Terrance M. Scott - Teaching Behavior: Managing Classrooms Through Effective Instruction

Managing Classrooms Through Effective Instruction

Foreword by

• Siegfried Engelmann
• and Geoff Colvin

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Printed in the United States of America

Library of Congress Cataloging-in-Publication Data

Names: Scott, Terrance M., author.

Title: Teaching behavior : managing classrooms through effective instruction/ Terrance M. Scott.

Description: Thousand Oaks, California : Corwin, a Sage Company, [2017] |Includes bibliographical references and index.

Identifiers: LCCN 2016000258 | ISBN 9781506337494 (pbk. : acid-freepaper)

Subjects: LCSH: Classroom management. | Effective teaching. | Studentbehavior. | Teacher-student relationships. | Behavior modification.

Classification: LCC LB3013 .S424 2017 | DDC 371.102/4dc23 LC recordavailable at http://lccn.loc.gov/2016000258

This book is printed on acid-free paper.

Educators are responsible for teaching skills and knowledge to students fromkindergarten through Grade 12. The learning outcomes, typically expressed asstandards, are determined by educators and policy makers atfederal, state, and local levels. While there is considerable variability inwhat is taught and how it is taught, standards are necessarilycoordinated with other essential facets of instructioncurriculum,teaching, and testing.

When these four components are fully operative, students receive qualityinstruction and acquire the scheduled skills and knowledge. If any of thesefour components are inadequately conceived, the whole process of teachingand learning is weakened, and students receive inferior instruction.

It may be helpful to examine in more detail the integral relationship betweenstandards, curriculum, teaching, and testing to highlight the importance andvalue of Dr. Terrance Scotts new book Teaching Behavior: ManagingClassrooms Through Effective Instruction. The following figurerepresents the ideal interface between these four components:

The diagram shows how standards, curriculum, teaching, and testing aresequenced. Standards specify criteria for what students are to learn.Standards drive the curriculum. If the standards indicate that children areto learn rhyming patterns, the curriculum would provide sufficient practicefor children to master different rhyming patterns. Standards also driveteaching and testing. Although the curriculum specifies details of whatstudents are to learn, teaching is needed to transmit elements of thecurriculum to the students. Testing whether students met a particularstandard involves presenting items to students that can be correctlyanswered only if the students have been taught the appropriate content.

The simplest way to show the relationship of standard, curriculum, teaching,and testing is to present a specific example of a standard and identify howthe curriculum, the teaching, and the testing would have to be configured toassure that the proper content was presented and learned.

For instance, the Common Core standards for first graders indicate thatstudents will read phonetically regular CVC (consonant, vowel, andconsonant) words.

This standard implies that students will be taught the skills and knowledgethat are necessary for reading regular C-V-C words like dog andman. There are two common approaches for teaching beginning wordreadinga sight-reading approach or a phonics approach. For thesight-reading approach, children would not learn the sounds of the letters;rather, they would practice looking at words and identifying them by their overall shapethe same way theylearn how to identify people and things in their environment. For thephonics approach, students would first learn the sound of each letter thatappears in the CVC words and learn how to blend the three sounds toproduce the word. Given that students have been taught these skills, weshould be able to test the learning by presenting any phonetically regularCVC word. Stated differently, if the standards for a grade are reasonable,they generate a reasonable curriculum, reasonable teaching, and reasonabletesting.

To appreciate more fully the importance of Dr. Scotts new book we mayexamine how the instructional sequence (standards, curriculum,teaching, and testing) is used to evaluate theappropriateness and effectiveness of any instructional program, practice, orinitiative. First, an example of a standard prescribed for reading atkindergarten level is expressed as an instructional sequence.

This instructional sequence works if all the standards are reasonably withinthe scope of teachability for a specific grade level. If the standard isnot appropriate for the particular grade level, a great deal of additionalteaching is necessary to prepare students to meet this standard. In otherwords, when standards are prescribed, there needs to be a clearunderstanding of what teaching is needed to ensure that students learn theskills specified by the standard.