„The Right Education for Every
Child: Removing Systemic Barriers to
Full Integration of Roma Children“
International Conference in Belgrade, Serbia
June 2 - 3, 2009
Končoková Eva
Slovakia
nsd@nsd.sk
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Improvement of the classroom
practice and pedagogy
Effective Classroom Management for
Enhancing Teaching Quality of Roma
students
Using the innovative practices
Support motivation for learning
Contribution on better school
achievements
Acceleration of school success of Roma
children
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School reform by children
Yippee, now I am looking forward to
going to school.
(Marek, 7 years)
Look at me, what I achieve now.
(Jolana, 11 years)
Now I can learn.
(Marek, 7 years)
I know why the grass is green and the
sky is blue.
(Jáchym, 13 let)
No problem, I understand with the
friends from the whole world. (Jakub, 13 let)
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School reform by children
I can browse, or click on….
(Vráťa, 14 let)
Our bunch is super.
(Lin a Pepa, 10 let)
Now, I can go on oneself.
(Julka, 12 let)
Drugs! Lack of interest, I would rather
prefer a bike or football.
(Patrik, 14 let)
Make efforts at school – go ahead!
(Milan, 15 let)
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Reflection on the theory
Maslow's hierarchy of needs
(1943)
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Taxonomies of Educational Objectives
Bloom’s Taxonomy (1956)
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Taxonomies of Educational Objectives
Revised taxonomy of the cognitive domain following Anderson
and Krathwohl (2001)
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Bloom’s Taxonomy
Critical thinking
involves logical thinking and reasoning
skills
comparison, classification,
sequencing, cause/effect,
patterning, webbing,
analogies,
deductive and inductive reasoning,
forecasting, planning,
hypothesizing,
and critiquing.
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Bloom’s Taxonomy
Creative thinking
Te aim of creative thinking is to stimulate
curiosity and promote divergence.
involves creating something new or original.
Skills
flexibility, originality,
fluency, elaboration,
brainstorming, modification,
imagery, associative thinking,
attribute listing,
metaphorical thinking,
forced relationships.
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Attributes of Effective Classroom
Management
Multicultural Environment
Serve to improve the climate of the Classroom with
Roma students
Differences in Classroom Environment
Integrity of the Resources
Classroom Management Bulletin Board
Serve as a visual record of teaching activities
Message Board
Allows Classroom teachers to ask questions or
leave comment notes for one another, if they would
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like
Attributes of Effective Classroom
Management
Recommendation Corner
Clarify the role of the teacher in multicultural
classroom management
Identify the alignment between multicultural
classroom management and teacher performance
standards
Examine research on effective classroom
management as it effects Roma student achievement
Expand knowledge of multicultural classroom and
behavior management strategies
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Attributes of Effective Classroom
Management
Classroom Management - Learning strategy:
Engagement in a cooperative learning
strategy known as Think, Pair, Share..
Individual
Small Groups
Whole Group
Teacher Performance Standards
Dependence on teacher behavior than
student behavior
Requirement on specialized interventions
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Attributes of Effective Classroom
Management
Challenging Student Behaviors
Researches on specific student behaviors that impede the
learning process based on feedback from teachers
Behavior of student
Behavioral Category
Information on the types of behaviors, incorporation on the
future strategies used as basis of the behavior
management
Classroom Management Triangle
Components:
Creating the climate,
Managing the behavior
Setting the correction
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Attributes of Effective Classroom
Management
Behavior Management
System of early intervention strategies
Behavior strategy based on the student’s
behavior (NOT based on how angry the behavior makes
the teacher, or what the teacher feels like doing at that
moment).
Students in crisis
Additional supports outside of the classroom
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Attributes of Effective Classroom
Management
Crisis Management
System of intensive intervention strategies
based on
Intensity,
Duration
Frequency of the behavior.
To provide effective classroom management for all
students,
To recognize if additional strategies are necessary, and
To identify the strategies most likely to bring about
successful behavior modification.
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Attributes of Effective Classroom
Management
Roles and Responsibilities
Activities specified the challenging student
behaviors that they want to avoid
The learning process
Addressing the students, parents, and
school administration
Positive Consequences
Negative Consequences
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Attributes of Effective Classroom
Management
Teacher Effectiveness
The most essential factor effecting
student learning is the Teacher
(Responses from over 60,000 students )
Student behaviors are embedded in the
results of overall student learning
The most effective opportunity to
improve education is to increase the
competency of our teachers
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References
Creative awl Critical Thinking, Saskatchewan
Education, 1987
(http://www.sasked.gov.sk.ca/docs/policy/cels/el4.html)
Anderson, L. W. and David R. Krathwohl, D. R., et al
(2000) A Taxonomy for Learning, Teaching, and
Assessing
Marzano, Robert J.: Classroom Management That
Works: Research Based Strategies for Every Teacher
(Marzano, Marzano. Pickering), ASCD
Publications,2003
Bianco, Arnie: One Minute Discipline, Classroom
Management Strategies That Work,Jossey-Bass, A
Wiley Company,2002
Curwin,Richard L.and Mendler, Allen N.: Discipline with
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Dignity, ASCD Pubications,1999
Online Resources
http://para.unl.edu/para/Organization
http://www.teachingideas.co.uk/more/managemen
t/contents.htm
http://www.dummies.com/WileyCDA
http://pigseye.kennesaw.edu/
http://www.nwrel.orghttp://www.educationworld.co
m
http://news.bbc.co.uk/l/hi/education/1800796.stm
http://www.cbv.ns.ca/sstudies/activities/manageme
nt/tips.html
http://www.cortland.edu/flteach/FAQ/FAQClassroom-Management.html
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Thanks for your attention
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