Collaborative Theories
Collaborative theories of teacher influence are based on the belief that influencing student behavior is the joint responsibility of the student and the teacher. (Levin and Nolan, pg. 104).
The teacher must protect the rights of the group while still nurturing the learning of individual students. (Levin and Nolan, pg. 105)
The teacher might also allow the class to make some choices concerning upcoming activities and events from a list of options that has been presented to them. (Levin and Nolan, pg. 106)
During Science class the students got to make and test their Marshmallow flyers in their groups. We all went outside to test them and measure the distance of the marshmallow. All the data was documented on their chart and since the measuring tape isn’t long enough all the students had to use multiplication to compute the total distance the marshmallow had traveled. It is a fun experiment that the students looked forward to it all week and even though it was fun the students also leanred about distance, motion, force and position. This was a successful group experiment because the students made their own decisions and collaborated with one another to make sure they followed instructions and that their behavior was appropriate. For an observation instrument that I have seen my co-teacher use is a clipboard with a laminated sheet that has both classes’ student names on it that includes the teachers’ classroom next door because they switch classes. This clipboard is used to document and keep track of behavior and is used to tally up at the end of the day and if they misbehaved it is documented onto their planner for their parents to see. Then at the end of the week it’s used towards an incentive for auction day.
Collaborative theories of teacher influence are based on the belief that influencing student behavior is the joint responsibility of the student and the teacher. (Levin and Nolan, pg. 104).
The teacher must protect the rights of the group while still nurturing the learning of individual students. (Levin and Nolan, pg. 105)
The teacher might also allow the class to make some choices concerning upcoming activities and events from a list of options that has been presented to them. (Levin and Nolan, pg. 106)
During Science class the students got to make and test their Marshmallow flyers in their groups. We all went outside to test them and measure the distance of the marshmallow. All the data was documented on their chart and since the measuring tape isn’t long enough all the students had to use multiplication to compute the total distance the marshmallow had traveled. It is a fun experiment that the students looked forward to it all week and even though it was fun the students also leanred about distance, motion, force and position. This was a successful group experiment because the students made their own decisions and collaborated with one another to make sure they followed instructions and that their behavior was appropriate. For an observation instrument that I have seen my co-teacher use is a clipboard with a laminated sheet that has both classes’ student names on it that includes the teachers’ classroom next door because they switch classes. This clipboard is used to document and keep track of behavior and is used to tally up at the end of the day and if they misbehaved it is documented onto their planner for their parents to see. Then at the end of the week it’s used towards an incentive for auction day.