Éléments de base
Les cinq dimensions de la gestion de
classe selon Doyle :
1. Multidimensionality: Many different tasks and events exist
in the classroom at the same time. A
single event may have multiple consequences.
2. Simultaneity: Many things happen at the same time in the classroom.
3. Immediacy: The pace of classroom events is rapid. Many things
needs addressing is sharp rapidly occurring sequences.
4. Unpredictable and public classroom climate: Things often go
in ways not expected or intended.
What happens to a student (or the teacher) may be seen by many
other students.
5. History: After the class has met for several weeks or months,
certain "understandings" are apt to develop. These understandings
influence how classrooms continue to functions during the remainder
of the year.
Doyle, W. (1986). Classroom organization
and management. In M. Wittrock (Ed.), Handbook of
research on teaching (3rd ed.). New York: Macmillan.
Éléments spécifiques
1. Établir des limites
2. Communiquer
Échelle d'assertivité
Répondre avec empathie, reconnaître
les réponses qui font suite à l'écoute
Analyse de dialogues
Vignettes.
Questions
Savoir questionner : finalité et fonctions des questions;
questionner pour partir des connaissances antérieures;
questionner pour faire comprendre
Savoir expliquer
Savoir comparer et contraster
Savoir traiter des relations de cause à
effet
Savoir questionner pour repérer les erreurs de compréhension.
Valeurs
Responsabilité vs obéissance
Solutions gagnant-gagnant
Routine et attentes: règles et conséquences
Une routine doit gérer le comportement
Les afficher, mais les faire d'abord comprendre.
Image de soi
Efficacité dans la gestion de classe
Avoir de bonnes procédures en lien avec les activités d'apprentissage
Planifier en détail.
Innover
Faire le plan de navigation (de vol, dit Bennis)
Stress
Voyons comment d'autres gèrent ça!
Identification de votre style
Ce qu'en pense des enseignant-e-s
Des profs aident des profs
Organisation matérielle de la classe
Discipliner de classe (4 phases)
Techniques de gestion de classe
Être consistant dans sa discipline de classe (mode coopératif)
Gestion des problèmes d'inattention
Gestion des branchés!
Trucs qui se retournent contre le prof!
Systèmes de récompense
Checklist pour l'enseignant-e débutant
The course assumes that the teacher employs
both conscious strategies and strategies of which they are unaware.
By careful examination teachers
are urged to explore the assumptions they have about students,
school, and learning. These assumptions are to be constrasted
to existing
educational practicies in the school and classroom. Once the desired
outcomes are delineated, a variety of philosophies, behavior and
self-concept
theories, discipline and classroom management programs are introduced
and examined.
allowing the teacher to explore actual situations which affect the success of the classroom in a collaborative setting,
Références
C.M. Charles: Building Classroom
Discipline.
John Hirschbuhl & Dwight Bishop, University of Akron Computer
Studies: Computers in Education, Seventh Edition
Instructor's Resource Guide with Test Questions
IRG ASCII file available
Complimentary Copy Request Form
Bluestein, Jane. (1989). 21st century discipline. Instructor, 98, 58-60
Classroom Management for Elementary Teachers,
4/e
Carolyn M. Evertson, Peabody College, Vanderbilt University
Edmund T. Emmer, The University of Texas, Austin
Barbara S. Clements, Council of Chief State School Officers, Wash.,
DC
Murray E. Worsham, Northeast Independent School District, San
Antonio
Copyright 1997 * 228 pp. * Paper * ISBN: 0-205-20006-0
Emphasizes prevention through planning.
the planning decisions teachers must make as they are encountered
in the
typical classroom: Arranging the physical space, choosing rules
and procedures, planning and
conducting instruction, maintaining appropriate behavior, using
good communication skills,
addressing problem behavior, and managing special groups.
contemporary classrooms and classroom
problems. Cooperative learning groups, whole-language classrooms,
inclusion classrooms and
teaching for understanding are some of the areas explicitly addressed
in these new cases.
Doyle,W. (1986). Classroom organisation
and management. In M.C. Wittrock (Ed) Handbook of
research on teaching. New York: Macmillan. Ch 14.
Evertson, C.,Emmer,E.,Clements,B Sanford,J.,and Worsham,.M (1984).
Classroom management
for elementary teachers. New Jersey: Prentice Hall. (Edition also
for secondary teachers)
http://www.lexnet.com/teachers.html
http://www.funderstanding.com/cooperative.htm
http://www.minnetonka.k12.mn.us/groveland/berger/rules.html
http://seamonkey.ed.asu.edu/emc300/classroom/clrsassgn.html
http://www.valdosta.peachnet.edu/~whuitt/psy702/internet.html#Manage
http://www.teachnet.com/org.html
http://www.eshed.com/amt/sx010008.htm
http://www.scu.edu.au/ausweb96/educn/dyreson/
http://www.prenhall.com/013/442335/44233-5.html