Connecting Instruction and Management in a Student-Centered Classroom
Ms. Thompson's seventh grade stu dents have been studying the solar system and are busily working in cooperative learning groups. Each group has been assigned one planet and their objective is to create a description of a being that could live on "their" planet. Because Ms. Thompson has done a good job of orches trating positive interdependence, students are relying on their groups to achieve their objective while the teacher serves as a facilitator (Johnson, Johnson, Holubec, & Roy, 1988). The noise level here is slightly higher than in the typical classroom as students interact with each other and fulfill their assigned roles. The teacher explained the rules for behavior to the students prior to beginning the project: "Keep hands, feet, and objects to yourself," "Let others have a chance to speak," and "Contribute to your group." She has predetermined consequences for both appropriate and inappropriate behavior and shared those with the class. Ray and Bill have been having trouble getting along together and today does not seem to be an exception as they continue to "pick on" each other. Even though a warning has been issued to both students, there is yet another altercation between them. Ms. Thompson explains, "Boys, this means detention for both of you." Ray turns pale and looks upset. Bill continues poking Ray with his pencil and says, "Detention's no big deal. I don't care." Ms. Thompson explains to Bill that a call to his par ents will be made. The classroom environment promoted by this teacher is typical of many middle school teachers. The instruction was creative and student centered, but the classroom management techniques were expedient and teacher centered. There can be little doubt that an inter
Designing English-Medium Classroom Management Course for Non-Natives
This qualitative phenomenological research study explores the practices of instructors teaching through the medium of English as a foreign language, in classroom management course. Data collection instruments are semi-structured interviews and the course syllabi. Phenomenological data analysis techniques (bracketing, determining themes) were employed. Results indicate that instructors do not use a specific model for the classroom management course. The challenges faced with design of an English-medium instruction such as difficulty in finding cultural course materials, lack of confidence among local students, adaptation of international students and the solutions (dividing the course into two parts: theory and practice; sharing own experiences; using tentative course syllabus) of instructors for these challenges were explored, and suggestions for the designers of English-medium courses were discussed
Teachers' Beliefs about Teaching and Learning: A Constructivist Perspective
Teachers are viewed as important agents of change in the reform effort currently under way in education and thus are expected to play a key role in changing schools and classrooms. Paradoxically, however, teachers are also viewed as major obstacles to change because of their adherence to outmoded forms of instruction that emphasize factual and procedural knowledge at the expense of deeper levels of understanding. New constructivist approaches to teaching and learning, which many reformers advocate, are inconsistent with much of what teachers believe--a problem that may be overcome if teachers are willing to rethink their views on a number of issues. This article seeks to advance this cause by identifying important aspects of current thinking that may get in the way of teachers adopting a constructivist approach to teaching and learning.