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Classroom Management Creating a Positive Environment.
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Group One: Sally, Pat, and Shellie(Infants/Toddlers)Group Two: Melissa, Holly, and CassieToddlers/Two’s)Group Three: Kelly, Pattie, and Jordan(Three’s/Fours)Group Four: Megan, Michael, and Amanda(Pre-K/School Age)Group Five: Monica, Becky, Lynn, and Kristen(Management)
What is Classroom Management?? Management: the process of dealing with or controlling things or people; responsibility for a group RESPONSIBILITY, RESPONSIBILITY, RESPONSIBILITY! Environment: the surroundings or conditions in which a person, animal, or plant lives or operates; settings or conditions in which a particular activity is carried on. POSITIVITY, POSITIVITY, POSITIVITY!
??????????????????????????????????Is the classroom the only location in which we need to create a positive environment and possess class management?
How to Get Started… Ownership: possession with the right to transfer possession to others Initiative: the ability to assess and initiate things independently; the power or opportunity to get or take charge before others do. GUMPTION, GUMPTION, GUMPTION! http://www.youtube.com/watch?v=lryug3Mlv7Q&feature=related
Schedule Schedule: a plan for carrying out a process or procedure An effective schedule should have enough information that an outsider would be able to understand. A schedule should reflect your classes attention span. Always follow the school’s schedule DETAIL, DETAIL, DETAIL!
Activity Number 1Each group needs to create a schedule for the entire day for their assigned age group.
Routine Routine: a sequence of actions regularly followed; a fixed program. REPEAT, REPEAT, REPEAT!
Activity Number 2create a detailed routing for the following activities:1. Bathroom2. Lunch/Nap3. Cleaning 4. Outside
Lesson Plans Lesson plans need to tie into your schedule and routine. Lesson plans should be included throughout the entire day Think logically about your lesson plans. Where do they benefit the most? The success to lesson plans is to be both knowledgeable and prepared. INTEGRATE, INTEGRATE, INTEGRATE!
Cleanliness is Next to Godliness. Be prepared It can never be too clean Smell test Parent test State test Becky/Monica/Kristen test CLEAN, CLEAN, CLEAN!
Activity Number 3create a cleaning routine for closing time and for nap time in the older two’s classroom.
Organization Where did you put it last? Put things back where they belong Group objects by similarity Put frequently used objects in easy reach Don’t put things the kids will get into in their reach Take the extra care. CARE, CARE, CARE!
Look at the Big Picture Arrange your room in a way that is safe, logical, and will suit your classes needs best. You may have to change it as your classes needs change. Every group is different and the group will evolve as the learn and grow. THINK, THINK, THINK!
Safety all plugs need covers (please return them) All cords are covered All shelves and buckets are sturdy and not filled to full You can clearly see all students at all times Cleaning supplies are out of reach Scissors and harmful, toxic materials are out of reach No wet spots on the floor MONITOR, MONITOR, MONITOR!
Discipline Balance positive reinforcement with consequences Treat the child as an individual Talk to children and explain issues Give children space to FEEL Stick to your guns Have an official chain of consequences Use the office as the last resort CONSISTENCY, CONSISTENCY, CONSISTENCY!
Activity Number 4create class rules with a positive perspectivecreate a chain of consequences
Verbal Reminder (up to three times)Verbal Warning (up to three times)Remove from situation (up to three times)Timeout in class (up to three times)Timeout from particular activity (up to three times)Non participation from certain activity (up to three times)Independent activity (up to three times)visit to the office
Little boytwo, almost three, years oldstrict, well disciplined familyBoy is very sweet ,for the most part, but struggles with yelling and using unkind words with his friends as well as pushed and hitting. When the boy is disciplined he becomes stubborn and strong willed. He screams at his teacher and sometimes even hits his teacher, he fights sitting in time out and becomes angry with anyone who looks at him. When parents are informed of his behavior the boy becomes scared and begins to cry. The day following the day of upset the child is defensive, angry, and hostile. Despite discipline the child’s behavior begins to worsen and he begins disliking school and closing off to his friends and teacher.
Little girlthree, almost four years oldonly childvery sensitiveLittle girl refuses to move physically and listen when in trouble. She shuts down emotionally and cries to the point where she can no longer hear you. Sometimes lashes out at friends when in trouble. Frequently wants to be held even though she should be in time out. Becomes very clingy after discipline.
Structure Create boundaries Let them know what is and what is not okay Redirect negative behavior Do not give in because you are tired or frustrated Give the children the space to explore Remind children of their requirements BOUNDARIES, BOUNDARIES, BOUDARIES!
Active and Present You need to remain physically and emotionally present. Don’t be afraid to be silly. Play and interact with the children. Place yourself where you can monitor all children and they can see you and feel your presence. PRESENT, PRESENT, PRESENT!
Ott Sayings Attitude is everything Look at the big picture Multitask Cleanliness is next to Godliness Do everything as unto the Lord Function and flow Practice makes perfect Don’t make a mountain out of a mold hill There is always room for improvement Treat others as you would want them to treat you Life is what you make it
