The teacher as classroom manager

Andrea Martínez, Lola Ortega, María Lizán, Paola García.

MESOPOTAMIA.Priests and Scribes.

Egypt.• Children learnt their parent’s job.

Parents became tachers

• Privileged children: teaching of literature, grammar or writing; taught by the priest and the scribe respectively.

ANCIENT GREECE.

• music teacher was called “citarista”

• Gymnastic’s teacher: “pedotriba”

• “Grammarian”, who taught the art of letters

• the sophists (wise man)

ANCIENT ROME.• From 7-11 years teacher was

litterator / ludi magister.

• Grammaticus: grammatical theory and reading of Greek and Latin classical authors

• Student who decided to devote themselves to oratory and public activity went to the school of the teacher of rhetoric (rhetor)

MIDDLE AGES.• At this time the

Church took the responsibility of teaching .

16TH CENTURY2 KINDS (BOTH CRISTIAN)

LUTHERAN’S SCHOOL.

JESUITS’ SCHOOL

MODERN AGES.• “Normal schools”.Are schools

dedicated exclusively to the training of teachers.

2 kinds:

1st: which should have some knowledge of psychology , manual work and pedagogical practices.

2nd : a program less extensive and of a single course of duration. They had to have some knowledge of geography and history .

The goal of education is educate the citizens. For that exist the figure of teacher.The teacher is not only provide technical and scientific knowledge, also values.

In a democratic context.

PROFILE AND COMPETENCE OF THE TEACHER

Understand the learning

Knowledge of content

Pedagogical understandin

gUnderstanding of emotions

Know the fundamentals

of change

New professionalis

mGoal learning

Globalization involves a reconversion of the school and redefinition of teaching profession.

Stoll and Fink raised that there are seven basic learning of teachers:

AREAS OF ACTIVITY OF THE TEACHERTeacher is the specialist of educational community. There are three levels in which the actions of a teacher could be gruped:

Facilitator of learning

Counselor and

Manager of coexistenceMember of

an organization

.

THE TEACHER AS FACILITATOR OF LEARNING THE TEACHER AS MEDIATOR AND ENHANCER OF AUTONOMY

IN THE LEARNING OF STUDENTS:

A teacher suggests students and motivates them. (Ausbel, Bruner, Vygostky)

Should be a good planner and implementer of education at all levels.

MODELS AND AREAS OF WORK OF THE TEACHER IN THE CLASSROOM:

The basic function of the teacher is to select the contents to develop and meaningful for students and insert them into the curriculum.

SPECIALISTS IN METHODOLOGY:

The sense of methodology is to facilitate learning of students.The organization of task continues methodological principles and involves decisions that affect teaching strategies, means and resources.

The teacher: a methodology specialist The principles that we can distinguish are:

Strategies for

discovery or strategies

for receiving

Computer, films,

DVDs...

Groups, the distribution of

time and space and the

interactive relationship

between teacher and

students

Teaching strategies

Teaching resources

Organization of the learning

environment

The evaluation of processes and outcomes of learning

Formative Processual Integral

Systematic Participatory Summative

Evaluation must perform at various times through different strategies, to turn it into a valid item for the teacher and the student. The principles are:

The teacher as Manager of coexistence The teacher has to have skills for the management of the internal dynamics between students in the class.

Strong

Friendly

Understanding

Less insecure

Less dissatis

fiedTeachers should be

The teacher as Manager of coexistence We can distinguish various models of discipline:

Aggressive

PassiveAssertive

The teacher perceives the indiscipline as a personal attack and reacts aggressively

The teacher chooses to stay on the side-lines when there is a conflict situation

The teacher applies the standards agreed in the event of problems

The teacher as an enhancer of the functioning of groups

Creation of groups Justified

Is more enjoyable for all

Produces better academic results

Conflicts are resolved in a positive way

The teacher as an enhancer of the functioning of groups This can be achieved through following principles:

Boost relations of affection, esteem and safety within the

Group:The group must provide to each person

feelings of safety, supportHelp establish group goals known

and shared:The group must have common or

similar goals and interests

Help the structuring of rolesEach participant in a group is assigned by the group a role, a behavior that is

desired.

Encourage the creation of own standards within the Group.

The rules are the signs of identity, the "style" of a group, serve to prevent conflicts and to

promote group cohesion.

Enhance quality communication.The group communication is a basic component to be linked to the same.

Promote a sense of belongingIt's the feeling of the group "we".

Take care of the life process of groupsIt is necessary that a teacher know that the groups evolve in different stages and at each of these stages will be recommended to perform some actions and not others.

The teacher and peaceful conflict resolution strategies.The conflict is something natural and inevitable and has its positive potential. Some considerations that we can take into account in the peaceful resolution of conflicts would be:

Think about the rules of coexistence of the centers in such a way

to facilitate and normalize the use of these procedures.

Enhance the values of collaboration in the

classroom.

Usually practice these procedures

until they become a natural response.

Understand and accept constructive

conflict management procedures.

THE TEACHER AS A MEMBER OF AN ORGANIZATION  The professor in a shared space of responsibility within an

educational community and relationship with other social agents.

The levels of responsibility of the teaching staff within the Organization of a Center, can locate it, in different organs or four structures: Organ of

teacher preparation

Organs of management

Coordinating bodies

Study and advisory bodies.

Know the logics and institutional Center planning documents.

The fact of our action plan can become a working tool, since it forces to clarify our intent, to the extent that reflect them in writing.

Teachers now must engage in the process of development of the educational project of a Center by adopting a constructive approach, open to debate and ready to deal with the contradictions that can arise.

The opening of the Centre to the environment and their relationships with the family should constitute one of the fundamental pillars of day-to-day trying to forward in a democratic conception of education.

TRUE AND FALSE QUESTIONS

1. The task of the teacher is only to provide technical and scientific knowledge.

2. According to the models of discipline that a teacher could present, we can name the followings: Aggressive, Passive and Assertive.

3. If we talk about the principles of the evaluation process, the Summative principle says that it is focused on the results.

4. The professor in a shared space of responsibility within an educational community and relationship with other social agents.

5. Teachers now mustn´t engage in the process of development of the educational project of a Center.

MULTIPLE CHOICE

1. The goal of education is:a) Have intelligence in the worldb) The education of citizensc) Make easier the coexistance

2. The seven basic learning of teachers were raised by:d) Vygotskye) Ausbel and Brunerf) Stoll and Fink

MULTIPLE CHOICE3. The teacher can contribute to form an effective group of work when:

a) The group have similar or common goals and interests.b) The group have one student that works very hard.c) Both are false.

4. The levels of responsibility of the teaching staff are:a. Organ of teacher preparation and orientation of students , Organs of

management and governance of the institution, Coordinating bodies, Study and advisory bodies.

b. Help the structuring of roles, Encourage the creation of own standards within the Group, Enhance quality communication.

c. Understand and accept constructive conflict, practice these procedures, think about the rules and enhance the values.

5. The opening of the Centre to the environment and their relationships with the family should… :a) be separate, because parents can cause problems. b) constitute one of the fundamental pillars of day-to-day trying to

forward in a democratic conception of education.c) Be different, in diferent scopes, in that form teachers work on

their part and family too.