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| Announcements
and Assignments
This is the first place to check each week
for any class announcements and assignment reminders.
For October 15, 2007
At
3:30 we will meet in 402 for the first half hour. Three students,
Raydin, Nicole and Trevor will be doing a team skillbuilder activity
with us.
At 4:00 we will move into 426 where you will participate in a complex instruction activity.
Bring some ideas of rich activities that you might offer during
your complex instruction intervention. Have them written down although
they may not have much detail a this point.
E-mail if you need a quick response to a question.
Thank you and have a good weekend.
Joyce
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Charles
Rathbone
& Joyce Morris Course
Instructors
Fall 2007 |
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Introduction
One professional hallmark of the
accomplished
teacher is the ability to strategically radiate more than one
instructional
environment in her/his classroom setting. This means that organizing
and
managing the classroom, including the disciplinary context of the room,
results
from
intentional action upon various classroom structures. Management by
autobiography
and doing to others
what was done to you are the hallmarks of
thoughtless
practice. Good management is comprised of an ongoing
series of
intentional
decisions that fine tune the ecological system of the classroom.
Great management is the appearance of doing this effortlessly. |
| Goal
One |
This
seminar experience
will enable you to exercise those decisions with increasing
sophistication by teaching you to view and effect classroom behavior by
using psychological
and sociological theory in your critical thinking process. You will
learn how to understand and
manipulate
individual and group behavior as part of the same interrelated process.
The first goal of this course is that you "manage" a variety
of encouraging classroom environments by gaining
control of
yourself. |
| Goal
Two |
A
second professional
hallmark of
an accomplished
teacher is the realization that relationship is at the heart of the
teaching
and learning enterprise. Relationship just doesn't happen. Accomplished
teachers know how to exercise and teach a set of leadership and group
processing
skills so that learners feel membership in their learning
community.
Communities can feel magical, but there is no magic to their
construction. Learning communities properly constructed can
give each child a feeling of courage to step across the borders of
their current learning zone. Therefore, a second goal of this
course is that
you become a builder
of
community so that each child becomes
en-couraged as a
unique member of that community. |
| Goal
Three |
The
third goal of this
course is
that you continue to be a reflective and critical problem
solver.
More than
any other time in this elementary education program, you will be asked
to join theory to
practice and practice to theory through the disposition of articulate
critical reflectiveness. Our theoretical perspectives
will blend behavioral psychology (Positive Discipline) and the
sociology of small groups (Complex Instruction, Expectation
Theory). You will advance your developing expertise as a become
a competent, intentional problem
solver. Goal
Three is manifested in your development of your professional portfolio,
a task now achieved under the 188 umbrella. |
| Goal
Four |
If
these three
goals are met, the
fourth goal
for this course is achieved. You will be a leader
among peers,
a
teacher
who will simultaneously know what it is and what it takes to advance
equity, academic excellence, and social justice in America's
schoolrooms. This is not idle fantasy. Each year we
get
letters - letters from our teaching graduates who let us know that what
they know
and can do in their school settings is
quite extraordinary.
It
will be so with you. Trust us on that one!
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