有效的班級經營大葉大學教育專業發展研究所教授兼所長兼師資培育中心主任兼師資培育中心主任

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1 有效的班級經營大葉大學教育專業發展研究所教授兼所長兼師資培育中心主任兼師資培育中心主任

2 教師是尊貴志業

3 現代老師難為?

5 當前的青少年世界實體世界 (Reality World) 虛擬世界 (Virtual World) 當前青少年是生活在以網路為主的虛擬與實體交錯的環境中台灣的學生可以數日不讀書, 不可一日不上網

6 e (Slacker) MTV KTV (re (re-generation)

7 Typical Dates Baby Boomers: Generation Y: or some say beyond Generation Y are vastly different in learning styles from Baby Boomers. (Source: Professor Ian Fraser, St. Thomas University, Canada, 2010)

8 Learning Styles Continued Reliance on spoken word: Baby Boomers age word vocabulary. Generation Y age word vocabulary. (Wall Street Journal Gallup Pool) Generation Y have shorter attention- spans and regularly engage in multitasking. (Bond 2009) (Bond-Fraser, Fraser, Morrison & Fenwick,

9 Learning Styles Auditory- like to listen, debate and discuss Visual- like visual media, such as power point, graphs, computers and television. Baby Boomers - 43% Auditory Generation Y - 47% Visual (Vasquez, 2004).

11 (1931~1950) (1931~1950) (1931~1950) (1931~1950) (1931~1950) (1931~1950) (1931~1950) (1931~1950) (1951~1970) (1951~1970) (1951~1970) (1951~1970) (1951~1970) (1951~1970) (1951~1970) (1951~1970) (1971~1990) (1971~1990) (1971~1990) (1971~1990) (1971~1990) (1971~1990) (1971~1990) (1971~1990) (1991~2002) (1991~2002) (1991~2002) (1991~2002) (1991~2002) (1991~2002) (1991~2002) (1991~2002) (2003~2008) (2003~2008) (2003~2008) (2003~2008) (2003~2008) (2003~2008) (2003~2008) (2003~2008)

12 (Classroom Management)

14 (Gordon): (Gordon): (Gordon): (Gordon): (Gordon): (Gordon): (Gordon): (Gordon): (Gordon, 1989, (Gordon, 1989, p 謏 83) p 謏 83)

15 ( 一 ) 學生有高度的注意力 (Student Attention) ( 二 ) 提高與維持學生的學習動機 (Student Motivation) ( 三 ) 促進學生自我控制力 (Student Self-Control)

17 (Learning Organization) (Caring Communication)

18 School is not just a place where students learn reading, writing, and arithmetic. It is also a place where they develop beliefs about their own abilities, acquire strategies for getting along with other people, and explore various perspectives on right and wrong. In other words, school is a place where students grow personally, socially, and morally as well as academically (Ormrod, 2003,p.61).

19 師生關係親師關係同儕關係社區關係同事關係

20 班級經營的特性 ( 一 ) 多層面性 (Multidimensionality) ( 二 ) 同時性 (Simultaneity) ( 三 ) 立即性 (Immediacy) ( 四 ) 難以預料 (Unprediction) ( 五 ) 公開的班級氣氛 (Public classroom climate) ( 六 ) 歷史性 (History)

21 班級常規管理三層面 (1) 預防的 (preventive) (2) 支持的 (supportive) (3) 矯正的 (modified)

23 一瞭解學生的心理需求 (Understanding Students Basic Psychological Needs) 二建立良好師生關係 (Establishing Positive Teacher-Student Relationships) 三創造積極同儕關係 (Creating Positive Peer Relationships) 四與家長密切配合 (Working with Parents) 五激勵學生的學習動機 (Enhancing Students Motivation to Learn) 六運用有效教學方法 (Instructional Methods That Motivate Students and Increase Learning) 七增進學生專注的學習行為 (Increasing Learning by Maximizing On-Task Behavior) 八培養學生良好行為 (Developing Productive Student Behavior) 九減少不當行為 (Reducing Unproductive Student Behavior with Problem Solving) 十行為管理 (Behavioristic Management Procedures) 十一全校性常規訓練 (Schoolwide Discipline Programs) Source: Jones, V. F., & Jones, L. S. (1990). Comprehensive classroom management.(3rd ed.). Boston: Allyn and Baco

