A Brief Overview of Open Classroom Education.

Autor/in	Newman, Sally
Titel	A Brief Overview of Open Classroom Education.
Quelle	(1972), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Environment; Classrooms; Educational Objectives; Flexible Facilities; Open Plan Schools; Secondary Education; Skill Development; Skills; Student Teacher Relationship; Success; Teacher Attitudes; Teacher Characteristics; Teacher Responsibility; Teacher Role; Teaching Skills + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Classroom; Klassenraum; Educational objective; Bildungsziel; Erziehungsziel; Open plan school; Open school; Open schools; Offene Schule; Sekundarbereich; Kompetenzentwicklung; Qualifikationsentwicklung; Skill; Fertigkeit; Erfolg; Lehrerverhalten; Lehrverpflichtung; Lehrerrolle; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	This brief overview is intended for educators concerned with the realities of implementation and techniques for operational success in open classroom education. Presented are enumerations of statements on 1) essential environmental components that exist in a successful classroom in which the childs' needs, intellectual, and social abilities are the focus of education; 2) roles of teachers; and 3) responsibilities of teachers. Criteria provided for teacher success in an open classroom are that competent teachers demonstrate achievement in cognitive, affective, and psychomotor domains; are committed and involved; and maintain positive attitudes about children, learning, and knowledge. An explanation of Barths' dissertation, "Assumptions About Learning and Knowledge", a teacher attitude scale dealing with teachers' beliefs about childrens' learning behaviors, is included. In an open environment children are expected to develop a number of listed measurable skills enabling teachers to evaluate each students' development. Several statements are given on prevalent misconceptions about open education. It is concluded that successful implementation of open classroom methods is a unique gradual process and has no predictive time: success occurs with smoothness of procedure and evidence of learning and growth. (Author/SJM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01