7.1 Problems

1 Operating Instructions

1.       Organization

2-Background

1.       All children can learn

2.       Not all learn in same way

3.       Diagnostic and prescriptive

4.       Solutions which reachÝ +Ý teach students

5.       Staff development

3-Getting Started

1.       Classroom

2.       Students

3.       Curriculum

4.       Coop learning

5.       Evaluation

4-L=TBC: The Formula

1.       Basis

2.       Whole class

3.       Continuum

5-L=TBC: Models

1.       Generic

2.       Canada

3.       Belize

4.       Spanish Exploration

5.       Westward Movement

6.       The Middle Ages

7.       Role of Intern

8.       Prep forÝ field Preservice

Ý6-Meeting Student Needs

1.     Need for 21st Cent.Skills

2. 21st Cent.Skills + Curr

3. Assessment

4. Matching Resources to Student Need

5. Alt. Assessment: Tools and Pedagogy

7-Problems

1.       Classroom management

2.       Lack of focus

3.       Unwillingness

8-Solutions

1.       Getting Re-Started

2.       Graphics Boards

3.       HyperStudio

9- References

1.    End Notes

2.   Background Reading

10-The Library

1.       Print media

2.       HyperStudio

3.       Web-based

4.       CD-based

5.       On-Line

 

OVERVIEW: When problems occur, they usually manifest themselves through the behavior of certain individuals in the classroom. However, these individuals, out of a combination of frustration and rebellion, soon seek and gain support from other students in class who otherwise would be successful, cooperative, and "problem-free". Negative and non-productive attitudes can be grouped into three problem areas: classroom management; lack of focus; and unwillingness to change, cooperate, and progress. (See 8.1 Solutions)

(1) CLASSROOM MANAGEMENT PROBLEMS:

1.Each component of the L=TBC process and certainly the process as a whole is vitally dependent upon the ability and willingness of the students to assume a degree of self-direction and responsibility to cooperative learning groups and to the class as a whole.

2.Left unrepaired, small pockets of off-task and disinterested students can reduce the L+TBC teaching-learning process to dysfunctional chaos.

(3)UNWILLINGNESS:

  1. There is a marked difference between inability to perform a task and unwillingness to perform that same task.
  2. It is unrealistic to expect each student in class to be always active, focused, motivated, and "on top of things."
  3. It is equally unrealistic to expect successful learning and progress by the majority of student in class if even a few individuals remain for more than a few days unwilling to work, to cooperate, to learn.

(2) LACK OF FOCUS:

  1. Completing assigments and filling in worksheets out of routine and almost mindless compliance can be a form of trance-like non-involvement.
  2. Such "completion of tasks" without thought has no place in L+TBC.
  3. It takes energy and psychological strength to stay focused; real learning takes place only when the learner is focused.
  4. Lack of focus can be a destructive to the individual learner as disruptive behavior is to the entire class.