24 主要班級經營理論行為矯正 (Behavior Modification) 代表人物 : B. F. Skinner 果斷訓練 (Assertive Discipline) 代表人物 : Lee Canter 邏輯後果 (Logical Consequences) 代表人物 : Rudolf Dreikurs 交流分析 (Transactional Analysis) 代表人物 : Eric Berne and Thomas Harris 現實治療 / 控制理論 (Reality Therapy/Control Theory) 代表人物 : William Glasser 吉諾特模式 (The Ginott Model) 代表人物 : Haim Ginott 庫寧模式 (The Kounin Model) 代表人物 : Jacob Kounin 瓊斯模式 (The Jones Model) 代表人物 : Fredric H. Jones 教師效能訓練 (Teacher Effectiveness Training) 代表人物 : Tomas Gordon

25 認識我們的學生了解我們的學生關心我們的學生接納我們的學生善待我們的學生幫助我們的學生成就我們的學生

27 教師權力運用二十種承諾 (Promise): : 保證在未來會做, 或給予某些事物獎賞 (Reward): : 提供有價值的增強物威脅 (Threat): : 警告未來會有不良後果懲罰 (Punishment): : 加諸負向後果脅迫 (Bullying): : 使用強烈的威脅侮辱或暴力侮辱或暴力討論 (Discussion): : 使用理性的辯論或解釋請求 (Request): : 陳述應該做的事, 或要求順從命令 (Demand): : 強烈肯定自我, 堅持順從教導 (Instruction): : 教學示範說服 (Persuasion): : 勸誘使人相信協商 (Negotiation): : 討價還價, 做承諾, 利益交換施壓 (Pressure): : 使用團體影響力宣稱專家 (Claming Expertise): : 展示或顯示有較優越的知識與技能堅持 (Persistence): : 持續個人影響的企圖重復某一觀點重復某一觀點造成既定事實 (Fait Accompli): : 木已成舟先斬後奏先斬後奏支配 (Manipulation): : 說謊暗示暗示欺騙懇求 (Supplication): : 請求祈求祈求拜託討好 (Ingratiation): : 增加個人魅力迴避 (Envision): : 迴避議題或迴避不認同的人擺脫 (Disengagement): : 離開情境, 斷絕往來 Source: Forsyth, D. R. (1990). Group dynamics(2nd ed.). Pacific Grove, CA: Brooks/ Cole Publishing Co. p. 188.

28 (Creating a Positive Learning Environment) 安全 (Safe-- Free from fear of physical, psychological or emotional pain and abuse. Free from threats, force, punishment, coercion, manipulation, pressure, stress, intimidation, humiliation, embarrassment, invalidation.) 自在 (Free -- Students have real choices. Participation in activities and lessons is voluntary.) 尊重 (Respectful -- Students and teachers respect each other's feelings, emotional needs, beliefs, values and uniqueness.) 個別支持與輔導 (Individual/Supportive/Nurturing -- Students are treated individually. Their individual needs, talents, potential and interests are supported.) 情緒智慧 (Emotionally Intelligent -- Feelings are valued, discussed, validated. EI is part of the formal and informal curriculum.) 實際教導 (Relevant/Meaningful/Practical -- Material helps students with real problems in their lives. Life skills, relationship skills and a parenting skills are taught.) 同理與關懷 (Empathetic & Caring -- Students and teachers care about each others feelings.) 興趣激發 (Interesting/Stimulating -- The material and the environment stimulate the student's natural curiosity and need to learn.) 有彈性 (Flexible -- Changes are made frequently, easily and smoothly.) (Retrieved from:

