We'll go ahead and start again then. So again, welcome to Classroom
Management. First slide I'm putting up has four figures on it. 11,000, 50,
28, and 1. The question I would ask is, what do those numbers have to do
with each other? What's the connection between 11,000, 50, 28, and 1? In a
research study done by Wong, Hertel, and Wahlberg about 16, 17 years ago,
they looked at 11,000 studies in education which covered a 50-year period
and they identified 28 factors dealing with how students learn. Through
their research, they identified one factor, picked the number one factor on
impact on student achievement. That was classroom management. A 2003 study
reported that more than 25% of the students who were in classroom
management were left out of the teachers that left teaching left due to
classroom management issues. Other issues were change of location of
spouses' jobs, disinterest in teaching, but again a shocking number, 25%
left due to classroom management issues. Classroom management and
discipline are the two nationally, are the two areas nationally that
student teachers request more preparation. In America, okay, a little card
here, a little cartoon just here that says this is a brand new teacher.
Look how her face glows. Look how young she is. It's obvious she doesn't
realize what she's in for. So again, for a lot of new teachers they have no
idea what's coming for them as they plan on their teaching career. In
America we've had a change in philosophy where again we're bringing
teachers into the classroom through alternative route to licensure where
they do not need to attend a school of education but because of their
bachelor's degree and their content knowledge, they're able to receive a
teaching license. A recent LA Times examined the experience of some of
these teachers and wrote an article entitled Controlling a Classroom Isn't
as Easy as ABC. These teachers found there was a lot more to involve in
teaching than simply content knowledge. Our Utah Valley University teaching
candidates identify classroom management as an area that they need
additional training in after their initial field experiences. Okay? Just
another little cartoon. Do you mind if I watch? I'm going to be teaching
junior high school this year. This was kind of related to my personal
experience. When I became a teacher, I went to junior high school. I had
been in college for four years. I had done my student teaching at high
school level and I wasn't really quite ready for what I encountered when I
started working with 12- and 13-year-old kids. So one of the questions is
why is classroom management such a challenge? Why do we find it such a
challenge for our student teachers as they prepare to be teachers? Why is
it such a concern for our new teachers as they go out into the field? What
are those biggest problems that these teachers face as they go out into the
schools? When I was a high school principal a few years ago, I did a survey
with my teachers and I asked my teachers, what's the biggest problem you're
facing with your students today? They came back almost unanimously and said
it's apathy. Our students just don't care. We don't know how to motivate
them. We don't know how to get them engaged and help them be successful in
their class. So apathy is one of the big problems that our teachers are
dealing with in classroom management. Another area that they're dealing
with is the area of attendance and tardiness. Again, we've had a swing in
an increase in parental rights in the United States. That again, the state,
the education system cannot be as strong as we used to be on attendance and
tardies. The parents have become... had a lot more say with this, so take
their students out for vacations, take their students out for skiing,
shopping, to help tend younger siblings at home. So attendance and
tardiness has become a major problem for our teachers in dealing with
classroom management. School safety issues, an area that two to three
decades ago was not much of an issue, have now all of a sudden become a
major problem, especially in some of the major cities in the United States.
Police officers are stationed at many of our high schools and junior high
schools. Many students have to pass through metal detectors as they come to
school each day. There's continued concern about bullying and cyberbullying
with our new technological age. So school safety is probably a bigger issue
than it used to be for our teachers. Classroom disruptions, from the
chatting with friends, which has been an age-old problem, to passing notes,
to now classroom disruptions dealing with cell phones and the new
technologies. So these have been problems. I had one student teacher who
actually was an intern, was out student teaching and felt like the cell
phones were not a problem for him at all. He felt like he'd really solved
the problem of no cell phones in the classroom. His mentor teacher came in
to observe him teach and at the end of the class said, how many students
did you see with their cell phones today? The intern said there weren't
any, no cell phones were out today. The mentor said, how many students did
you see with their cell phones today? He took the seating chart and marked
six students that he'd observed that day using the cell phones in the
classroom. So the classroom disruptions are different than they were in
previous generations for our teachers to deal with. Next one, improper
technology use. Again related to cell phones we have the problem but also
as our students become more wired, more technologically savvy, there are
additional problems that teachers occur as they deal with bringing
technology into the classroom. So the question is, how many students did
you see with their cell phones today? The answer is, where do these
problems come from? The first one I put down is kids are different today.
