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Classroom Management and the Adolescent

Melissa Johnson, Meaghan Fitzpatrick, Da’Nish a Avery, Matt Leibham. Classroom Management and the Adolescent. The Classroom Environment.

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Classroom Management and the Adolescent

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  1. Melissa Johnson, Meaghan Fitzpatrick, Da’Nisha Avery, Matt Leibham Classroom Management and the Adolescent

  2. The Classroom Environment

  3. “Classroom environments vary, but they always need to be welcoming places; interesting, joyful places that beckon kids and teachers to actively participate in the pursuit of knowledge. Places that invite curiosity, exploration, collaboration, and conversation. Places that make us want to come in and stay, day after day after day.” -Debbie Miller

  4. Your classroom should: Reflect your teaching philosophy Promote learning Be inviting to students

  5. Seating Arrangements Should be based on the lesson/teaching style Depends on furniture and space available High traffic areas Action zone Many, many ways to arrange seats

  6. Rows

  7. Clusters/Pods

  8. Horseshoe/Semicircle

  9. Pairs

  10. As a child, what seating arrangement helped you learn most effectively? • Rows • Clusters/Pods • Horseshoe/Semicircle • Pairs • Other

  11. As a future teacher which seating style are you more inclined to use in your classroom? • Rows • Clusters/Pods • Horseshoe/Semicircle • Pairs • Other

  12. Areas in the Classroom Large group meeting area Small group meeting area(s) Books Teacher’s desk Storage areas www.classroom.4teachers.org

  13. Classroom Walls Chalkboard, whiteboard, SMART board Anchor charts Bulletin boards Student work Decorations

  14. Having routine in the classroom

  15. Scheduling, Structure, Involvement 1 3 2 Scheduling – traditional vs. nontraditional Structured downtime, over plan Involving parents and staff Take a closer look

  16. 1 Block Scheduling 70-140 or more minutes rather than the traditional 50 minute instructional long periods • Maximize learning time • Allow for more instructional flexibility • Accommodate common planning time for teachers • More time for student inquiry, project work, and interactive thematic instruction

  17. Example of a Block Schedule

  18. -Visuals- • Daily schedules written on the board with student expectations • Posters hung up around the room with class rules • Labels around the classroom showing where materials go. 2 Structured downtime

  19. Examples of visuals

  20. Can you pick out all the wrong things in this video? http://www.youtube.com/watch?v=vbF4qz_-PCM Class discussion on substitute teachers

  21. 3 • Use daily method to keep parents informed • Have a daily routine for staff working in your classroom with students who have special education needs • Substitute teachers need to be on board with your daily routine Involving Parents and Staff

  22. Collaboration Four Corners Activity!

  23. Break (5 minutes)

  24. Policies and Procedures

  25. Classroom Management Guidelines • Concentrate on the desirable student behaviors • Respond to inappropriate behavior, especially disruptive behavior • Be aware of what is happening in your classroom • Create Smooth Transitions • Provide Opportunities for Autonomy

  26. John Weisbrod Interview PJ Jacobs Jr High English Teacher

  27. “I think classroom management roots itself in who we are as people and how we think about those around us.” “There really is no "classroom management" that supersedes connecting on a personal level with the students--and they recognize that.” “Any student who may ‘act out’ has a reason for that.  As frustrating as it may be, it is our responsibility to uncover that reason and try to help.  You won't be able to fix everything, but you can try.” “Junior high students also need structure, predictability, consistency, and routine... but mostly love.”

  28. Procedures (Expectations) and Consequences • Current Trends • PBIS—Positive Behavioral Inventions and Support • RTI—Response to Intervention

  29. The First Day Greet students, get them to know each other Student seating Inform students about the class Define your expectations Assign Homework

  30. The Last Day Provide Closure Thank students for taking part of your class Celebrate Take Time to Transition

  31. The Days in-between Be Consistent Be Fair

  32. Teacher Stare- Down

  33. Directions Back to each other, count of three, turn around First one to blink, look away, or laugh loses In the event of a tie, both participants turn back around and do it again The winner takes place in a three-way showdown in the middle of the room.

  34. Classroom Control and Discipline

  35. Control is one of the top concerns Discipline and control Reflects philosophy

  36. -Prevent inappropriate behavior -help develop self control -different ways of dealing with behavior 3 Step Plan

  37. Control Direct instruction Monitoring Modeling Low profile discipline Personal items

  38. Discipline

  39. -Nondisruptive behaviors -Disruptions to learning -Serious- cheating, stealing, violence, bullying -PBIS

  40. BF Skinner: Behavior Modification Assertive Discipline: students know what is expected Reasons behind rules, what is expected, consistent

  41. Logical Consequences Help children develop internal understanding of self control and a desire to follow the rules -Student involvement Behavior is the problem not the child Warnings Tone of voice

  42. Break Time (10 minutes)

  43. Workshop

  44. Classroom Management Discussion

  45. Create-a-Classroom Activity Reasonable budget Desk arrangements Your desk Wall/ posters Class policies Reflects philosophy/ teaching style

  46. What Teachers Make Taylor Mali Miracle Worker Taylor Mali Go Forth…and Teach!

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