Using a Simulated Learning Environment to Teach Preservice Special Educators Behavior Management
Location
1052
Format Type
Event
Start Date
January 2016
End Date
January 2016
Abstract
Developing effective educators is a priority for ensuring that future generations learn successfully. Along with educator quality, there is also a need to reduce attrition within the field of special education. At the core of this issue, for beginning teachers, is the challenge of positively managing students while leaning to teach simultaneously. Beginning teachers cite classroom management as the primary area in which they need support (Portner, 2005) and it is considered one of the most important, but difficult and complex issues teachers face in the classroom (Lee & Powell, 2005). Classroom simulations possibly provide a means of preparing preservice teachers in classroom management skills while allowing them to focus on teaching and learning simultaneously (Dieker, 2008).
Based on constructivist theory, simulation involves participating in a very real learning experience that closely resembles an actual setting (Clapper, 2010). They attempt to recreate certain aspects of reality for the purpose of gaining information, clarifying values, understanding other cultures, or developing a skill. Furthermore, a simulated learning environment gives participants a task to experience and allows them to solve problems or gain insights into appropriate or effective behaviors for selected situations. Although simulations take on a variety of forms, all intend to create the appearance or effect of some real-life phenomenon so that participants have the opportunity to experience it, make decisions about it, and evaluate or witness the results of their decisions (Cruickshank & Metcalf, 2009). They can experience the results of their choices and learn from their mistakes and most importantly, unlike the real world, they can repeat the situation with changes (Gros 2007).
This presentation will outline a mixed methods study conducted to examine candidate’s perceptions of the use of computerized simulation as an effective tool to learn classroom management and discipline. The development, implementation, and assessment of the simulation as well as candidate data on the feasibility of the approach in comparison to other methods of learning classroom management will be presented. Results of a pre and post-survey data and focus group meetings will also be shared. The researcher conducted a study into the use of a simulated classroom as a potential teaching tool to assist pre-service teachers to deal with a diverse range of classroom behaviors and abilities. The aim of this study was to evaluate the effectiveness of the virtual classroom, from the perspective of the participating pre-service teachers, in terms of preparing them for dealing with a diverse range of student behaviors. Thus, the research question examined was: Can a computer-simulated classroom provide an authentic environment for the learning of strategic decision-making in regard to classroom management for teacher candidates?
Participants will learn about the use of computer simulation in teacher preparation programs to teach behavior management. Additionally, they will hear the results of a mixed methods study examining the use of computer simulations to teach behavior management.
Using a Simulated Learning Environment to Teach Preservice Special Educators Behavior Management
1052
Developing effective educators is a priority for ensuring that future generations learn successfully. Along with educator quality, there is also a need to reduce attrition within the field of special education. At the core of this issue, for beginning teachers, is the challenge of positively managing students while leaning to teach simultaneously. Beginning teachers cite classroom management as the primary area in which they need support (Portner, 2005) and it is considered one of the most important, but difficult and complex issues teachers face in the classroom (Lee & Powell, 2005). Classroom simulations possibly provide a means of preparing preservice teachers in classroom management skills while allowing them to focus on teaching and learning simultaneously (Dieker, 2008).
Based on constructivist theory, simulation involves participating in a very real learning experience that closely resembles an actual setting (Clapper, 2010). They attempt to recreate certain aspects of reality for the purpose of gaining information, clarifying values, understanding other cultures, or developing a skill. Furthermore, a simulated learning environment gives participants a task to experience and allows them to solve problems or gain insights into appropriate or effective behaviors for selected situations. Although simulations take on a variety of forms, all intend to create the appearance or effect of some real-life phenomenon so that participants have the opportunity to experience it, make decisions about it, and evaluate or witness the results of their decisions (Cruickshank & Metcalf, 2009). They can experience the results of their choices and learn from their mistakes and most importantly, unlike the real world, they can repeat the situation with changes (Gros 2007).
This presentation will outline a mixed methods study conducted to examine candidate’s perceptions of the use of computerized simulation as an effective tool to learn classroom management and discipline. The development, implementation, and assessment of the simulation as well as candidate data on the feasibility of the approach in comparison to other methods of learning classroom management will be presented. Results of a pre and post-survey data and focus group meetings will also be shared. The researcher conducted a study into the use of a simulated classroom as a potential teaching tool to assist pre-service teachers to deal with a diverse range of classroom behaviors and abilities. The aim of this study was to evaluate the effectiveness of the virtual classroom, from the perspective of the participating pre-service teachers, in terms of preparing them for dealing with a diverse range of student behaviors. Thus, the research question examined was: Can a computer-simulated classroom provide an authentic environment for the learning of strategic decision-making in regard to classroom management for teacher candidates?
Participants will learn about the use of computer simulation in teacher preparation programs to teach behavior management. Additionally, they will hear the results of a mixed methods study examining the use of computer simulations to teach behavior management.