If you would talk to most teachers who have been in the classroom for 20,
25, 30 years, they would say kids are different today. Some other people
would say the kids aren't different, we as teachers are different in the
way that we work with the kids. But either way it is a different dynamic
than it was a few generations ago. Kids are different. Poverty related
issues. The United States in a recent study, it indicated that 21% of our
school age children live in poverty. That is the highest rate of any modern
country. Related to poverty there are many, many issues. Poor housing, poor
food, poor nutrition. Teachers nationally have basically said the toughest
thing to do is to deal with the kids coming and hearing the hunger. The
hunger pains in their stomach. So there are a lot of poverty related issues
that our teachers are having to deal with, which again decades and
generations ago were not real strong issues for teachers to deal with. As a
result our school system has somewhat changed. A stronger emphasis on
supporting the social issues that these poverty related problems cause. We
are now of course, we've had school lunch for decades. We now have school
breakfast programs and in some areas even dinners provided. After school
lunch. We now have school supervision for children as these poverty related
issues have become a major problem for our schools to deal with. Third
point I put down was the idea of lack of support for teachers. Again one or
two generations ago the student came home from school and if they were in
trouble they were in a lot worse trouble at home as they came home. Today
again we see a change where the parents do not support the teachers as
strongly as they used to. So teachers are having to be able to work with
the students, solve the problems, sometimes independent of parental
support. Class sizes. In the state of Utah where we're broadcasting from as
across the country we've seen some real severe budget cuts. One of the
things that has really come as a result of this is increasing class sizes.
Some of our student teachers this semester are reporting that they've got
40 or 42 students in a classroom. First of all the class is not built to
handle that many students so the congestion becomes a major problem. The
increase of possible disruptions becomes a problem. So our student teachers
are having to deal again with a different dimension than student teachers
in the past had to deal with in dealing with these larger class sizes.
Another problem that I've put down is the individual differences of
students. What works for one student will not always work for every
student. That's nothing new. That's nothing different. Teachers have had to
be able to create and be unique in meeting the needs of different students.
But in our system we are now bringing more and more students in with
disabilities and new challenges into the classroom. So this becomes another
problem that teachers have to deal with. Continuing this list, peer
pressure. Again peer pressure has been with us forever and I'm not certain
that has increased in its significance. But peer pressure does continue to
be a problem in dealing with students in classrooms. Lack of motivation,
earlier which we talked about with the apathy. Students, most of the
teachers say that is one of the biggest challenges figuring out how to
motivate the students. Can I motivate them through choice? Can I motivate
them through helping them become confident and have power? Can I motivate
them through social? Can I motivate them through having a fun classroom?
Can I meet these needs through learning? Can I motivate them through my
classroom instruction and creating a classroom environment which will help
the students then be motivated? We talked about the situation of cyber
bullying where again teachers are having to be aware of students being
bullied not only directly within the classroom on the playground or in the
hallways but also now through technology and through internet, Facebook,
other situations like this. And again I indicated the growing number of
special needs. So it is not uncommon for a teacher to have a student with
Down syndrome, a student who may be blind, a student who may be deaf,
students with severe learning disabilities within their regular education
classroom and have to be able to meet the needs of these students along
with the other students. Problems just keep coming so we'll add some more.
English language learners. Again Salt Lake School District which is a large
school district. About 40 miles north of here and of course the largest
city in the state of Utah. Salt Lake City has 37% of their students are
ethnic minorities. That's an increase of 80% over the last five years. A
recent news broadcast talked about an elementary school in West Valley City
which is about 30 miles from our campus where 85 different native languages
are spoken by the students who attend that one elementary school. So our
teachers are having to deal with immigrants from all across the world and
meeting their individual needs, being aware of their cultural needs, their
cultural differences, being aware of their language needs and being able to
and trying to work with them. Teacher preparation. A lot of people point
the finger at the schools of education across America and say the schools
of education are not doing a proper job in preparing teachers. That survey
I quoted earlier where most first year teachers say. I don't know if that's
true. Classroom management is the biggest concern as they leave the schools
would help us understand that teacher preparation, what we're doing here at
Utah Valley University is a key part in helping solve this problem. The
school safety issues again which we've talked about. Teachers need to be
aware of those particular parts. In summary there is no silver bullet.
There's no silver bullet to be able to solve these problems that are facing
us in our classroom management. So as we look at these continuing projects.
