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 Greetings, Intrepid Interns!12 . 4 . 11Thanks for submitting the test questions from your group presentations. Your contributions are engaging, focused, and productive — can we say "effective" teachers? Click on the links below to access test questions and power points from Chapters 6, 7, 8, 9, and 10. Alicia, Garth, Emily, and Katy earn bonus points for being the first to contribute. Dr. Bowles
Chapter 9 Summary:
 Greetings, Cohort 2011-2012!Welcome to the web for CIED 5022. Your CMC web is part of Planet Gnosis, which in turn is part of a larger consortium of creative writers, photographers, academicians, and teachers who believe in sharing what they know. This year is the tenth anniversary of the host site, CornDancer.com, a developmental website for the mind and spirit. I encourage you to "take a ride" through Planet Gnosis and CornDancer to explore the many wonders of our galaxy. You will find links to your syllabus and other course-related documents to the left. Some of the links point to work by students in previous Classroom Management Concepts classes. To begin the semester I would like for you to think about how to answer the following questions: • What is "classroom management"? • Is it a skill or a disposition? • Can it be taught, or is it strictly experiential? Classroom teachers quickly realize that delivering content information to a room full of teenagers takes a herculean effort in finding an effective method to capture their attention. Any competent teacher also realizes that content knowledge comprises a small percentage in the overall sum of what it takes to be an effective teacher. If expertise in the five core content areas of secondary education — English, foreign languages, math, social studies, and science — doesn't guarantee success in a classroom, then what else does? An emerging professional teacher also must possess the appropriate skills and dispositions to manage a classroom, and enough chutzpah to admit when you make a mistake or get something wrong. A new teacher definitely knows when they don't have good classroom management. A seasoned teacher knows how to ask for help. The skills for becoming an effective classroom teacher include creating an environment for student learning and designing instruction to meet the needs of your students. Dispositions include the desire to get acquainted with your students, establish rapport, and provide a safe and nurturing place where students feel comfortable and receptive to learning. Dispositions also include the ability of the teacher to reflect on successes and take steps to improve when things don't go so well. You will discover that learning to be an effective classroom manager requires an alignment of skills, knowledge, and dispositions. CMC provides you with a framework and some background knowledge so that you can begin to design your own methods for organizing your class and managing behavioral challenges. A large part of the course requires you to reflect on what you observe during rotations and make connections to the text, class discussions, and your own ideas about how you will create the perfect learning environment for your students. I look forward to sharing my own experiences with you and providing you with resources and information to help you become adept at creating an optimal learning environment for your own classrooms. Welcome to Classroom Management! Dr. Bowles
Special Notice for Students Enrolled
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Planet Gnosis is directed by Dr. Freddie A. Bowles, Assistant Professor of Foreign Language Education in the Department of Curriculum and Instruction, the University of Arkansas at Fayetteville. Planet Gnosis is dedicated to the exploration of education and teaching. It is a cybersite of CornDancer.com, a developmental website for the Mind and Spirit. Submissions are invited. |
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