The Haberman Educational Foundation is pleased to announce the availability of a
new assessment tool for school districts, universities and researchers to answer
the most frequently asked question in teaching, “Will this individual be able to
manage a classroom?” Veteran teachers as well as beginners will also be able to
assess themselves in complete confidence and privacy in order to learn whether or
not they have what it takes. If veteran teachers, novice teachers and teachers-to-be
can manage the classroom then they have a chance of sharing their knowledge with
children and youth. If they can’t relate to the students and keep them on-task then
what they know will never be received or learned.
This assessment is in the form of an interactive computer game. The teacher is presented
with a screen depicting 24 students who must be kept on task. Using a random, timed
sequence students begin to move off-task. If the teacher does not intervene in a
manner appropriate to the particular student behavior, they begin to disturb their
neighbors. The teacher’s responses are timed as well as assessed for their appropriateness
to the particular students’ needs. The score for each episode reflects the total
number of seconds the teacher is able to keep the students on-task.
The game is based on Rudolph Dreikurs’ theory of logical consequences. The students
in the computer classroom misbehave because of their particular need for attention,
power, revenge, or avoidance of failure. The best responses are those selected by
star teachers. Dr. Haberman developed this interactive system to give teachers practice
at the critical behaviors they must demonstrate to be effective classroom managers.
As a result of practicing with this interactive system the teachers will improve
in the following:
- “With-it-ness”—a heightened awareness of everything all the children in the classroom
are doing at any moment in time.
- “Multi-tasking”—an increased ability to think about resolving several children’s
- Responding to individual needs—tailoring responses to particular student needs.
- Increasing their repertoire of responses—practicing 50 positive teacher responses.
- Avoid escalating problems—extinguishing automatic teacher responses that feed into
and make situations worse.
- Professionalizing teacher behavior—learning to act in response to children’s needs
rather than responding to teacher needs.
- Acting decisively—learning to act quickly and staying in control of the situation.
In order to access the Star Classroom Management you will need to log on to the
Haberman Foundation website @ http://www.habermanfoundation.org
The game was developed by Dr.Martin Haberman, Distinguished Professor,UWM. Ryan
Cameron , NorthEast Magic, Halifax Nova Scotia, Canada, provided the technology.
Gary Cowan, Randall Systems, manages the technology division for HEF.