We have to equip our students with the skills, with the understanding on
how to be able to meet these challenges and have a successful career in
education. So our objectives. I'd like to be able to focus on two things in
particular. First of all the five key components that we teach our students
as being the key components of effective classroom management. And then
second help identify some basic personal beliefs about classroom
management. In reference to that second one about basic beliefs I'd like to
just share a couple of stories. One story was of a teacher who her
principal sent her to a conference to train her on classroom management.
She went to a behavior modification training. A very, very common method of
classroom management. She and two or three other teachers from her staff
went. When she returned to the school the principal brought a consultant
back to meet with them to train them, further train them. And after a
couple of months this teacher realized this isn't working. The consultant
met with her and said it's a great system. It's research based. We know
that it works. But for this particular teacher it did not work. She
realized that her beliefs about classroom management did not match that
particular program. And so at Utah Valley University we do not take one
particular program, positive discipline, love and logic, assertive
discipline. Or any of the programs that wrap around that. We go out there
and train our students exclusively in that program. We try to help our
students identify their basic beliefs about classroom management and then
fit a program that matches those beliefs. The second experience was when I
first became an assistant principal. It's a brand new junior high school
and the principal came to me and said, Glen we'd like you to train all of
the teachers in this program called assertive discipline. Back in the 80's
this was the biggest program in the United States. Thousands of teachers
were using this program. You may have heard of this program or not, one of
the most common things of this program was that teachers would put the
student's name on the board and then put a check mark or additional check
marks as the day went on if the student's behavior is not appropriate. As I
thought about teaching my whole staff about this assertive discipline, I
looked at three strong teaching members of my faculty. In fact, they had
been my teachers when I was in junior high school. These were men with
great years of experience, 25, 30 years in the classroom, excellent
classroom management skills. And I approached my principal and said, I
don't feel comfortable in taking these men and other teachers who have a
philosophy of classroom management, a belief system, and have built a
program to match that system and make them change that at this point in
their career. The principal said, I can see what you're saying. I think
that your idea about the beliefs is important. So we offered it for our new
teachers, but we did not require all of the teachers to change their
beliefs to come in line with one particular program. So let's go back now
to those five key components. In these five key components, oops, I think I
went too far, okay, this is again some research by Boynton and Boynton. And
was done in the 1990s. And they identified these four pieces. As what they
felt like were essential for effective classroom management. They talked
about consequences, okay? The idea of what do we do as students when they
don't follow our rules? What do we do when we don't follow our procedures?
Sometimes people would look at this as being more the discipline piece of
classroom management. This is what our student teachers, as they come in
for training, this is what they want. The strategies. What do I do if a
student doesn't do this? That's what they're really concerned about and
wanting to find. The second piece that Boynton and Boynton talked about was
the piece of monitoring. This is the concept of the teacher with the eyes
in the back of their head. So even if the teacher's up at the front of the
board, front of the classroom, clocking the board, they know what's
happening in the classroom. A phrase we use to describe this quite often is
a phrase called with-it-ness. Does the teacher have with-it-ness? Do they
know what's happening in the classroom? Do they know what the students are
doing continually? And with this monitoring. Are they monitoring and making
sure the students also are engaged in learning, that they are making
progress? And so again, the distinction between instruction and assessment
and classroom management becomes very, very tightly interwoven and doesn't
become a big difference. Another piece that Boynton and Boynton talked
about was the idea of rules and procedures. The idea of giving a clear
expectation, clear parameters of what the expectations were for the
students. Yes. We help our students develop three to five rules that they
feel like will help govern their classroom. One of the most common rules
that the students pick has to, of course, deal with respect. Respect for
each other, respect for the teacher. We also help them understand the
importance of procedures, effective ways to do things within the classroom
so that the instruction can continue. An analogy I recently came across
that I really liked about the idea of the importance of procedures talked
about procedures being like the railroad tracks. That the railroad tracks
are laid down, already in place, all set. That's the way our procedures
should be, set down and laid out. And then the train is actually the
instruction and the teaching coming along the tracks. So if we've taken the
time and put the tracks in place, the procedures, then again our
instruction becomes very, very efficient as well. And the fourth and final
piece is the idea of teacher-student relationships. How do the teachers
treat the students? How do the students respect or relate to the teachers?
And again, we found that that teacher-student relationship is what brings
most of our students into the program. They want to be able to have that
type of a strong relationship with their students. They enjoy students.
