CHAPTER 14

1. CHAPTER 14 Managing the Classroom

2. Classrooms Can Be Crowded, Complex, and Potentially Chaotic There is little privacy Activities occur simultaneously Classrooms are multidimensional Things happen quickly Events are often unpredictable Classrooms have histories

3. What do you think? • What is the general purpose of classroom management? • Beyond the content and curriculum taught in a class, what does a student learn from a well-managed classroom that s/he does not learn from a poorly managed classroom?

4. Goals of Classroom Management • Keep task focus • Reduce distractions • Organize and facilitate flow • Management

5. Successful Classroom Managers • Prepare for problems • Have plans • Involve students • Plan and execute well-organized lessons

6. Basic Principles of Classroom Arrangement • Reduce congestion • See all students • Make teaching materials easily accessible • Make sure that students can easily observe whole-class presentations

7. In-Class Activity • You are a teacher and plan to use the activities on the overhead in your classroom. Use the figure on p. 497 of your text to decide which classroom arrangement style to use for each activity. Be ready to explain why you chose this style to the rest of the class.

8. You have designed a problem-based learning activity for your class. You break the class down into groups. One group represents teachers, one group represents the school board, one group represents parents, and one group represents students. You want each group to work on its own to solve a problem that you posed. • You plan to have a Native American speaker come into class to share her experiences and history. You want all students to be attentive while she talks and to be able to ask questions and engage in a discussion.

9. You want students to work together to figure out how to drop an egg from the top of the school without breaking it. • You want students to pay attention to you while you read a story. • You want students to pay attention to you while you list the spelling words on the board.

10. Classroom Arrangement Styles • Auditorium style • Face-to-face style • Off-set style • Seminar style • Cluster style

11. The teacher is talking to the class about how plants grow. Juanita is whispering to her friend in the back of the room and then says (rather loudly) “This is so stupid. I’m going to live in the city so I’m never going to plant a garden. Who cares how plants grow.” The teacher ignores Juanita’s behavior and comments and continues talking.

12. It is Friday afternoon. A history teacher assigns a web-based project to his students and says that it will be due on Monday. One student raises her hand and reminds the teacher that they have a major project on the Civil War due on Tuesday. She suggests moving the due date of the web project so students can focus on their Civil War projects over the weekend. The teacher thinks about the student’s suggestion and then agrees to move the due date to the following Monday.

13. It is Friday afternoon. A history teacher assigns a web-based project to his students and says that it will be due on Monday. One student raises her hand and reminds the teacher that they have a major project on the Civil War due on Tuesday. She suggests moving the due date of the web project so students can focus on their Civil War projects over the weekend. The teacher immediately responds “I guess you’ll all have a lot to do this weekend then, huh?”

14. Teacher Management Styles Authoritative: Encourages students to be independent thinkers, but provides monitoring and verbal give-and- take Authoritarian: Restrictive and punitive with the focus mainly on keeping order rather than learning Permissive: Students have autonomy but little support for learning skills or managing behavior

15. What would the teacher do? • Karol keeps interrupting the teacher’s lessons by making rude comments. • The teacher wants students to understand photosynthesis. • Chris gets up and walks out of class whenever he wants to.

16. Creating, Teaching, and Maintaining Rules and Procedures Reasonable and necessary Clear and comprehensible Consistent withinstructional and learning goals Consistent with school rules CLASS RULES SHOULD BE

17. Effective classroom managers… • Hold students accountable • Techniques to hold/maintain attention and focus • Show how they are “with it” • Cope effectively with overlapping situations • Maintain smoothness and continuity in lessons • Encourage students in a variety of challenging activities

18. Technical Teaching Skills • Verbal skills • Set induction • Voice control • Nonverbal skills • Time on task • Eye contact • Physical proximity

19. Getting Students to Cooperate Develop positive student/teacher relationships COOPERATION Share classroom responsibilities Reward appropriate behavior

20. Managing the Classroom Being a Good Communicator Speaking Skills Listening Skills Nonverbal Communications

21. Being a Good Communicator SPEAKING SKILLS “You” messages are undesirable Aggressive messages are often hostile Manipulationmakes others feel guilty Passive people don’t express their feelings Assertive peopleexpress their feelings, ask for what they want, and act in their own best interest.

22. Barriers to Effective Verbal Communication • Criticizing • Name calling and labeling • Advising • Ordering • Threatening • Moralizing

23. When are you going to learn to remember your homework? • Stop crying or I’ll give you something to cry about! • Were you raised in a barn? Close the door! • Don’t be so mean!! Stop picking on Kyle! • If you don’t come here right now, I’m going to take away all of your toys! • You should have known better than to run across the ice, no wonder you sprained your ankle.

24. Being a Good Listener • Active Listening • Pay careful attention to the person who is talking • Paraphrase • Synthesize themes and patterns • Give feedback in a competent manner

25. Being a Good Communicator NONVERBAL COMMUNICATION SPACE TOUCH FACIAL EXPRESSIONS SILENCE

26. Managing the Classroom Dealing with Problem Behavior Management Strategies Dealing with Aggression Classroom- and School-Based Programs

27. Enter the Debate Should teachers withhold recess as a punishment for children who misbehave and/or don’t finish their work? YES NO

28. Management Strategies • Minor • Interventions • Use nonverbal cues • Keep activity moving • Provide needed instruction • Move closer to students • Redirect the behavior • Be direct and assertive • Give student a choice • Moderate • Interventions • Withhold privileges or desired activities • Isolate or remove students • Impose a penalty or detention

29. Other Resources • peer mediation • parent-teacher conference • principal • counselor • mentor

30. How would you handle it? • In second grade, a girl yells out to you when you are working with another student. • In fifth grade, a small boy comes up to you and tells you that two much larger boys are bullying him. • In ninth grade, you are on one side of the room when a fight breaks out between two boys on the other side of the room. • In eleventh grade, a girl openly defies you in front of the class and refuses to cooperate.

31. Applied Behavior Analysis • A  B  C • Differential Reinforcement of Other Behaviors