher-order questions

• Higher expectations of students

11.11

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

TEACHER REACTIONS

Figure 11.3

11.12

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

EFFECTIVE USE OF PRAISE

Praise works best when:

• It is contingent upon student performance

• It is specific

• It is sincere

• It informs students of their competence and the importance of their accomplishments

• It attributes success to ability or effort

• It uses past performance as context for present performance

11.13

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

EFFECTIVE USE OF FEEDBACK

Constructive feedback works best when:

• It is specific and contingent upon student performance

• It focuses on student performance, not personality

• It provides a clear blueprint for improvement

• It is an environment that tells a student mistakes are acceptable

• It relates eventual success to effort

• It recognizes improvements in student performance

11.14

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

STUDENT RATINGS OF TEACHING SKILLS

Source: The MetLife Survey of the American Teacher 2001: Key Elements of Quality Schools (New York: Harris Interactive, Inc., 2001).

11.15

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

FIVE MODELS OF INSTRUCTION

TERM Student Generated Key Ideas

Direct Teaching

Cooperative Learning

Mastery Learning

Problem-Based Learning

Differentiated Instruction

11.16

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

TEACHING THAT WORKS

Good teachers…• Know their subject matter

• Are enthusiastic about teaching and their subject area

• Develop deep rather than shallow knowledge

• Connect new learning to prior knowledge

• Spend the major part of class time on academic activities

• Teach content at a level that ensures a high rate of success

• Are organized

• Structure learning experiences carefully

• Ensure that students have sufficient time to practice skills

• Clearly present both directions and content information

11.17

Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition. © 2010 The McGraw-Hill Companies, Inc. All rights reserved.

TEACHING THAT WORKS (Continued)

Good teachers…• Maintain high student interest and engagement

• Actively monitor student progress

• Involve all students (not just volunteers) in discussions

• Ask both higher- and lower-order questions appropriate to the objective of the lesson

• Use adequate wait time

• Provide clear academic feedback

• Vary student activities and procedures

• Hold high expectations for students

• Have high regard for students and treat them with respect

• Build classroom learning communities

11.18