They enjoy teaching students of this age group. And so teacher-student
relationships become such an important piece. I used this model in my
teaching for the first couple of years here. After that, I realized there
was another piece I felt like that was missing from this. And I've put this
in bold at the bottom of the PowerPoint, and that is the piece of
instruction. Along with the consequences, the monitoring, rules,
procedures, a teacher-student relationship, effective instruction is a key
piece in effective classroom management. If a teacher has a good hook or
anticipatory set to get the students engaged with them, if they have
effective transitions from one activity to another. If they have. . . good
strong engaging lessons which again help motivate the students and if they
have a good way to help the students feel like haha I have learned this
then classroom management becomes much less of an issue so these are the
five key pieces of classroom management that we try and help our students
first of all develop their belief in what do they believe is the role of
consequences what do they believe is the role of rules and procedures and
on down the list and then help them find appropriate strategies which match
their belief system with those classroom management pieces so your task I
talked about these five pieces what I would like you to do is just take a
minute or so and create a pie chart of what percent you think each of the
given pieces would be an effective classroom management so each one of
yours may be different now don't be a coward and put 20 percent for each
one try and make sure that you have a clear picture of what you believe is
the role of classroom management and make yourself say which you think is
most important so here's just a little example here's your graph decide
what percent you think for effective classroom management teacher student
relationships are what percent rules and procedures what percent monitoring
what percent instruction and what percent consequences go ahead and take
about one minute or so and jot down your figures with that or make yourself
a pie chart finalizó? what? no I'm not finished no okay yeah I'll go on to
the next slide here okay this is how I would do it and each person I think
as you come up with your beliefs about classroom management have to decide
how big each piece of this pie is going to be for you as I do this exercise
with my students without a doubt my largest piece for my students is always
the teacher-student relationships they feel like that is the most important
part now you'll see there's an error I've corrected this on the power slide
powerpoint but consequences at the bottom would be 10% so it will add up to
a hundred percent so teacher-student relationships again 30% rules and
procedures 20 instruction 20 monitoring 20 and then finally the
consequences 10% so the idea behind this is if you are proactive if you do
the things that you need to ahead of time then the consequences are going
to be a only become 10% of effective classroom management. And again, this
is a real strong piece for people to understand and develop a belief system
regarding. So, a little quiz time right now. What I'd like you to do is
raise your right hand if you agree with the statement. Left hand if you
disagree with the statement. So let's go with the first question. First
question says, good instruction eliminates discipline problems. Ready?
Vote. Vote. Right hand yes, left hand no. Okay, I've got my group here
voting as well, so. Okay, correct answer on this is false. My wife was an
elementary school teacher. When she came out of her student teaching
training, she was told by her supervisors, if you will have good lesson
plans, you never have to worry about classroom management. Because all the
students will just want to learn. They'll be so excited and want to learn
that you will not. You don't have to worry about any classroom management.
Again, good instruction is important. It will minimize discipline problems
but will not eliminate discipline problems. Second one to vote on. Great
teachers never have classroom management problems. Ready? Vote. If you
agree with that right hand, yes. If you say left hand, no. Okay, again,
this is false. All teachers have classroom management problems. What
happens for our new teachers is they walk down the hall past a veteran
teacher's classroom, look inside, see all of the students engaged and shake
their head and say that teacher never has any classroom management
problems. They don't realize all of the things the teacher has done ahead
of time to either eliminate or minimize classroom management problems. And
so the great teachers do have classroom management problems. But they've
minimized them and they take care of them very quickly and while they're
small. K. Harry Wong, a noted author in the United States who has written a
book called First Days of School has said the effective teacher manages a
classroom. The ineffective teacher disciplines a classroom. I'm going to
put up a slide right now that will show basically what we feel like is the
difference between classroom management and discipline. Classroom
management is proactive. That's something the teacher does ahead of time.
They're anticipating the problems. They establish the clear parameters.
They're monitoring, so it's a proactive thing. Classroom management allows
them to effectively deliver instruction. It helps them to develop strong
relationships with the students. It helps create that caring environment.
And it helps students internalize values of respect, honesty, etc. Whereas
discipline, is more of a reactive type situation. You're trying to control
the student's behavior. You're trying to keep them on task. And try to
teach them to be responsible through consequences. If you do this, then
this is what I will do as a consequence with it. K. The next one to vote on
about a mistaken belief. This is one that again in our culture quite often
is shared to new teachers. They're told by the veteran teachers never smile
until Christmas. K. The idea being is that you have to start out very
strict. You can't let the students feel like you're too easy. But you never
smile until Christmas. So again, this is a mistaken belief as well.
