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These Sections Is Further Divided Into Four Subsections. Eac.H Section 41. DOC Mit REBORE sp 178 514 4 ST 015. 009 OTEOR Vacha, Edward F.; And Others , TITLE 'Improving Classroom,. Social Climate; Tacherss - Handbook. INSTITUTION State. Dept. of Education,Sacramento. 4 PUB DATE 'CaliforniaMar 79 NOTE 2.92p. AVAILABLE FROM Holt, Rinehart a7nd Winston, 383 MadisonAvenue, 'New York, N.Y. 10017 (S1.9.95) 'EARS PRICE MPO1/PC12*Plus Posta0. - DESCRIPTORS Aspiration; Class Management; ClassroomEnvironment; Elementa:ry Edlication; Friendship;*Group Dynamics; Interaction Isrocess knalysis; *Interpersonal Relationship; Leadership; *Socialization;*Social Relations:, *Student Behavior BSTRACT The g\oal of this book is to help teacherscreate a positive social climate in -ihe elementary schlolclassroom. Six group processes areas are identified as combining to. create the social climate of t;Ie'claLssroom;(1) attraction; (2)leadership; communication;(4) stAdent norms of conduct; 15) individual(3) expectations; ''and(6) group cohesion. The book is divided _izto six sections, one for each of these sixgroup processes areas. Each of . these sections is further divided intofour subsections. Eac.h section begins with an introducticA that explains thetheories around which the lessons .f or that area are aesigned, the goals,of the 'les.sons for that area, and a discussion' of &lassrcom Aanageienttechniques necssary to support andk, reinforce the lessons'. s(JD) 4 j .*1pEep.rductions suPplied by. EDRS are the best that ein.be made ,from the original document. ..... ..., ..- ...,....1111* *d vi,;:,'""',"':;:,-,, ..... ,,.., -, . ','''''.: ,l'**. t'..1:.7iii,..... 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(S.ECURING EVERY6 LEARNER'S FUTURE) IV-C 4 R Published. by Holt, Rinehart and Winston Copyright (2) 1977, 1i79 Qrcutt UniOn School District. All rights reserved 'ISBN:'0-03-0538O1-7 Printed in tIle United States of America 9 01 2 140 9 8 765 32 '.Library of Congress Catalog Card- NO.: 79-652_08 -This '-work- was- -de-veloped' under -a- itat e-administered _grant :O'f_ - ,-;-- -..--- fedea-1 ESEA----,,Title IV-C, f9nds from the C'alifornisSlate Department of- Edudation, 721..-.Capito1 Mall', Sacramento, California,:- 958114.-However,- the content -does 'n6t .necesa,riiri-r4f1ect the ---:, potitlon, or pocy of that Departmezt Qr of the -U..S.. ,Department.. of Health, Educatic41..;` and Wetfare; .and. no bfficial 'endorsement' i .. of this work shpuld be,.inferre4-. Y LindstrOm.Ed..D Jack C. Garvin, Ed.D 5uperintendent Assoclate SuperinterIdent .a) i PREFACE.'0 THE REVISED E4TION This revision of Improving Clas'sroom Climate has benefited from (the suggestions of a large num er of educator's. Throu6-the provision of an E.S°..E.A. Title IV-C,DisseTination Grant awarded to Project S.E,-L.F. by the California,State Department ofiEd'ucation in June, 1977, we have been able to' conduct- numerAus Project s.E.L.F. workshops and inser-vice training ses ions where hundreds of edueators haVe been trained to implemen this program in a.wide variety of sAttings. Many .of the changes and the reoiga4izartion -of this handbook reflect 0 the commen s of these educators. Other changes reflect the suggeSti6 s of Sandra Eyler, Prioject S.E.L.T. Specialist. Mrs. Eyler ha7 been instrumental,in the dissemination of the projeCt, qnd Sheontinues to have.considerable contaetwith.educatorS- 1nvQ1v,d in implementation of the program in new settings. he ,mvodifications df this handbook have been primarily aimed at e iminating inconsistencies and prov4ding additional information for/ sers. We have changed the suggested schedule of actMties, modified some of the lessons, and,4dded several new lessons. We, lia.e also expanded the introducticbn to give a better theoretical. background for the user, ahd we have expanded the discussions of classrooni-diagapsis to help the laser better diagnose thesocial relations 6,f his or her cl,ass through.,guided obseryations of studeht interactions. ct" 1 1 Project S.E.L.F. Edwaid .F .1.Vacha Ordutt.Onion SchoOl District William A. McConald Post Office Box-2310 Joan M, Coburn. Orcutts.Califoplia 93454 Harold E. .Black Maxich, 1979 PREFACE TO ;THE FIRST EtITI6N This handbook is the final product ofProj ect $ .E. L. F. (Sec,u1'4ing Every Learner's Future),an E.S.E.A. Title IV-C project (Nmber 1787) awarded to the Orcutt Union School Districtby the State of California Department ,of Education. It is designed to help teachers or guidance counselors developA preventative guidance program for students 'in the fourth, fifth, and sixth' grades. The program provided by this handbook is different from most guidance programs in that -itocuses on the classroom group rather than on the, individual student. It is desigried to help the teacher or guidance counselor deal with the sociolc!gY of .the classroora rathe than, the psychology-of the individual student. ( 's 0 The' goal of Project S.'1.L.F, wdsto develop a- self-teaching program for helping teachers and guidance counselors to improve classroom group processes. The -entire Project S.E.L.T. program is contained in thrs book and the accompanying 'six sound filmstrips. Project E.L F. and this handbook have had the befief it of the contributions of a large number of individuals. The Project S.E.L.F. teachers listed below read most of the lessons which constitute the heart of our program, and ;they field-tested them in their classrooms. Their suggestions and criticisms are reflected in almost every lesson in this handbook, ,a-nd they havehelped us make'the lessons more-effective and interesting for students. The control group teachers listed below also contributed to the Project. They allowed us to disrupt their classes to 'administersurveys to . their students at ipequent intervals. -These'teachers playeda Crucial role in the evaluation of our 'program, and they also provided us with opportun,ities to field-test ,the diagnostic survey1 contained . in this book. " The" consultants for Project S.E.1,.F Richard 'Schmuck, Stewart Sr. Shapiro, and Jules Zimmer also played a key role ia,the Project. Many of their ideas ancl suggestions-have been inqorporated into this handbook, -and- they provided most of- -the -inservice -training of the Project S.E.L".F. teachers. In particular,. the theoretical perspective and the organization of thi-s ha dbook have been largely based on Gr:oup Processes in the Classroom by Richard A. Schmu6( and Patr ic chmuc k (197M The State of California, Department of Educ tion con sultants assigned to Proj ect S.E.L.F. Txuce Lowery and Jar Rollings 'also played an important role in the development of this handbook by guiding us through the complexities required for successful administration of thesTroject. Irene Davis, Project SeCretary, Was -reaponsible forcopy prbbfreading an-.1 typing of this handbobk, She hs . '.helped'.uS:make.th,i.S 4 much:.More:readable: than.it would :Alave.been..withoUt her help, and she.plaYed at .importantHrole In the day-to-day,fuctioniu of the project. The Pr9ject S.E.L.F. teachers are as followa: .Experimental .Group ,::Co-ntrol Group.
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