Contextual Analysis of Teaching Classroom Procedures

Team Member D2:

Contextual analysis:

Our target audience consists of adult learners who are teachers with varying levels of experience, but all of whom are struggling with classroom management due to a lack of procedures in the classroom.  Our secondary audience are eighth and ninth grade students who will be affected by the implementation of procedures in their classrooms.  

ORIENTING CONTEXT:

Focusing on our primary audience of teachers, there are three questions that we need to answer.  The following three questions were taken from the textbook, “Designing Effective Instruction”: 

1. What are the goals of the teachers undergoing this instruction?

We are assuming that all teachers who are taking part of the instruction have experienced some level of failure in terms of creating a positive environment for learning.  With that assumption established, the goal of the teachers would be to decrease the distractions in the classroom and increase the amount of time allotted to learning. 

2. Do the teachers view this instruction as useful? 

Morrison et al., states that most adult learners will have respect for an instructor who has experience and knowledge of the subject matter (2011).  We believe that teachers can be convinced that this instruction will be useful in their classrooms through instructors (our team members) who have many successful years of implementing procedures into our classrooms and businesses.  However, some teachers may be hesitant if they believe their students will be resistant to learning procedures. 

3. Will the teachers be held accountable for mastering the concept of teaching procedures (Morrison et    al., 2011)?

Teachers are held accountable for the success of their classrooms on an individual basis at the administrative level.  Teachers are often observed and are, more frequently, being rated according to the success of their students.  Having classroom procedures can benefit both teachers and students alike.  

INSTRUCTIONAL CONTEXT:

The scheduling of the course will be very critical.  Teachers will need to feel like they can immediately implement the material learned into their classrooms.  Because of this, the course should be offered sometime over the summer.  There must be ample time after the completion of the course for teachers to prepare for the upcoming school year with their procedures in place.  

Another factor to consider is the physical location where instruction will take place.  Option one is to create an on-line course.  With this option, the main considerations will be that each teacher is properly equipped with the necessary software to read on-line articles, watch video-clips, and upload work.  Option two is that the course is attended at a school, hotel, etc.  It would be important for each teacher to have somewhere to sit, take notes, and have access to a computer.  

TRANSFER CONTEXT:

Transfer of procedures can’t really take place until the teacher implements them on the first day of class.  However, it would be helpful for teachers to have an environment where they can practice teaching, modeling, and practicing procedures with students.  If the course in an on-line course, it would be helpful for teachers to record themselves and receive feedback from fellow teachers.  In this case, teachers would need to be provided with the appropriate tools to record themselves and upload the video.  If the course, however, is at a physical location, a ‘mock classroom’ can be created to help teachers practice the transfer of their knowledge.  In this case, materials such as chairs and/or desks, pencil sharpeners, a chalkboard/whiteboard/projection screen, and teachers posing as students would be helpful in making the classroom feel authentic. 

UNIT GOALS:

1. Teachers will be able to reiterate the 3 step approach for teaching procedures.
2. Teachers will write a list of procedures that will be implemented into their classrooms. 
3. Teachers will quickly correct behavior when it is not according to procedures.  
4. Teachers will clearly state expected student behavior. 
5. Teachers will master the 3 step approach for teaching procedures.

Unit goals 1, 2, and 4 can be tested for success through basic assessment methods such as: verbal questioning, partner work, etc.  Unit goals 3 and 5 can only be assessed in a classroom setting.  This setting can be a ‘mock classroom’ setting or it can be an actual eighth or ninth grade classroom.  The true test of mastery is to evaluate the teachers classroom one, two, three months into the school year.  Is the classroom well-managed?  If the answer is yes, then the procedures have been properly put into practice.  If the answer is no, then either the explanation, rehearsal, or reinforcement was not properly executed. 

References

Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2011).  Designing Effective Instruction.  Hoboken, NJ: John Wiley & Sons, Inc. 

Wong, H., & Wong, R. (2001). The First Days of School.  Mountain View, CA: Harry K. Wong Publications, Inc.