Teacher-student relationship is important. Teachers can have fun with their
students. There can be a good atmosphere in the classroom. Teachers can
smile. Next point. Consider this now. What do I believe is important in
classroom management and discipline in a student? This is one of the
questions that we ask our students early as we help them develop their
beliefs. What is important in classroom management and discipline in a
student? So a couple of questions to think about dealing with that would be
what is the purpose in discipline in a student? What is the result that I
want to have happen? As we talk with our students about this, we hope they
start to realize that discipline in a student is a teaching opportunity.
That right now you have the chance to be able to teach the students what is
appropriate behavior that will help them in the rest of their lives, in
their job, in their other interactions. But again, the purpose of
discipline in a student isn't to punish them. And the result is that not
only do I want to stop the behavior, I want to help the student change the
behavior. And we have to realize that a lot of times these behaviors the
students have have been being developed for 12, 14, 15 years. And so it
takes a little bit of time to be able to make those changes. Another one
that is very interesting is the idea of does my philosophy of discipline
match my philosophy of learning? It's important for our student teachers to
understand what their philosophy of learning is. How do they think that
students really learn? And as a result of that, do they now try and create
discipline for their students and classroom management in a similar way? If
they teach their classroom the content area in one particular way,
something like students will learn that. Then they turn around discipline
or run the classroom in a different way with a different set of beliefs, it
becomes very confusing for students. They don't understand why there's a
difference. So again, one of the things we help our students do is to
identify how do they think their students learn not only the content but
also their philosophy of discipline. So the first step to becoming
effective in classroom management is to determine what you believe about
what makes effective classroom management. So again, we feel like that it's
important that you create your belief system. What do you believe is
important? Then you can find the strategies, the techniques to be able to
effectively implement the classroom management skills that will make you
successful. Thank you. I'll go ahead and open up for any questions you have
at this point. That's all. Muy bien. Muchas gracias a todos por escuchar al
profesor Glenn Clark y si hay alguna pregunta en estos momentos estaría
dispuesto a contestar. O quizás alguna pregunta que haya venido por
internet o... Me comenta la profesora Nuria Manzano que está a través del
chat, aparte de daros recuerdos y felicitaros por lo bien que lo habéis
hecho, me comenta que ella está muy de acuerdo con lo que el profesor
Glenn acaba de decir y que es uno de los supuestos que ella tiene siempre
que tiene que enfrentarse a una clase. Muy bien. Voy a traducir un
momentito al profesor Glenn. There's a colleague at the university there
that also deals with classroom management and she totally coincides with
your presentation of all those things and they thank you very much for
doing this. Very good. Muy bien. Sí, me dicen que le gustaría que hablara
más sobre la última frase, sobre la última diapositiva puesto que es
algo bastante interesante e importante que un docente tiene que tener
claro. Entonces, por favor, si puede comentar más sobre esta frase. Muy
bien. They would like you to develop a little more on the last statement
that you made on is la frase que dice the first step to becoming effective
in classroom management. Si puede, if you can just develop a little more
about that. Sure. Okay. Again, the first step to becoming effective is to
determine what you believe. If you try and teach a classroom without
knowing what you believe in terms of classroom management and discipline,
you will be very frustrated and discouraged because you'll see a teacher
next door this is how they deal with students who come in late. This is how
they deal with students who have late work. So you start taking that
material and you try it and all of a sudden you realize that's not what I
believe. For instance, the best example may be late work. When I was a
junior high school principal, I had two common ways that my teachers would
handle late work. First of all, some teachers would say you cannot turn in
any late work at all. If it's due February 8th, I will not take any late
work. And they would say that's just, that's real life. If we want to
resurface a road or repave a road, you have to turn in a bid. If it's not
in by February 8th, you can't submit the bid. That's real life. Okay? I had
other teachers who would say I will take your work late but there will be a
penalty. Okay? I will dock some points or there'll be some consequence for
the paper coming in late. That is like our tax service. In America, our
taxes are due on April 15th. If I don't submit my tax by April 15th, they
don't say oh, it doesn't matter. You don't have to, you know, have to worry
about it anymore. No. They, I have to pay the taxes but there is a penalty.
