I have come to a frightening conclusion' I am the decisive element in the classroom' It is my person

1

• I have come to a frightening conclusion. I am
  the decisive element in the classroom. It is my
  personal approach that creates the climate. It
  is my daily mood that makes the weather. As a
  teacher I possess tremendous power to make a
  childs life miserable or joyous. I can be a
  tool of torture or an instrument of inspiration.
  I can humiliate, hurt or heal. In all
  situations, it is my response that decides
  whether a crisis will be escalated or
  de-escalated, and a child humanized or
  dehumanized.
• Hiam Ginott

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Classroom Structure

• Classroom Management
• Physical layout of classroom
• Manageable room
• Accessible materials
• Procedures clearly stated and understood by
  students
• Behavior Management
• Rules should be clearly stated and consistently
  reinforced throughout the year.

3
Historical Perspective

• Traditional
• Bureaucratic and Monitorial
• New England Pedagogy
• Progressive
• Conservative Restoration

4
Models for Classroom Structure

• Lee Canter
• Assertive discipline
• Teachers should insist on responsible behavior
• Many teachers fail to discipline because they
  believe that firm discipline is inhumane

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Assertive Discipline Teachers

• Teachers have three basic rights as educators
• To maintain an optimal classroom setting for
  learning
• Expect appropriate behavior
• Expect help form administrators as well as
  parents

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Assertive Discipline (students)

• Students have three basic rights
• To have teachers who help them develop and grow
  by limiting self-destructive behaviors
• Teachers who support and encourage appropriate
  behavior
• Students should have prior of the consequences of
  their behavior

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Canter Model of Classroom Behavior

• The following items are essential to good
  behavior management
• State and clearly teach expectations early
• Use I messages
• Calm voice, eye contact, non-verbal gestures
• Repeat the rules when needed
• Firm, positive insistence

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Jones Model of Classroom Behavior Management

• Reduce the loss of instructional time
• Statistics
• 50 of class time is lost because of misbehavior
  and being off task
• 80 is lost due to talking
• 19 is lost to daydreaming, out of seat and
  making noises
• 1 is lost to more serious behavior

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Focus of Jones Model

• Apply effective body language
• Use of body for non-verbal communication
• - Eye contact
• - Facial expression
• - Posture
• - Signals and gestures
• - Physical proximity
• Incentive systems
• Individual help

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Mackenzie Model for Classroom Structure

• Structure is the organizational foundation of the
  classroom.
• Common Misconceptions
• Teaching rules is the parents job
• Children should know what to expect
• Explaining the rules should be enough
• Students resent firm rules and the teacher who
  makes them
• Male teachers are the best disciplinarians

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Mackenzies Setting Limits Program

• Rules in theory
• Rules in practice
• All rules should be introduced to students the
  first day
• Broad and inclusive rules
• Limit rules to three to five

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Harry K. Wongs Classroom Structure

• Main characteristics of effective teachers
• Classroom management skills
• Teaching for lesson mastery
• Positive expectations
• Classroom management is organization of students,
  space, time and materials.

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Classroom Management

• Security
• Accessible materials
• Manageable room
• Highly focused students
• Clear expectations
• Little wasted time, confusion or disruption

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Managing Your classroom

• Engaged time
• Academic time
• Achievement
• Predictable environment
• Rules-(General and Specific)
• Consequences
• Rewards