Classroom Management

1. Classroom Management

2. Discuss responses to classroom situations • Differentiate between rules and procedures • Discuss Classroom Management Inquiry Group assignment • Draw for Inquiry Group Assignments

3. Classroom management refers to the actions a teacher needs to take in order to maintain order in the classroom which enables learning to take place.

4. Classroom management = __________ • Creating a learning environment • Encouraging positive social interaction • Active engagement in learning • Self-motivating

5. WWETD? Your kindergarten class has been discussing the 5 senses. One of the students’ tasks is to draw a picture that represents the 5 senses. Noah turns in this:

6. WWETD???? • Work in groups of 4 and discuss the at least 3 scenarios • Discuss how you would respond • Decide what an Effective Teacher would do to keep the behavior from occurring in the first place. • Use the resources to see what they say

7. There are critical teacher behaviors. • Agree • Disagree

8. Critical Teacher Behaviors Withitness

9. What is withitness? • A keen awareness of what is happening • Having good relationships with students • Being assertive • Utilizing spontaneous behavior controls

10. Withitness

11. Critical Teacher Behaviors Withitness Smoothness & Momentum

12. What does smoothness and momentum refer to? • Smooth transitions between lessons • Effective pacing during a lesson • Having needed supplies ready to go • All of the above

13. Smoothness & Momentum

14. Critical Teacher Behaviors Withitness Smoothness & Momentum Communicating Expectations

15. What is meant by communicating expectations? • Expecting high grades for all students • Communicating the lesson target • Letting students know expected behavior at any time • All of the above

16. Communicating Expectations

17. The next critical teacher behavior is smoothness and momentum Critical Teacher Behaviors Withitness Smoothness & Momentum Communicating Expectations Varying and challenging work

18. Why is it important to provide varying and challenging work • Eliminates boredom • Facilitates individualized instruction • Promotes learning • All of the above

19. Variety & Challenge in Seatwork

21. Classroom Management Components • Rules & procedures • Situational assistance (Disciplinary intervention) • Teacher-student • relationship • Mental Set

22. Which best describes a rule? • How things are done • How students behave

23. A rule – how students behave A procedure – how things are done

24. Which of these is NOT an example of a procedure • Sharpening your pencil • Where to put your work • Keeping your hands to yourself • How to line up

25. What are some other examples of classroom procedures?

27. Why is establishing procedures important • Parents want to know • Increases time on task • Reduces discipline problems • All of the above

28. Why are procedures important? • Student expectations necessary for • Successful participation • Learning • Functioning effectively • Enable multiple activities • Increase time on task • Reduce discipline problems

29. Procedural Events • Beginning of school day (period) • Transitions & interruptions • Use of materials & equipment • Group work • Seatwork • Teacher-led activities

30. Procedures Explain Demonstrate Rehearse Reinforce

31. Which statement is true? • Rules have penalties and rewards • Procedures have penalties and rewards

32. Consequences Rule

33. Many behavior problems are misidentified interpersonal problems? • Agree • Disagree

34. “The causes of many classroom behaviors labeled and punished as rule infractions are, in fact, problems of students and teachers relating to each other personally.” Rosa Sheets & Geneva Gay

35. Teacher-Student Relationships Critical to rules & procedures & discipline interventions

36. Communicate appropriate levels of dominance • Rules and procedures • Disciplinary inventions used • Exhibit assertive behavior • Use assertive body language • Speak in an appropriate tone of voice • Persist until the appropriate behavior is displayed • Establish clear learning goals Teacher-Student Relationships

37. Communicate appropriate levels of cooperation • Provide flexible learning goals • Personal interest in students • Be equitable & positive • Respond appropriately Teacher-Student Relationships

38. Different Types of Student Behavior • Passive • Fear of relationships • Fear of failure • Aggressive • Hostile • Oppositional • Covert • Attention problems • Hyperactive • Inattentive • Perfectionism • Socially inappropriate

39. Classroom Management Styles What’s yours?

40. Inquiry Process • Topics based on student curiosity, questions, interests • Dig deeply into complex, authentic topics that matter • Flexible grouping • Student responsibility with peer leadership • Use of proficient reader/thinker researcher strategies • Draws on multigenre, multimedia resources • Going beyond fact-finding to synthesizing and applying knowledge • Actively using knowledge: take action, share, go public • Match learning to state and district curriculum

41. Why Inquiry? • Focuses on children’s natural inquisitiveness • Student control, responsibility and choice increases self-efficacy and is motivating • Helps develop problem-solving skills • Students are engaged in authentic, meaningful learning experiences • Small group interactions are “life-like” • Allows for differentiated instruction • Develops proficient readers and thinkers

42. Classroom Management Inquiry Groups • Guidelines are posted on the Wiki

43. Discipline with Dignity (Richard Curwin & Allen Mendler) • Discipline without Stress, Punishment, or Rewards (Marvin Marshall) • Beyond Discipline (Alfie Kohn) • The First Days of School (Harry Wong) • Positive Behavioral Interventions and Supports (PBIS) • Love and Logic (Jim & Charles Fay)

44. Looking ahead • Burden Chapter 3 (Review) • Blog #3 Will be posted • Wednesday- Meet in Inquiry Groups