The Three F’s of Classroom Managment

1. The Three F’s of Classroom Managment Foundation, Field and Flow

2. Classroom Management - What and Why? • Classroom management is a complex practice that requires teachers to possess a multi-level skill set. • Classroom management is the most important factor governing student learning (Wong 1998) • Classroom management is a multi-faceted construct that includes three broad dimensions: person, instruction, discipline (Laut, 1999) • Classroom management is not and should not be considered as a construct divorced from the classroom teaching and learning experience

3. What are the Three F’s? • Extensive review of research and literature revealed three over-arching themes of successful classroom management • Foundation- the rules, consequences, attitudes and impressions established by the teacher from the first day of class and beyond • Field – the environment or playing field the teacher establishes in the classroom • Flow – the fluid movement of the lessons such that it can be directed and channeled in its course by both teachers and students toward a learning objective

4. Foundation • Rules and expectations for behavior and performance. • Must begin on 1st day (Douglas 1986). • Clear expectations related to rules and procedures must be established along with consequences for not following these rules. • Teacher uses the rules to foster respect among students and among student and teacher. • Does not mean high levels of discipline. • Ultimate goal is to use management to avoid discipline.

5. Field – Environment in the Classroom • Must foster a classroom environment of respect & cooperation. • High expectations for all students. • Teacher “withitness” is critical (knowing what’s going on). • Need to have respect and awareness of equity issues and diversity. • Appropriate implementation of rules and procedures is critical. • Students should face logical consequences to breaking the rules. • Humor is important. Humor emancipates creativity and stimulates higher level thinking. Individuals who find humor are: • Persistent problem solvers • Flexible to consider alternatives • Relieved of tension

6. Flow – “Keep it Moving” • Flow consists of: • Time management used in presenting the lesson • Learning theories used by the teacher to provide activities and variety to the lesson • Questioning strategies used to drive the lesson and assess the learning of the student • The lesson design • Any materials or technology used as part of the lesson design • Proper flow deters student boredom, frustration, and consequent behaviors. • No wasted or undirected use of time at the beginning and end of the lesson. • It is critical to have momentum and smoothness in lesson (Kounin 1970).

7. Consider a 5E Lesson Cycle to Improve Flow • Engagement – used to capture student interest in topic and check for student mastery of prior knowledge • Exploration - small group tasks to explore and discover lesson objectives • Explanation – Students present to the teacher and their classmates their findings • Extension or Elaboration – broaden lesson objectives to more complex levels and make connections • Evaluation – summative assessment of student learning of the lesson objectives.

8. Conclusion • The Three F’s theory provides a comprehensive theory of classroom management. • Promotes use of proper rules and procedures. • Encourages active learning processes that allow for effective teaching and learning in the classroom. • Proactive approach that fends off behavior problems by engaging students in the learning process through use of smoothly delivered and properly designed lessons. • Structured enough to provide a blueprint while being flexible enough to allow for individual teacher personality and teaching style.

9. Checkpoint What are the 3 “F”’s of classroom management? Briefly describe each “F” and why it’s important. • Foundation- the rules, consequences, attitudes and impressions established by the teacher from the first day of class and beyond. This lays the groundwork for a productive learning environment. • Field – the environment or playing field the teacher establishes in the classroom. Teacher needs to enforce high expectations for behavior and learning consistently. • Flow – the fluid movement of the lessons such that it can be directed and channeled in its course by both teachers and students toward a learning objective. Creates active learning situation that is essential to a proactive classroom management approach.