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CLASSROOM MANAGEMENT STRATEGIES

CLASSROOM MANAGEMENT STRATEGIES. Ayanna Bryant-Gadson Natasha G. Prosser. Mission and Vision. Mission : Dorchester School District Two leading the way, every student, every day, through relationships, rigor, and relevance.

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CLASSROOM MANAGEMENT STRATEGIES

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  1. CLASSROOM MANAGEMENT STRATEGIES Ayanna Bryant-Gadson Natasha G. Prosser

  2. Mission and Vision Mission: Dorchester School District Two leading the way, every student, every day, through relationships, rigor, and relevance. Vision: Dorchester School District Two desires to be recognized as a “World Class” school district, expecting each student to achieve at his/her optimum level in all areas, and providing all members of our district family with an environment that permits them to do their personal best.

  3. CLASSROOM MANAGEMENT STRATEGIES Are students disrupting the learning environment in your classroom? Do you need assistance with classroom management? To maintain your sanity and to create a peaceful classroom environment that is conducive to learning, we will discuss strategies that do not involve voice elevation or interrupting instruction. At the conclusion of this session, participants will gain strategies that are proven to be successful techniques.

  4. WHAT IS A CLASSROOM MANAGEMENT? • Effective discipline • Being prepared for class • Motivating your students • Providing a safe, comfortable learning environment • Building your students’ self-esteem • Being creative and imaginative in daily lessons

  5. Classrooms have changed • Poverty Increase • Inclusion • Clinical Depression • Uncontrolled Anger • Increased accountability for meeting standards • Diversity: Academically, Socially, Emotionally

  6. A framework for understanding poverty (1998), RuBYpAYNE • As educators, we must understand our students and their needs, wants, and characteristics. With this, we will be more effective in designing an environmental fit in the classroom. • Behaviors related to poverty: • Laughs when disciplined • Disrespectful to teacher • Responds angrily • Uses inappropriate comments • Fights to survive • Can’t follow directions • Talks incessantly • Extremely disorganized

  7. In stead of viewing the students in a negative light, see them as challenges to be met!! “Never, never, never give up.” --Winston Churchill

  8. PRINCIPLES FOR SUCCESSFUL CLASSROOM MANAGEMENT • Deal with disruptive behaviors but also manage to minimize off-task, non-disruptive behaviors • Teach students to manage their own behavior • Students learn to be on-task and engaged in the learning activities you have planned for them 1. It is more natural to be off-task than on-task

  9. Strategies for better class control

  10. RULES AND PROCEDURES EFFECTIVE CLASSROOM MANAGEMENT INVOLVES THE DESIGN AND IMPLEMENTATION OF CLASSROOM RULES AND PROCEDURES. General Classroom Behavior Beginning of School Day/Period Transitions/Interruptions Use of Materials Group Work/Seatwork

  11. DISCIPLINARY INTERVENTIONS Effective discipline is a combination of effective management at the school level and effective management at the classroom level. Disciplinary Techniques Disciplinary Interventions Positive/Negative Consequences

  12. STUDENT-TEACHER RELATIONSHIPS If a teacher has established a positive relationship with students, then the students more readily accept the rules/procedures and the disciplinary actions that follow their violations. Exhibiting Assertive Behavior Establishing Clear Learning Goals Providing Flexible Learning Goals Taking a Personal Interest in Students Using Equitable and Positive Classroom Behaviors

  13. MENTAL SET Effective managers approach the classroom with a specific frame of mind----a specific mental set. Reacting Immediately Forecasting Problems Observing a Master Teacher Monitoring Your Own Thoughts Taking Care of Yourself

  14. Contact Information Ayanna Bryant-Gadson, Assistant Principal-ROMS abryantgadson@dorchester2.k12.sc.us 843-695-2470 Natasha G. Prosser, Assistant Principal-AMS nprosser@dorchester2.k12.sc.us 843-873-3890

  15. Session EvaluationParticipants are asked to complete a session evaluation for each session attended. Credit (attendance, renewal, and/or technology) will be added following evaluation completion. For each question, use 1=Strongly Disagree, 2=Disagree, 3=Neither Agree nor Disagree, 4=Agree, 5=Strongly Agree. Your responses will assist us in planning future professional development in Dorchester School District Two. • The instructor was well prepared for the workshop. • The materials for the workshop were appropriate. • The concepts presented were appropriate to my job. • I will benefit from attending this session. • I would recommend this training to others.

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