More Classroom Management Stuff

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More Classroom Management Stuff

• Moving from Preventative Medicine to First Aid
  and Chronic Care

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At your tables, identify an age group and answer
the following questions

1. What are the needs of your identified age group?
2. To what degree are the members of your age group
   motivated to have those needs met?
3. What will they do to get their needs met?
4. How will they act if those needs arent met? Can
   you give specific behaviors?
5. What can you do in your classroom to help meet
   their needs?

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Some Basic Needs

• Safety and Security
• Love and Belonging
• Esteem
• To Know and Understand

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Academic NeedsJones Jones

• Understand and value learning goals
• Understand the learning process
• Be actively involved in learning
• Relate subject matter to their lives
• Take responsibility for learning
• Following their interests
• Setting goals
• Experience success
• Receive appropriate rewards

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More Academic Needs

• See learning modeled
• Experience a safe, well-organized learning
  environment
• Have time to integrate learning
• Have positive contact with peers
• Receive instructions matched to their learning
  style
• Be involved in self-evaluating their learning and
  effort

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Brookss Seven Questions

• Am I in the right room?
• Where do I sit?
• What will we be doing this year?
• How will I be graded?
• Who is my teacher as a person?
• Will my teacher treat me as a human?

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Recall your list of what you can do in your
classroom procedures routines.
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How are most classrooms managed?
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Punishment

• Such as?
• The less you use punishment, the more effective
  it becomes.
• Many traditional punishments are in direct
  conflict of developmental needs!
• Works best for those who find school satisfying
  and need to be reminded of appropriate behaviors
  (50).
• Others are out for attention, power, revenge, or
  to boost self worth.
• Jails are full of people who have been punished
  more than once.
• How well does punishment meet student needs?

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Establishing a Safe Climate

• Respect and value students as humans
• Give them unconditional positive regard.
• Be attentive and interested in them as humans as
  well as students.
• Dont ridicule, embarrass, or humiliate.
• Avoid sarcasm.

• Create a risk-free environment
• Treat mistakes as a natural part of learning.
• Use wrong answers as contributions.
• Reword questions or prompt student instead of
  going to another student.

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Creating a Safe Climate, cont.

• Include the Teacher as a learner in the
  community.
• Admit you dont know.
• Model the uses of resources including students.
• Share your learning experiences.

• Assist students in developing relationships.
• Make it a classroom practice (rule?) to be
  respectful of each other.
• Include conflict resolution and problem solving
  skills in the curriculum.
• Teach students how to work in a cooperative group.

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First Aid (for 80)

1. The Evil Eye/Teacher Look
2. The Space Invader
3. The Polite Whisper (Dont ask for or wait for a
   response.)
4. The Friendly Request (Consider changing your
   behavior)
5. The Request for Think Time (Let me think about it
   and let you know.)

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Mistaken Needs/Goals (the other 20)

• Attention
• Power
• Revenge
• Self-esteem

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In General

• Get good at Overlapping
• Multitask.
• Keep other students busy while dealing with one.
• Wait for natural breaks and until students are on
  task before dealing with a problem.

• Develop Withitness
• Handle a problem immediately before it escalates.
• Dont punish the whole class or the wrong student.

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AndTake it Outside!

• Speak privately. Others are not an audience.
• Ask the student to explain what s/he things the
  problem is.
• Identify the real problem.
• Send I-messages
• Give choices.

No! No! I didnt do it!
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I-Messages

1. State what the student did.
2. Explain the tangible difficulties it causes you.
3. State how it makes you feel.
4. Example David, when you answer all the
   questions, I dont know if the other students
   know the answers. That makes me feel unsure.
5. Example Maria, when you refuse to participate
   in class, I think that you might never learn
   important things. That makes me feel worried.
6. Example Maria, when you say you dont care about
   what were learning, I think you dont care about
   your future. That disappoints me.

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Chronic Care Dealing with those in need of
Attention

1. Find a way to give attention in a positive way.
2. Find a study buddy.
3. Give an optional time out.
4. Encourage when the student succeeds.
5. When the student raises a hand, call on him/her
   quickly.
6. Give jobs to receive legitimate attention (run
   errands, collect papers, etc.)

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Chronic Care Dealing with those in need of
Power

1. Mendler says 70-80 of challenging student
   behavior is attributable to outside factors.
2. Dont grab the hook (even if you have to back
   down). Keep calm and let the student cool down
   also.
3. Avoid and defuse direct confrontations.
4. Listen in private. Isolate.
5. Recognize the students feelings.
6. Give choices.
7. Give leadership roles.
8. Encourage independent thinking.

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Chronic Care Dealing with those in need of
Revenge

1. Usually retaliation for hurt feelings.
2. Dont use sarcasm or put-downs.
3. Deal with it privately.
4. Listen.
5. Form a positive relationship with the student.
6. Admit mistakes.
7. Be in control of your emotions.

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Chronic Care Dealing with those in need of
Self-worth

1. Give opportunities for success.
2. Peer tutor.
3. Make the environment safe.
4. De-emphasize grades, emphasize learning
   improvement.
5. Give smaller chunks of information structure
   activities toward a goal.
6. Encourage (rather than praise). Later with
   this.
7. Help remediate.
8. Listen.

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FIGHT! FIGHT!

1. Remain calm, talk gentle yet firm.
2. Send for assistance.
3. Get rid of the audience. Acknowledge feelings.
4. Offer alternatives.
5. Talk to students about resolving problem before
   the administrator comes.

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Shooting Yourself in the Foot

1. Be sarcastic.
2. Use a negative tone of voice (condescending).
3. Display negative body language (fists, jaw,
   facial expression, stance).
4. Be inconsistent.
5. Play favorites.
6. Use put-downs.
7. Lose your temper.
8. Give public reprimands.
9. Be unfair (take away promised activities, nitpick
   grading, give pop quizzes, give homework as
   punishment)
10. Be apathetic (forget names, ignore a student).
11. Be inflexible (due dates, test dates)
12. Lose your sense of humor.