So if a teacher believes that approach, that yes, I'm going to take the
work in late. I feel like it's important. I want to have it turned in.
Because it was important for the students to learn the concepts. Then, they
adopt a procedure from somebody else without believing in it. That will
make them very, very frustrated. They won't, they'll be upset. It'll bother
them. They won't enjoy their teaching. They won't know why but it's because
they haven't developed their belief system with it. So again, I think it's
very important that whether it's teaching, parenting or whatever, first of
all, we need to decide what we believe in. In your teaching, you have to
believe. How do I think students really learn? And then you have to teach
according to that way. How do students learn correct behavior? I have to
decide that and believe that and then teach that way to help them be
effective with that. Think that's developed enough? Correct. Thank you.
Yes. They keep telling me that apart from that, thank you very much for the
answer you gave. And could you comment on something about if the beliefs
that these teachers have to make the class effective is related to that
level of self-efficacy that they have? Surely it will be so, right? Yes.
Yes, definitely. I think about some of our students when they're out
student teaching and they will come back in after being out in the field
for five weeks, six weeks at a school and they will have those experiences
where all of a sudden they say, hey, my cooperating teacher, the teacher
I'm teaching with, does it this way but I don't feel comfortable with it.
That's not my belief system. So we see that type of situation with most of
our student teachers as they try and implement something that their
cooperating teacher has done that they really don't believe in. Yes. Thank
you. In the classroom we have a student who wanted to ask the professor a
question. Please, could you... Okay. ...put the camera towards the student
who wants to ask a question? Well, I will try to ask in Spanish because I
don't speak very well in Spanish either. it seems to me that the
professor's Excuse me? No, continue, continue. Ah, yes, yes. It seems to me
that the professor's is like an adaptation of political democracy for the
classroom. So, what I'm asking is if we don't fall into the same problem of
political participation because it's not easy to make students who don't
have a basic political education participate in a proposal like this of
voting and respecting diversity mainly in countries that are economic
powers and we normally deal with the issue of prejudice and prejudices and
all that. So, how do we deal with this situation in this context of
participation of students? That's a good question. The issue is she's
creating a parallel and help me out here, Liliana. She's creating a
parallel on what actually is happening with the political situation and how
individuals probably don't exercise the right to vote or participate or
engage in political actions or activity with classroom management in a
sense and how we can encourage, you know, as we look at extremely
well-developed countries like the U.S. and some other countries that we run
into the same common concerns. How can we somehow encourage the students
and we go back to the topic of motivation I think. How we can motivate the
students to be responsible for those actions and then down the road will
lead into the consequences that yes, hey, there are going to be active
participants in the community one of the things to think about with this is
the idea that within our classrooms we need to start modeling some of these
democratic principles that we want the students to espouse. That if we
treat students and give them a voice in our classroom we may allow them to
help develop the rules or let them have a say in what the rules mean have
them have a say in some of the procedures that all of a sudden it isn't me
as the teacher in total control of the classroom. The students have a voice
the students now can participate they may get to choose some of the
assignments they do they may get to choose some of the activities that we
do within a scope that I give them. So we start to model that for them so
they start to understand that within this system I do have a voice and if
they can be heard at this level then they realize okay, I can be heard and
have that voice when they become an adult as well in the community. So I
think it's a very important role of our teachers that we help the students
understand what it means to be an active citizen and give them a voice at
that early age as well. Thank you very much. You're welcome. Well, I wanted
to make a quick reply Yes which is precisely this question because the plan
is utopian this is not very easy to give voice and give place space for
active participation but the same teachers do not have this type of
training it is not so easy just to say this that's why I really wanted to
see the steps that you suggest for this change of behavior Very well and
are you going to formulate a question for the No, I was just OK Thank you
very much Thank you She just simply that you know your presentation with
those five aspects will really help her understand one thing is the theory
another thing is the practicality We have another student who wants to ask
another question Congratulations Professor Good afternoon I would like to
thank you for the presentation I would like to ask my question in English
because my Spanish is not very well I'm sorry Excuse me Where are you from?