29 How to Build Relationships --The Four-Way Rule Be caring 關懷 ---- 關心 Show consideration towards others in a caring manner, see their problems from their point of view. Be interested 感興趣 ---- 愛心 Show an interest in others, their persons, their activities, their families, problems, clothes, their belongings, whatever they value. Make them feel they are somebody who is important. Be tolerant 寬容 ---- 耐心 Be tolerant to others, respect their differences in culture, age, manner, language, appearance and sex, and accept them as they are. Be forgiving. Be yourself, sincere 真誠 ---- 誠心 Be sincere, honest and open, be yourself towards them.

31 How can be an effective teacher?

32 Figure 1. The Four Aces of Effective Teaching ( Retrieved 14/9/2006 from: es/bulger/)

33 重要班級管理策略重要班級管理策略重要班級管理策略重要班級管理策略重要班級管理策略重要班級管理策略重要班級管理策略重要班級管理策略 ( 一 ) 身體接近身體接近身體接近身體接近身體接近身體接近身體接近身體接近照顧全場照顧全場照顧全場照顧全場照顧全場照顧全場照顧全場照顧全場適時發問適時發問適時發問適時發問適時發問適時發問適時發問適時發問說小故事說小故事說小故事說小故事說小故事說小故事說小故事說小故事具幽默感具幽默感具幽默感具幽默感具幽默感具幽默感具幽默感具幽默感生活體驗生活體驗生活體驗生活體驗生活體驗生活體驗生活體驗生活體驗自我表露自我表露自我表露自我表露自我表露自我表露自我表露自我表露勞動分配勞動分配勞動分配勞動分配勞動分配勞動分配勞動分配勞動分配催化互動催化互動催化互動催化互動催化互動催化互動催化互動催化互動適當停頓適當停頓適當停頓適當停頓適當停頓適當停頓適當停頓適當停頓偶發處理偶發處理偶發處理偶發處理偶發處理偶發處理偶發處理偶發處理順水推舟順水推舟順水推舟順水推舟順水推舟順水推舟順水推舟順水推舟學生自選學生自選學生自選學生自選學生自選學生自選學生自選學生自選事先規畫事先規畫事先規畫事先規畫事先規畫事先規畫事先規畫事先規畫言出必行言出必行言出必行言出必行言出必行言出必行言出必行言出必行課前準備課前準備課前準備課前準備課前準備課前準備課前準備課前準備準時下課準時下課準時下課準時下課準時下課準時下課準時下課準時下課發掘專長發掘專長發掘專長發掘專長發掘專長發掘專長發掘專長發掘專長

34 重要班級管理策略 ( 二 ) 小老師制分組合作分組約束立即酬賞維持自尊個別引導避免衝突容許爭辯權威作用相互協商民主公平允許嘗試不加標籤掌握資訊定期檢討溫馨愉快同理表達提高成就

(inappropriate social behaviors) (specific emotional disturbance) (disorders of physical regulation) 1. : 2. : 3. : 4. : 5. : 6. : 7. : 186 120 8. : 2

(inappropriate social behaviors) (specific emotional disturbance) (disorders of physical regulation) 1. : 2. : 3. : 4. : 5. : 6. : 7. : 186 120 8. : 2 Meyer Evans(1989) (1) (2) (3) (functional assessment) 2001 85 Durand, 1990Dyer & Larsson, 1997Mace & Munk, 1999Maurice, Green, & Luce,1996 Meyer Evans(1989) (stereotypic behaviors) (self-injurious behaviors)

有效的班級經營 大葉大學教育專業發展研究所教授兼所長 兼師資培育中心主任兼師資培育中心主任

有效的班級經營大葉大學教育專業發展研究所教授兼所長兼師資培育中心主任兼師資培育中心主任