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CLASSROOM MANAGEMENT AND ORGANIZATION

CLASSROOM MANAGEMENT AND ORGANIZATION. NAD Teachers’ Convention 2012 Martha Havens, Associate Director Pacific Union Conference. Goals for this Session. Define Management Components of a Discipline Plan Difference between Rules vs. Procedures It is all about TIME / A recipe that works

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CLASSROOM MANAGEMENT AND ORGANIZATION

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  1. CLASSROOM MANAGEMENT AND ORGANIZATION NAD Teachers’ Convention 2012 Martha Havens, Associate Director Pacific Union Conference

  2. Goals for this Session • Define Management • Components of a Discipline Plan • Difference between Rules vs. Procedures • It is all about TIME / A recipe that works • Our Life as Educators

  3. Management Definitions • Having authority • The process of engaging people STUDENTS

  4. Management Definitions (cont’d) • Space • Time • Materials • Curriculum and • Believe it or not we manage our personal Life!!!

  5. Components of a Discipline Plan • General Classroom Rules • Procedures • Rewards • Consequences "If you do not have a plan, you are planning to fail.”

  6. A Sample of General Rules • Kindness • Work • Quietness • Cleanliness Reflect the teacher’s philosophy and expectations for behavior in His or Her Classroom.

  7. RULES are IMPORTANT but PROCEDURES RULE ROUTINE = STRUCTURE PROCEDURE

  8. Samples of Procedures • Responding to an earthquake/fire drills/ other alerts • Knowing the schedule for the day/class • Finding directions for each assignment • Listening to/responding to questions • Entering/leaving the classroom • Getting to work immediately • When you are tardy • End of period class dismissal • Participating in class discussions • When you need pencil/paper • Checking out classroom materials

  9. Martha’s Approach to Teaching the Best Time Procedures: • Preparing Time • Working Time • Brain Breaking Time

  10. 1. Preparing Time • Teacher models preparation. • What do I do during this period? • What materials do I need to do my work? • Where do I work? • What do I do when I’m finished? • Alone or in a team? • Ready? If not… Ask Questions Now

  11. 2. Working Time • We start working immediately • We use certain voice level • We record our work as needed • What to do when done? • What to do “if stuck” • When done we pick up, put away

  12. 3. Brain Break Time • Stop working • Relax/Cool off! • Talk to a friend • Talk to the teacher • Take a drink • If time, play a quiet game

  13. When Done with your Assignment • Do more, get ahead • Do other work • Help a friend • Free Table, if open

  14. What to do if teachers are busy or I’m stuck and the teacher is busy • Ask a friend • **Look up the teacher’s guide • Skip for now, see the teacher later • Do other work • Free table, if open

  15. Rewards DEFINITION of Reward: To give or assign to as due; recompense. Types of Rewards: • Group • Extrinsic • Intrinsic • Christian Principle Rewards

  16. Consequences/Discipline Issues DEFINITIONS: Consequences– Something that logically or naturally follows from an action or condition; effect. Discipline – Training that is expected to produce a specific character or pattern of behavior. Controlled behavior resulting from disciplinary training.

  17. After Agreeing to Rules and Training to Procedures… …“A CHANGE of MIND MAY OCCUR” • Student made a mistake! Forgot temporarily! • Student knows the rule, expectation of behavior, but chooses to go against it. • Student has never been in your room before.

  18. Ask these Questions Before Dealing with Discipline… • Is it a temporary situation? More on the “oops” I forgot category/garden variety? • Or is it on the category of the second, third repetition? “The teacher and student must now discuss the consequences!!” • Or is it totally unacceptable behavior that does not respond to warnings or consequences. It is now consistently occurring? So it is time to apply a different plan? Behavioral contract?…

  19. You Judge This as a Temporary Situation: Here are some options • Move close to the student • Make eye contact and WAIT to see if a change occurs • Give a non-verbal signal to stop behavior (Choose signal carefully) • Call the student’s name or give a verbal instruction to stop the behavior • RE-direct the student to appropriate behavior, citing briefly but clearly what EXPECTED activity is taking place

  20. Consequences to Support the Discipline Plan What type of consequence would fit? • Time Out • Recess penalties • Payments to teacher (with points, classroom money, etc.) • Referrals to office • After school make-up time • Teacher conference/prior to parent conference and/or call • Card system (Lee Canter/Sid Simon/ Cordwin/Glasser

  21. Types of Behavioral Contracts A Simple Behavioral Contract A Complex Behavioral Contact

  22. Final Thoughts on Classroom Management and Discipline • You are the adult. Maintain dignity. Do not let a student’s problem be in charge of the room. It is already in charge of the student. You be in charge of yourself, the classroom, and your response to the situation. • Respond, do no react, to the situation. The student needs assistance in some way. If you can do that, do it. If you also need assistance, get it. It’s not a big deal. You can not do everything all the time. • You are not alone! There is a higher power!

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