I'm from Russia From Russia And I'm also a student from the from the same
You are Mimei Great Thank you So, I just I was just wondering because I was
I've been a school teacher during three years and I think this this problem
is really very important especially for young teachers For example when I
started teaching in high school I was 19 years old and it was well, I think
in USA it's quite difficult to imagine but in Russia it's quite possible to
do that And well it was very difficult you know just came you know just in
front of a big class and just asking the other teachers like well, I don't
know just go on just begin the class and I was just wondering if there's
some kind of support for young teachers in United States like on a on a
national level some kind of seminars or I don't know for example some any
weeks of practice with with teachers who are helping who are explaining how
how should they act in the class on some kind some kind of psychology
support or things like that is there is there such a thing in United States
Thank you That's great Very good question What our students are student
teaching they're of course with a cooperating teacher for the 13 weeks that
cooperating teacher helps them coaches them shows answers some of those
questions you were talking about what do I do in this situation but again
that's where I feel like their belief system is so important that they go
into that situation and say this is what I believe this is what the teacher
is doing or that matches my system or it doesn't they may get by with that
but they've got to develop their own system to work with it Once they
become a teacher in the state of Utah nationally our education system is
based upon the state level and so we have 50 departments of education
rather than just one for the United States and so in Utah what we have is a
mentor system and so a teacher during their first three years has a teacher
maybe next door or in the same subject area who serves as a mentor to help
them with the coaching that you're talking about again we've found the
problem of within the first five years a very large percentage of our
teachers leaving and so we wanted to be able to put in programs to be able
to help mentor coach them so they can be successful in those first years
and be off on the right foot to a good career so most states have this do
have some type of mentoring program in place with a veteran teacher to help
them during those first three years you're welcome so the question is what
is the place of techniques like learning design in the classroom management
and the next one are those more or less important than the professor
impression and experiences so I repeat the first one what is the place of
techniques like learning design in the classroom management techniques okay
again there are many many different techniques which teachers can implement
in effective classroom management the techniques that I use may be very
different from the techniques that Baltimore uses they may be successful
for him and for his class whereas if I try to take those in mind it may not
work so again there are a lot of techniques but I think it all goes down to
what your beliefs are for instance if you believe that students deserve
respect as part of that teacher student relationship you will not treat a
student without respect when you deal with a student on a problem you will
help them learn through that experience so I like techniques that help a
student learn from their mistake it will help them become a better person
help them avoid that problem further down the line one of the things for
example I would give is when I was high school principal I would maybe meet
with a student who was having a challenge or a problem maybe they had been
disrespectful to a teacher a job and you responded that way to your boss
what's going to happen the student will always say I'd be fired and I say
it's better that you learn that right now as a student than later on as an
adult supporting a family so again I think it's important you know that we
develop a wide range of techniques a lot of strategies that we're
comfortable with because again like I said before every student is
different what works for Jimmy okay this works for Jimmy but I'll do this
different strategy on Johnny so as teachers just like with our teaching
strategies and techniques we have to be able to have a wide range of skills
and techniques in dealing with classroom management so there's the first
question and the second part of the question as far as I understood do you
think learning design is more or less important than the professor's
impressions and experiences okay I understand what you're saying but I
guess I would probably lean on the side of yes okay I think lesson design
is so important that if you can create and develop a good effective lesson
effectively teach it have the management strategies in place to make it
progress you're going to be effective and have great student learning so I
think that lesson design is very very important I think the professor or
teacher's personality I think their experiences enrich that but again if
you don't have a good clear lesson design it will fall on its face without
the design being in place so okay thank you well we're changing chairs as
you can see there's a lot of interaction at this moment in this magnificent
communication that this professor has given let me thank you very much this
video conference that has prepared so dynamic with some words so concrete
so precise that really yes it has moved to different people who are
watching both through the chat as well as the people we have in person now
all students who participate in this great project they have one more task
once they have been here they will have to answer a questionnaire that we
have prepared about the professor's and it is a questionnaire that is in
the blog that we have a blog that has more visits and more followers and
also of course this video conference will be recorded and it will be seen
as many times as you want so we can see it in surely tomorrow we can also
as bloggers say incorporate or embed it in the blog so that we can all
participate in this topic and for our part nothing else nothing from here
from or in utah we send you a very cordial greeting and thank you very much
for participating in this video conference and thank you very much
professor clark for your wonderful and outstanding video conference this
morning so thanks to all thank you well we are placed for Thursday five and
a half hour Spanish nine and a half hour utah is that confirmed correct the
video conference will be in charge of professor domingo gallego and
professor alina alonso who will speak about the teaching well thank you all
and until Thursday very well thank you