Management

1. Management and Discipline

2. Effective teachers make 3 assumptions • 1. Teaching is a profession • 2. Students are in school to learn • 3. The teacher’s challenge is to promote learning.

3. It is better to be proactive rather than reactive. • What students learn reflects your personality, outlook, ideals, and background. • MODEL! Practice what you preach!

4. What is Management? • Management refers to the free and (relatively) uninterrupted flow of a lesson. • Management time is class time when no instruction or practice occurs.

5. Develop Effective Class Organization Skills • Deliver instruction efficiently • Consistent start/stop signals • Groups/formations • Learn students’ names • Utilize Hellison’s Hierarchy of Responsible Behavior

6. 8 Ways to Prevent Behavior Problems • Determine Rules and Procedures • General versus specific • Only 3-5 • Okay to involve students • State briefly and positively • POST THEM!

7. Establish consequences for breaking rules • Should be clear and posted • Be consistent • Discuss with students AND parents

8. 3. Develop Routines • How to enter and leave • Where and how to meet • What to do with equipment

9. 4. Be a leader, not a friend. 5. Use activities that involve the ENTIRE class. • Communicate high standards (you get what you ask for). • Give positive group feedback. • Discipline the individual and avoid negative group feedback.

10. Types of feedback to avoid • Preaching or moralizing • Threatening • Ordering and commanding • Interrogating • Refusing to listen • Labeling

11. Class Management Skills(in reference to management time) • Manage students efficiently (squads) • Reduce response latency • Integrate roll call • Minimize instructional time episodes • Establish consistent signal to start/stop class.

12. TO MAXIMIZE TIME ON TASK, WE MUST MINIMIZE MANAGEMENT TIME!

13. 3Ways to Increase Desirable Behavior • Select effective reinforcement. • Social reinforcement • Use activity • Use extrinsic sparingly • Premack principle

14. 2. Prompt desired behaviors • Verbal cues • Nonverbal • Modeling • “Withitness” • “Overlapping”

15. Shape desired behavior • Use differential reinforcement to increase the incidence of desired behavior • Increase criterion that needs to be met for reinforcement to occur.

16. Discipline Hierarchy • Why do we use discipline? • To teach students what behaviors are appropriate • Two types of means • Unobtrusive • Obtrusive

17. Unobtrusive Means • Ignore – the students are just looking for a reaction and responding may encourage the behavior. • Teacher silence • The “Look” • Can be angry or bemused • Teacher proximity

18. Obtrusive Means • Verbal warning – specific or general • Time out – be careful, some want this. • Removal from activity. • Parental phone call • Principal’s office • Expulsion

19. 9 Ways to Decrease Undesirable Behavior • Design a behavioral response plan. • Discipline hierarchy • Use Behavior Correction techniques • Do not address the student publicly • Isolate the student and yourself • Deal with one student at a time • State your position once

20. Deliver and move away • Don’t threaten or bully the student • Avoid touching when correcting behavior • Don’t curse or raise your voice excessively.

21. 4. Reprimands 5. Removal of Positive Consequences 6. Time out 7. Behavior Contracts 8. Behavior Games

22. 9. Use of punishment and criticism (to be used when positive reinforcement has failed.) • Offer a warning signal • Do not threaten • Be consistent and make the punishment fit the “crime” • Punishment should immediately follow behavior • Punish softly and calmly.