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CLASSROOM MANAGEMENT

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Title: CLASSROOM MANAGEMENT Author: Technical Services Last modified by: Technical Services Created Date: 1/9/2006 1:49:16 PM Document presentation format – PowerPoint PPT presentation

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Title: CLASSROOM MANAGEMENT


1
CLASSROOM MANAGEMENT
  • Jo Hartmann
  • 394-1876-ext 140
  • jhartmann_at_tie.net

2
  • Wherever groups of people live and work together,
    there are issues of organization that have to be
    solved or there is chaos.

3
  • John Locke, the English philosopher, theorized
    about how society evolved.

4
  • Survival of the fittest.

5
  • That is how government began, from its most
    primitive behavioral roots
  • To groups banding together to protect their
    rights
  • To rule of law

6
  • In modern society, we need to understand that
    identical principles do apply. When there is no
    organization, the survival of the fittest, of the
    strong dominating the weak re-emerges.

7
  • Every organized society is governed by rules and
    procedures

8
  • Some are for our own safety
  • Some are to protect our rights
  • And some are for reasons we forgot a long time
    ago.

9
  • Research tells us that good classroom management
    is the one commonality among all effective
    instructors.

10
  • With good classroom management as with any
    organizational structure, there are three basic
    and necessary components

11
  • Rules and procedures
  • Consequences
  • Relationships

12
  • All three components rules and procedures,
    consequences and relationships, must be present
    in order for good classroom management to occur.

13
  • Relationships are the most important component
    but sometimes we forget that the other two
    components, rules and procedures and their
    logical consequences are also vital.

14
  • Love alone doth not good classroom management
    make!

15
  • The two main things we have to remember about
    rules are
  • FIRST that they have to
  • protect student and teacher safety and
  • SECOND they have to facilitate the best
    conditions for learning.

16
  • The importance of establishing classroom rules
    during the first day and the first week cant be
    emphasized enough.
  • If we treat classroom rules and standard
    procedures lightly and dont understand their
    importance at the beginning of the year

17
  • We exhaust ourselves trying to mend fences later
    on during the
  • year ! ! ! !

18
  • Classroom rules should be set cooperatively.
    Establish a few general rules of classroom
    conduct.
  • Rules need to be established as a result of a
    meaningful classroom discussion.
  • Its an invitation for students to describe the
    class they would like to be part of and make
    suggestions for rules.

19
  • Students know you respect and care for them when
    they are consulted and involved in decision
    making.

20
  • We often shoot ourselves in the foot by having
    too many rules and failing to enforce them.
  • Minimum rules with maximum consistency is the
    golden rule

21
  • When students break the rules, they must know
    ahead of time that there are consequences. In
    society, we know that if we choose to break the
    law, we had better be prepared to go to court and
    perhaps do some jail time.

22
  • Hence the importance of knowing the consequences
    when one chooses to flout the rules. There should
    be no surprises.

23
  • The other key factor is consistency. Rules and
    consequences should be consistent in the
    classroom, across the grade level, and throughout
    the school.

24
  • Rules are one thing, procedures are another.
    Procedures are usually unwritten, but have been
    practiced enough so students know them. It
    provides security to students to know whats
    expected of them.

25
  • Desk arrangements can minimize problems.
  • Assign the students to their desks initially.
  • As trust and cooperation develop students may
    request changes.
  • Good behavior agreement from students requesting
    other seats is needed.

26
Teacher, Im Finished. Now What Do I Do?
  • The best-laid management plan can go astray
    during transition times when students who have
    completed class assignments butt in, asking for
    directions or begin playing around, disrupting
    others.

27
Quiet Choices
  • Post a list of activities.
  • Students can select a card from three suggested
    choices.
  • Magazine rack selection, book shelf choice, art
    bucket, puzzle place, quick draw station,
    computer site to visit, cut pictures and letters
    for the bulletin board, free time writing
    activity.

28
Summary of Current U.S. Research
  • Marzano Classroom Management That Works
  • Orange 25 Biggest Mistakes Teachers Make
  • Tileston What Every Teacher Should Know About
    Classroom Management and Discipline
  • Reyhner Teaching American Indian Students
  • Checkley, A Visit to Classrooms of Effective
    Teachers, ASCD
  • ASCD Creating Caring Schools
  • PDK The Shame of the Nation

29
  • To consider
  • how relationships are developed and maintained
  • the importance of establishing positive
    relationships with all children
  • how to promote positive relationships between
    children

30
Underlying principles
  • Positive relationships with children are key to
    positive behavior and regular attendance
  • Positive relationships may just happen, but
    they can also be developed
  • Positive recognition and reinforcement develop
    positive behavior and build the relationship
  • Behavior is contextual and interactive the way
    adults manage their own emotional responses has
    an important in?uence on childrens behavior

