Reflection 9-8 Reflect on the following passage from the book Transformative Classroom Management. Do you agree with the conclusion? Why or why not? MATCHING PEDAGOGICAL AND MANAGERIAL STYLES I be a 2-Style manager and a 1-Style instructor, or be a 1-Style manager but rely mostly on “Can instruction?” It is possible to mix and match practices from different orientations into one’s class. But there is a cost to having incoherence and/or a lack of integrity in your methods. The pedagogy described in this chapter will promote the shift within students from passive consumers to active learners. Empowering students with pedagogy that puts them in control of their learning and validates their judgment and ability will foster their capacity to be successful within a self-responsible 1-Style classroom structure. However, it will also likely make them less willing to blindly follow directions without seeing their value. It is also important to note that if one wants to use a 1-Style management approach but insists on teaching with a heavily teacher-directed style, they will send mixed messages that will ultimately undermine their ability to bring about management goals. Achieving a 1-Style classroom will require a substantial commitment to creating a self-responsible, empowered, needs-satisfied group of students. Incorporating both pedagogical and managerial strategies that promote these goals will act synergistically to bring about a more effective 1-Style classroom more quickly. Activities Discuss your answers to Chapter Reflection 11-b within your group. Teachers who do ___________ pedagogically have fewer classroom management problems. Incorporate your thinking regarding the relationships between instruction, assessment, and classroom management and discipline into your Classroom Management Plan or Classroom Improvement Plan. It may be helpful to include answers to item #2 in addition to the following questions: What do you do instructionally to meet students’ academic What do you do instructionally to prevent students from needing to act out? How does your assessment promote the goals of your management? How do you allow for variable styles, cultures and circumstances in meeting the diverse needs of your students (e.g., ELLs, students with special needs, and advanced learners)?
Reflection 9-8 Reflect on the following passage from the book Transformative Classroom Management. Do you agree with the conclusion? Why or why not? MATCHING PEDAGOGICAL AND MANAGERIAL STYLES “Can I be a 2-Style manager and a 1-Style instructor, or be a 1-Style manager but rely mostly on instruction?” It is possible to mix and match practices from different orientations into one’s class. But there is a cost to having incoherence and/or a lack of integrity in your methods. The pedagogy described in this chapter will promote the shift within students from passive consumers to active learners. Empowering students with pedagogy that puts them in control of their learning and validates their judgment and ability will foster their capacity to be successful within a self-responsible 1-Style classroom structure. However, it will also likely make them less willing to blindly follow directions without seeing their value. It is also important to note that if one wants to use a 1-Style management approach but insists on teaching with a heavily teacher-directed style, they will send mixed messages that will ultimately undermine their ability to bring about management goals. Achieving a 1-Style classroom will require a substantial commitment to creating a self-responsible, empowered, needs-satisfied group of students. Incorporating both pedagogical and managerial strategies that promote these goals will act synergistically to bring about a more effective 1-Style classroom more quickly. Activities Discuss your answers to Chapter Reflection 11-b within your group. Teachers who do ___________ pedagogically have fewer classroom management problems. Incorporate your thinking regarding the relationships between instruction, assessment, and classroom management and discipline into your Classroom Management Plan or Classroom Improvement Plan. It may be helpful to include answers to item #2 in addition to the following questions: What do you do instructionally to meet students’ academic What do you do instructionally to prevent students from needing to act out? How does your assessment promote the goals of your management? How do you allow for variable styles, cultures and circumstances in meeting the diverse needs of your students (e.g., ELLs, students with special needs, and advanced learners)?
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