Classroom Management

Classroom Management A PowerPoint presentation by Rachel Wilson

Functions of Effective Teachers • 3 Categories: • Instructional strategy and use • Wide array of different strategies • Skilled use of cooperative learning and graphic organizers • When to use specific strategies with different students • Curriculum design • Identify proper sequence and pacing of content • Shy away from textbook and still reach goals • Classroom management • Keep control of classroom • Stay on task

What is classroom management? • Produce strategies and techniques to manage student behavior and learning activities • Conductive to teaching and learning • Most difficult/important skill

Classroom Management Studies and findings • First high profile study by Jacob Kounin (1970) (Marzano, 2003) • Analyzed video tapes of 49 first and second grade classes • Coded student and teacher behaviors • Saw 4 diff dimensions to classroom management: • “Withitness” (aware of disruptive behavior) • Smoothness/momentum during lesson presentations • Expected behavior • Variety and challenge in work

Results of classroom management Ineffective class management Chaos Effective learning/teaching cannot take place Disrespect from students Disorganization prevails Students gain 14 percentile points in a year (Marzano, 2003) Effective class management • Order • Effective learning/teaching takes place • Respect from students • Learn organizational skills • Students gain 52 percentile points in a year (Marzano, 2003)

Engagement Techniques for Classroom Management • Engage students • no time for inappropriate behavior • Differentiation of lessons • Tap interests, curiosity, motivations • Lessons relate to lives/past experiences • Prevention (Catapano) • Learn what should do to be successful rather than what should not do • Establish clear procedures/reinforce appropriate behaviors • Not rely on “threats” for good behavior

Engagement Techniques for Classroom Management • Ownership (Catapano) • How to help students feel ownership over learning • Have personal stake in their learning • Self direct themselves toward learning • Choice (Catapano) • Gives freedom to students (within limits) • Not solely at teacher’s mercy • Decreased reason to act out • Relationships (Catapano) • Establish culture of respect • Safe/order of a classroom • How cooperative teacher is • Being aware of students

The Reward System • Long term effects (Mercier, 2015) • Reward oriented • Reward focused rather than on good behavior • How to do away with it (Mercier, 2015) • Focus on feedback/motivation • Alter your language • “I see you followed our rule on ____. This helps us become better learners.” • More in depth ways to motivate

Protect/Leverage Time • Know how to transition • Increase time spent on learning • Things that take away from learning time • Attendance, announcements, restroom breaks, hand out paper, etc.

Classroom Management Video

The First Day • First day affects entire school year • Set standards and stick with them • Exemplify how each day should go • Promote openness and communication • Encourage positivity, growth, and exchange of ideas

References • Catapano, Jordan. Classroom Management Without Rules, Consequences. Retrieved from: http://www.teachhub.com/classroom-management-without-rules-consequences • Linsin, Michael. 2012. What To Do When You Realize You Have Lost All Control of Your Class. Smart Classroom Management. Retrieved from: https://www.smartclassroommanagement.com/2012/10/06/what-to-do-when-you-realize-youve-lost-control-of-your-class/ • Marzano, Jana S., Marzano, Robert J., Pickering, Debra J. 2003. Classroom Management That Works. Retrieved from: http://www.ascd.org/publications/books/103027/chapters/The-Critical-Role-of-Classroom-Management.aspx • Mercier, Tracy. 2015. Teaching Without Using Rewards. Information Library. Retrieved from: https://www.responsiveclassroom.org/teaching-without-rewards/

Classroom Management