31
The Fifth R
Relationships
The 4Rs
Rights
Responsibilities
Choices
Rules
Positive consequences
Negative consequences
Inevitability
Routines
32
Potential barriers to establishing positive
relationships
  • Large number of children with whom teacher
    needs to develop relationships
  • Lack of time to spend with individuals
  • We ourselves ?nd it easier to develop positive
    relationships with some individuals than others
  • Some children are actively suspicious of, and
    unfamiliar with, positive relationships

33
Exception finding
  • Changing the view of the problem
  • Identifying successful moments
  • Identifying times when the behavior is less
    severe, less frequent, less long-lasting.
  • If you keep on doing what youre doing, youll
    keep on getting what youre getting

34
  • Never treat a child in a way you wouldnt treat
    an adult.
  • Try to see things through the childs eyes.

35
  • The importance of positive behavior in a role
    model cant be emphasized enough. Kindness and
    humor shown in a business-like, task-oriented
    atmosphere is pivotal. When students feel cared
    about, they want to cooperate, not misbehave.

36
We have considered
  • the importance of establishing positive
    relationships with all pupils
  • how relationships are developed and maintained
  • looking for exceptions in a dif?cult
    relationship
  • the relationship bank
  • how to promote positive relationships between
    children in a classroom community

37
Factors Influencing How We View the World
  • Family
  • Gender
  • Race
  • Age
  • Sexual Orientation
  • Language
  • Friends

38
  • Religion
  • School background
  • Geography
  • Income of family/social class
  • Political views
  • Ethnicity
  • Tech savvy

39
  • Social organizations
  • Travel experience
  • Special needs, (physical)
  • Special needs, (behavioral)
  • Special needs, (academic)
  • ELL
  • ESL

40
  • Marzanos research states
  • If a teacher has a good relationship with
    students, then students more readily accept the
    rules and procedures and the disciplinary actions
    that follow their violations.

41
  • Without the foundation of a good relationship,
    students commonly resist rules and procedures
    along with the consequent disciplinary action.

42
  • Marzano states that rules and procedures and
    disciplinary actions that follow violations are
    also necessary components of effective classroom
    management.

43
Teacher characteristics
  • An analysis of teacher characteristics associated
    with effective instruction and classroom
    management includes
  • Moderately high dominance
  • Moderately high cooperation
  • Consideration
  • Buoyancy
  • Inner control

44
Action steps
  • Assertive body language
  • Appropriate tone of voice
  • Persisting until the appropriate behavior occurs
  • Establishing clear learning goals
  • Providing flexible learning goals

45
Taking a Personal Interest
  • Talking informally with students before, during
    and after class about their interests
  • Greeting students outside of school
  • Singling out a few students each day in the
    lunchroom and talking to them
  • Being aware of and commenting on important events
    in students lives

46
  • Complimenting students on important achievements
    in and out of school
  • Meeting students at the door as they come into
    class and saying hello to each child, making sure
    to use his or her name first.

47
  • Making eye contact by scanning the entire room as
    you speak
  • Freely moving about all sections of the room
  • Deliberately moving toward and being close to
    each student in the room
  • Attributing ownership of ideas to the student who
    originated them Dennis has just added to Marys
    idea by saying that

48
  • Allowing and encouraging ALL students to be part
    of classroom discussions
  • Providing appropriate wait time.
  • Emphasizing right parts of wrong answers
  • Encouraging collaboration
  • Restating or rephrasing the question
  • Giving hints or clues
  • Providing the answer and asking for elaboration

49
Types of Student Behavior
  • Passive 1. fear of relationships
    2. fear of failure

  • Aggressive 1. hostile
    2. oppositional
    3. covert
  • Attention problems 1. hyperactive
    2. inattentive
  • Perfectionist
  • Socially inept

50
Conclusion
  • Teacher-student relationships are critical to the
    success of the two other aspects of classroom
    management rules and procedures and
    disciplinary interventions
  • To build good relationships, communicate
    appropriate levels of dominance and let students
    know you are in control of the class and are
    willing and able to lead

51
  • Communicate appropriate levels of cooperation and
    convey the message that you are interested in the
    concerns of students as individuals and as a
    class
  • Make a special effort to build positive
    relationships with high need students

52
  • Most importantly, remember that all three
    components of effective classroom management need
    to be present before learning can truly occur.

53
  • Start planning NOW for actions you will take next
    year.
  • Think about what you wish you had done
    differently.
  • How will you start your first day of classes?

54
  • We should structure our classroom management to
    reflect the world we live in.
  • We are preparing our students for that world.
  • How are we helping them to fit in?
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