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Classroom Management

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

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Classroom Management

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  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

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

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

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

  23. 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

  24. What are some other examples of classroom procedures?

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

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

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

  28. Procedures Explain Demonstrate Rehearse Reinforce

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

  30. Consequences Rule

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

  32. “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

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

  34. 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

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

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

  37. Classroom Management Styles What’s yours?

  38. 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

  39. 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

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

  41. 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)

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

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