Changing Curriculum, NCLB, Best Practices, Discipline

MELS 601 Aldridge Chapters 5, 6, 7, & 12

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Teaching as Transmission    

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Straight Rows Worksheets Textbooks Scripted Lessons

The teacher’s role is to utilize the prescribed curriculum and make few real decisions.

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Teaching as Transaction  In transaction, “knowledge is seen as constructed and    

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reconstructed by those participating in the teaching learning act.” Students study the prescribed curriculum Group work Activities are more open-ended and promote higher level thinking skills Differentiation is practiced

Decisions are still made primarily by the teacher, with student input, but meaning is guided by the teacher and constructed by the students.

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Teaching as Inquiry  Inquiry classrooms encourage a considerable    

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amount of student interaction in groups. Used in developmentally appropriate classrooms Inquiring environment is created Children are encouraged to explore and learn about topics of their own interest Students play active role of classroom learning

The general management of an inquiry classroom takes a tremendously resourceful and skilled teacher.

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Teaching as Transformation  The curriculum is designed so that students can

study how people or other living creatures make a difference in the world.  Students may decide to study giraffes in an inquiry classroom, in a transformation classroom, the study would go a step further to determine how giraffes have made a difference in the world  Curriculum takes on a whole new meaning…how does it impact our planet

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Which of the previous frameworks presented in this chapter do you believe the federal government most supports?

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Parents most support?

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Principals?

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Undergraduate Professors of Education?

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Why?

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Enough Said

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Read the Scenarios on Pg. 121 of text

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Which classroom would you prefer to be in?

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Do you still see scenario one in today’s schools?

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Why are professional organization guidelines sometimes in conflict with recommendations made by federal, state, and local administrators?

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Was developmentally appropriate practice used when you were in school? If so, how?

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What does your school have in place to help the beginning teacher with classroom management and discipline?

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How do you as a principal assist a veteran teacher that is having issues with classroom management and discipline?