Write a two to four (2-4) page paper in which you:
1. Create a needs analysis for the identified need.
2. Determine the learner characteristics for the identified need.
4. Create a procedural analysis flowchart using Excel, Visio, or one (1) of their equivalents such as OpenOffice or Dia. In the flowchart, identify the starting points, decision steps, and ending points related to the learning task. Note: The graphically depicted solution is not included in the required page length.
5. Include at least two (2) references (no more than ten [10] years old) from material outside the textbook. Note: Appropriate academic resources include reputable Websites, scholarly texts, and peer-reviewed articles. Wikipedia and other wikis do not qualify as academic resources.
Needs Analysis
“Routines are the backbone of daily classroom life. They facilitate teaching and learning. Routines dont just make your life easier, they save valuable classroom time. And whats most important, efficient routines make it easier for students to learn and achieve more.”
Learning to Teachnot just for beginners by Linda Shalaway
When routines and procedures are carefully taught, modeled, and established in the classroom, children know whats expected of them and how to do certain things on their own. Having these predictable patterns in place allows teachers to spend more time in meaningful instruction.
Instructors assume different jobs in a normal classroom, yet unquestionably a standout amongst the most critical is that of classroom director. Successful instructing and learning can’t occur in an ineffectively oversaw classroom. On the off chance that students are messy and unpleasant, and no evident principles and methods direct conduct, turmoil turns into the standard. In these circumstances, the two educator and student endure. Instructors battle to educate, and students probably learn considerably less than they should. Conversely, classrooms with good classroom management give a situation in which educating, and learning can prosper. Be that as it may, but a well-managed classroom doesn’t simply show up suddenly. It requires a decent arrangement of exertion to make and the individual who is most in charge of making it is the educator.
Students Characteristics
Students in the classes of teachers classified as the most effective can be expected to gain about 52 percentile points in their achievement over a year’s time. Students in the classes of teachers classified as least effective can be expected to gain only about 14 percentile points over a year’s time. This comparison is even more dramatic when one realizes that some researchers have estimated that students will exhibit a gain in learning of about 6 percentile points simply from maturationfrom growing one year older and gleaning new knowledge and information through everyday life (Hattie, 1992; Cahen & Davis, 1987). The least effective teachers, then, add little to the development of students’ knowledge and skill beyond what would be expected from simply growing one year older in our complex, information-rich society. Sanders and his colleagues, who gathered their data from elementary school students in Tennessee, are not the only ones to document dramatic differences in achievement between students in classes taught by highly ineffective versus highly effective teachers. Haycock (1998) reports similar findings from studies conducted in Dallas and Boston.
Objectives
The term withitness was coined by Jacob Kounin, who is generally considered the first researcher to systematically study the characteristics of effective classroom managers. As described in Chapter 1, Kounin carried out his initial research by carefully examining videotapes of classroom teachers. He concluded that one of the primary differences between effective versus ineffective managers was not in how they handled the disruptive behavior of students, but in the disposition of the teacher to quickly and accurately identify problem behavior or potential problem behavior and to act on it immediately. He referred to this disposition as withitness: Classroom management is unrelated to how you handle misbehavior and how you handle misbehavior is unrelated to the amount of misbehavior you get. There is one exception. For example, two boys are in the back of the class during an arithmetic lesson. One of them grabs the other’s paper and the second one grabs his paper. Then the first one pokes the second in the shoulder jokingly and the other one pokes the first, then they chase each other around the table laughing, then one pulls the shirt off the other and the second pulls his shirt off. Then he unzips the second’s fly and he unzips the first guy’s fly and the teacher says, Boys, stop that! We said that was too late. So it wasn’t how she said stop it or whether she walked closer or didn’t walk closer. Or whether she threatened or didn’t threaten. It was whether she demonstrated to the class that she knew what was going on, that she had eyes in the back of her head. It was not whether she came in right away but whether she came in before something spread or became more serious. And we gave that the technical term of withitness. That is the only thing that correlated with management success. (1983, p. 7)
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