TOPICS FOR GROUP WORK AND ORAL PRESENTATION (07.11.

2022)
A. Join others to form a group;
B. Select one of the topics below.

Classroom Management and 1.

2.
Bullying – How to prevent and respond to it
Universal Design for Learning in the secondary classroom
Leadership 3. Individualized supports for students with behaviour difficulties
4. How to make an inclusive classroom works
2022-2023 5. Alfie Kohn versus Marlene and Lee Canter
6. “A” through “Z” suggestions to improve classroom management
Ana Maria Correia
7. Teachers’ as pygmalions (teachers’ differential treatment to students; with
[email protected] case studies)
8. Case study analysis (free topic)
9. Classroom assessment strategies
SCHOOL OF EDUCATION
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Rubric for the group work and oral presentation School of Education

Overview
Rubric for grading oral presentations
Criteria Below expectation Needs improvement Satisfactory Exceeds expectation Score
(0 to 20)
Organisation No apparent organisation. There is some The presentation is The presentation is
Evidence is not used to support organisation, but the focused and carefully organised and
assertions. speaker occasionally provides some provides convincing
Has no opening statement or has goes off topic. Evidence reasonable evidence evidence to support (0-6)
an irrelevant statement; gives
listener no focus or outline of the
used to support
assertions is weak.
to support
conclusions.
conclusions.
Conclusions are well Culture as
presentation. documented and
classroom
Classroom
Has missing or poor conclusion. persuasive.

management
(0-2) (3) (4) (5-6)
Content The content is inaccurate or The content is The content is The content is accurate
overly general. Listeners are
unlikely to learn anything or may
sometimes inaccurate
or incomplete.
generally accurate
and reasonably
and comprehensive.
The approach adopted
management component
be misled. Listeners may learn complete. Listeners demonstrates and (0-7) Behavior vs. components
some isolated facts, but may develop a few stimulates critical
they are unlikely to
gain new insights about
insights about the
topic.
thinking.
Listeners are likely to
classroom
the topic. gain new insights about
the topic.
management
(0-1)
The speaker appears anxious and
(2-3)
The speaker
(4-5)
The speaker is
(6-7)
The speaker uses media
Syllabus
Delivery
uncomfortable and reads notes,
rather than speaks. Listeners are
occasionally appears
anxious or
generally relaxed
and comfortable;
or other resources to
enhance presentation.
contents and
ignored.
Is often hard to understand; has
uncomfortable, and
may occasionally read
has appropriate
pace; is easily
The speaker projects
enthusiasm, interest, (0-7)
assessment
voice that is too soft or too loud; notes, rather than understood; has no and confidence; uses dates
has a pace that is too quick or too
slow; demonstrates one or more
speak. Listeners are
often ignored or
distracting
mannerisms.
body language
effectively and interacts Icebreaker
distracting mannerisms. misunderstood. effectively with
listeners.
(0-1) (2-3) (4-5) (6-7)

Total score

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 Icebreaker Classroom Management – key points
Instructions: Classroom management aims to establish and
Students communicate with each other to share the answers to the maintain an environment in which teaching
questions below. and learning can occur.

1st: When is your birthday? Find classmates who share the same Good classroom management is based on the
birthday as yours. You could organize a birthday party together! behaviour of teachers – what the teachers do
– not the behaviour of students.
2nd: If you could schedule a one week overseas trip, without any
restrictions, where would you go? Find classmates who chose the
same location. You could organize a trip together! Effective classroom management requires a
plan to prevent class disruption rather than a
response plan when misbehaviour occurs.

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Has the behavior

Surface level reflection ended? Classroom Management vs Discipline & Punishment
Does it work? Do the kids like it? • Classroom Management
What Deep reflection
Teacher actions to create a learning environment that encourage positive
social interaction, active engagement in learning, and self-motivation
& (Burden & Byrd, 2013)
Why Why am I doing this?
What happens when
• Discipline
the teacher is no longer What the teacher engages in when efforts to motivate students and
What are the students
there? manage the classroom have not been successful (Wiseman & Hunt, 2014)
learning?
• Punishment
What are the benefits?
What would I think if What matters the most Is a demonstration of the teacher’s ability to control a student rather than
happened to my child? in my classroom? teach a student. Can arouse anger and resentment, and invite conflict
What are the costs? (Burden, 2010)

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 Behavior management vs classroom management Not everything that works in classroom
Behavior Classroom management management is correct
management Productivity driven
Problem driven Proactive I knew a teacher who taught young children. At the
Reactive Promotes responsibility beginning of the year, the students in her classroom chit-
Needed chat a lot – as many young children do. To suppress this
sometimes behavior, the teacher pinned a fluffy, pink, feathery scarf to
Pupil
the student’s pants when they chit chat. She raved to
Pupil Group Group Class others about how wonderful this worked and noted that
A B students never chit-chat in the room. The strategy worked
Pupil out, but at what costs? What were her students learning?
What were they feeling? What other options did she have?
Just because something ”works” does not mean it is
Individual behaviour Group behaviour Classroom respectful of or appropriate for students.
management management management

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Physical punishment was accepted not so long ago Classroom management components – Let us think…
Essex’s (1989) ten mistakes one should avoid when administering corporal The interaction of various elements may enhance or hinder the teaching and
punishment: learning process.
Classroom management components ?
1. Administer corporal punishment for offenses that clearly do not 1. How the physical layout might foster or hinder the teaching and learning process?
warrant such force.
2. Neglect to inform students ahead of time that specific infractions will 2.How can teacher’s style influence positively or negatively the teaching and learning process?
result in punishment. Is she an authority figure? A source of knowledge? A counselor? A motherly figure?
3. Overlook student characteristics such as age and ophysical or
emotional state. 3.Part of what occurs in the classroom is unplanned. For instance, student’s questions,
4. Fail to use reasonable instrument. interruptions, technical problems, misbehavior. How the adult should react to it?
5. Administer punishment with malice or anger.
4.Sometimes teachers teach under adverse circumstances. Noisy classrooms, large classrooms,
6. Use excessive force or exercise poor judgement. administrative constraints, teaching mixed proficiency levels, having to teach to the test…
7. …

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 Group activity
Culture as classroom management component

Read the document provided (around 15 minutes) and discuss the

following aspects:
According to the authors, what are the differences between the three
cultures in the way they address discipline within the school context?

Which of the approaches suits best your opinion about educating children
and adolescents?

What consequences the cultural differences may have for schools that
employ local and overseas teachers?

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