SPED 606: Principles of Management

Quiz#2: What Have I Learned

Submitted by: Althea Alabanzas

Submitted to: Cecilia Elena Los Reyes
 I. Models of Teaching and Learning
A. John Carroll’s Model

The model explains that time spent is the result of opportunity and perseverance. Opportunity in Carroll's model is
determined by the classroom teacher; the specific measure is called allotted or allocated time (i.e., time allocated for learning
by classroom teachers.) Perseverance is the student's involvement with academic content during that allocated time. Carroll
proposed that perseverance be measured as the percentage of the allocated time that students are actually involved in the
learning process and was labeled engagement rate.

B. Proctor’s Model

Proctor's model states that that School's Social Climate influences the teacher – learning process. This school climate is
influenced by a number of factors, including such student characteristics as race, gender, economic level, and past
academic performance. The student characteristics also influence teacher attitudes and teacher efficacy. the school's
overall policy on allowing time for children to learn or promoting other forms of student-based help when needed. This could
include quality of instruction or teacher classroom behaviors model below. These behaviors have an effect on student
classroom performance and self-expectations .

C. Cruickshank’s Model

Cruickshank outlines an inquiry model and describes its com ponent parts, which include the follow ing: (a) teacher
educators, (b) teacher education students, (c) the contexts of teacher education, (d) the content of the teacher education
curriculum, and (e) the instruction in and organization for teacher education. Careful study in each of these areas, he argues,
can produce a more substantial professional culture. Furthermore the evolution of a valid inquiry model should enable the
emergence of a discipline of teacher education.
I. Models of Teaching and Learning

D. Huitt’s Model/Transactional Model

In Huitt’s model, Academic Learning Time (ALT) is the variable that has
replaced "time spent" or "engaged time" identified in Carroll's (1963) and
Berliner’s (1979) models. ALT is a combination of three separate
variables: content overlap, involvement, and success
E. Gage and Berliner’s Model
Gage and Berliner (1992) developed a model of the instructional process that focuses on those
variables that must be considered by the classroom teacher as she designs and delivers
instruction to students. This model attempts to define more precisely what is meant by
"quality instruction" and presents five tasks associated with the instruction/learning process.
The model is classroom- and teacher-based and centers around the question, "What does a
teacher do?"
II. Pedagogy over Time
• Pedagogy is the art of teaching.

• Education around 300 BC is more reflective. In Ancient Greece the

method is having a dialogue and discourse. Jesuits education is to achieve
meaningful lives of leadership and service. In 1700’s Jean – Jacques
Rousseau believed that there is a certain age to teach something. The
mind should be left undisturbed until the faculties have been developed.
Johann Herbart developed the universal pedagogy and cited 5 practical
methods of teaching. A. Preparation B. Presentation C. Association D.
Generalization E. Application
III. Laws of Learning
• Learning is a change in behavior. An individual change involves in the 3
areas.
A. Manner of perceiving and thinking.
B. Physical Behavior
C. Emotion reactions or attitude
III.Laws of Learning
Characteristics of the Learning Process
A. Purposeful Process- Clear goals and objectives
B. Internal Experience- All learning stems from experience
C. Active Process – Learner must be involved in the experience
D. Multidimensional – Possibility of learning other things while
concentrating on the main subject.
E. Individual Process – Learners learn in different paces.
III. Laws of Learning
A. The LAWS OF LEARNING postulated by Edward Thorndike in 1900’s
a. Law of Readiness = the learner should be physically and mentally ready
to receive instruction/ stimuli.
b. Law of Exercise = repetition is necessary to remember things. New
concepts should be practiced. It could be in the form of recall, drill,
restatement etc.
c. Law of Effect = Learning is reinforced when it is accompanied by a
pleasant or satisfying feeling.
d. Law of Primacy = The instructor should teach correct concepts the first
time. The first instruction creates an unshakable impression.
e. Law of Intensity = Learner will learn if the concept is presented
realistically or with each they can actually relate.
f. Law of Recency = Things most recently learned are best remembered.
IV. How people Learn

• A. Learning Occurs in Context

• B. Learning is Active

• C. Learning in Social

• D. Learning is Reflective
IV. How people Learn

A. Learning Occurs in Context

= Without appropriate context, comprehension, and learning are difficult.
Learners will always attempt to make sense of anything unfamiliar.
B. Learning is Active
= When students become active participants, they will likely construct
meaning from their experiences.
IV. How people Learn

C. Learning is Social = Students learn from others perspective and

concepts such as knowledge building and mentoring become paramount
when they engage in the social community.

D. Learning is Reflective
= Learning is facilitated when they get feedback.
V. Classroom Management For Difficult
Students
• “ QUALITY RELATIONSHIP BETWEEN THE TEACHER AND THE
STUDENTS”
= building relationship is knowing and understanding the learner
= a good teacher and student relationship is not related to the teacher’s
personality or teacher’s likeability factor.
V. Classroom Management For Difficult
Students
Strategies
1.Building empathy
Empathy according to Adler is “ seeing with the ayes of another, hearing
with ears of another, and feeling with the heart of another.”
Teacher’s encouraged the student to communicate with the teacher so that
the teacher and student could brainstorm ways to keep the student on task
with her various assignments.
V. Classroom Management For Difficult
Students
Strategies
2. Admiring negative attitudes and behaviors
= Give credit to the negative attitude and then slowly redirect it.
= A possible redirection consist of a challenge to the student/s to use that
skill in a creative way.
3. Leaving the ego at the door
= The teacher should learn to suspend her own issues thus to respond
strategically rather than emotionally.
INSIGHTS
Effective classroom always begins with establishing a good rapport. Proper rapport
is built on the recognition that you are first and foremost the teacher, and they are
your students. This provides the foundation. Decisions have to be made with the
good of the students in mind. It’s always about the students not about the teacher.
Models of teaching and learning comes after the establishment of good relationship
with the students.
As I finished the module I learned that for
Managing a Classroom I should reflect on these
things.
A. Understanding students behavior
= I should be able communicate and model respect, consistency, responsibility
for learning, and to value and enjoy learning,
= Knowledge of the models of teaching and learning makes me understand how
students learn and how my I support them better in school.
=
B. Consistent and credible with rules and expectations
C. Good Planning and Teaching
= knowledge of the laws of learning enables me to provide strategies and
innovate existing strategies to effect change in my students’ behavior.
= I learned based from the models of teaching and learning that I should know
how maximize students’ opportunities to learn by effectively and efficiently
utilizing the time allocated for learning and also to give emphasis to generously
feedback students to motivate and maximize students’ attention.