Classroom Management: Yes You Can!

Classroom Management:Yes You Can!

Let’s get started! • Navigation: • The course can be paused and resumed by clicking the Pause/Playbuttonin the sliding bar. • You can move forward or go to the previous slide by clicking on the Next or Previousbutton. • Begin by clicking the Next button • or the Play button. • Please remember the following: • Exiting: • Always use the Exitbutton at the top of the page to exit a course. • Audio: • Audio can be turned on or off by clicking the Audio button in the sliding bar. • Make sure to put on your headphones • or turn on your speakers.

A planned effort by the instructor to: A Planned Effort • Ensure that the classroom is a comfortable place to learn • Create the conditions that allow adult learners to feel safe, respected, challenged and empowered • Meet the learning objectives

Objectives Purpose At the end of this course you will be able to: To improve the ability of instructors to manage the predictable and unpredictable aspects of the classroom so that optimal learning can occur. • Better understand how to maintain a proper learning environment • Expand and utilize the number of tactics in your classroom management tool box • Distinguish between proactive and reactive strategies

Two Essential Components • Facilitate the process • Progress through the lesson plan • Encourage, and even stage interaction • Pose questions • Check for understanding • Foster meaningful discussion • Manage the dynamics • Curtail disruptive behavior • Expedite transitions • Encourage positive behavior and discourage interruptions • Keep an eye on the clock

Facilitate the process Definition n. The act of making easy or easier. The state of being made easy or easier. How can you facilitate a well-run class?

Facilitate the process Conductor manages the sound, quality, arc of the piece, keeps everyone in sync Conductor of a symphony • Has a desired outcome • Plans the process to reach that outcome

Facilitate the process Instructor manages course content, interaction, activities, keeps everyone on track Facilitator of a classroom • Identifies learningobjectives • Develops a lesson plan to meet those objectives

The Facilitator’s Tool Box Facilitate the process • Set expectations • Create a positive climate • Utilize adult learning principles • Manage time • Use check points • Ensure adequate physical requirements: climate, equipment, seating, etc.

Facilitator’s Tool Set expectations • Course objectives • Assignments/due dates • Performance/measurement tools • Guidelines for classroom behavior

Facilitator’s Tool Positive climate • Be positive and enthusiastic, it is contagious! • Create a climate that is respectful and open to learning • Strive for student success • Have fun; it’s OK to laugh

Utilize Adult Learning Principles

Facilitator’s Tool • Time Management • Time vs. amount of work • Time spent vs. time allotted

Facilitator’s Tool • Review and Checkpoints • Exams • Team reports • Grades

Facilitator’s Tool • Ensure adequate physical requirements • Layout of the room • Chairs and desks • Climate control

Unexpected Issue You have just introduced the first topic in your Fundamentals of Finance course when one of your students stops you in mid-sentence to correct your definition of “sunk cost.” You begin to clarify your choice of words when he yells a sarcastic comment in your direction. Several students start to laugh, but then they see the expression on your face and grow quiet. How do you respond?

Focus on the issue Remember the Conductor Analogy? When the symphony sound is out of balance, the conductor corrects this problem by holding his or her hand up to the section that is overpowering the others.

Manage the dynamics Key Points • Recognize your triggers • Have a plan • Handle disruptive behavior • Practice neutrality, not passivity

Manage the dynamics Recognize your triggers • Your ability to resolve behavior issue begins with knowing your own triggers: • What sets you off? • What bugs you the most? • What happens when your buttons get pushed?

Manage the dynamics Handling Disruptive Students Step 1: Have a plan! Step 2: Assume the best Step 3: Ooze confidence and concern when addressing behavior Step 4: Decide on public or private intervention based on type of behavior Step 5: Maintain climate of respect

Click on each student to learn about their disruptive behavior Amber: The Church Mouse Tom: The Late-comer Susan: The Know-it-all Jill: The Interrupter Mike: The Sniper Jose: The Texter

Click on each student to learn about their disruptive behavior Amber: The Church Mouse Tom: The Late-Comer Susan: The know-it-all Jill: The Interrupter Mike: The Sniper Jose: The Texter

Jill, I understand you have a solution to offer, but I want to hear from other students as well. Also, let’s remember to respect others and not interrupt them when they are talking. (interrupting another student) Hey, Let me tell you what I would do, listen to me, I’ve experienced this and know what should be done….

Next • Instructor Strategies: • Make eye contact • Use silence to send message • Ask the group : "What does everyone else think?" • If all else fails speak with student privately • Jill: The Interrupter… • Interferes with the flow of class • Frustrates fellow students • Inhibits others from talking

How about everyone pair up and discuss the issues. Remember– there are many correct responses. I have some ideas about this issue, but these other students are so much smarter than I; I haven’t been in school in 15 years, I don’t want to embarrass myself. I’ll just be quiet and sit here.

Instructor Strategies: • Assign roles for activities • Pull student aside during a break and ask if he/sheis getting enough out of the class • Don’t assume it’s a failure on your part • Create a low-stakes climate for talking in class Next • Amber: The Church Mouse • Disappears from your radar screen • Gives the impression that everything is fine • Spends the whole class smiling and nodding • Feels insecure about contributing

Jose, do you mind waiting until the break in 15 minutesto respond to your text? Oops– there goes my Blackberry- this is important. I’ll just text quietly and no one will know. With my busy schedule I can’t wait till the break to answer my messages.

Instructor Strategies: • First offense: Pull them aside during a break and reiterate your ground rules • Second offense: Publicly call on them and ask politely to put phone away • Third offense: Ask them to leave your class Next • Jose: The Texter • Negatively affects the learning atmosphere • Has no idea his actions are rude • Operates on the assumption that showing up to your class is enough

Thanks Susan for sharing that advice, but many workplaces have not upgraded and are still using 2003 and 2007 versions. Actually that’s no longer true. In the 2010 version of MS Office it automatically saves your work

Instructor Strategies: • Acknowledge their input and ask “What does everyone else think?” • Share deeper knowledge to establish credibility • Dim the light they want shining on them • Talk to them privately Next • Susan: The Know-it-All • Dominates the class discussion • Frustrates fellow students • Shuts down class discussion • Tries to “one-up” the instructor

Good point, Mike, the AMA journal did publish those findings, but medical institutions point to additional causes as well. This issue is controversial. Let’s discuss this after class and perhaps you can compare both reports for the class? If what you are telling us is correct, how come the latest research published in the AMA Journal refutes that statistic?

Instructor Strategies: • Stay cool, calm and assertive, but never aggressive • Disarm them ASAP – use their name • Challenge them to answer a difficult question based on reading assignment • Confront the behavior not the person Next • Mike: The Sniper • Tries to shake instructor’s confidence • Has legitimate feedback to offer, but does it in a sarcastic or snide manner • Usually hurts themselves more than the instructor

Tom, I appreciate traffic issues, but class begins at 6pm; you have missed the introductions and I can’t stop the class to repeat them. Hi. Sorry I’m late again. Traffic is awful. I can’t ask my manager to leave early, so I’ll ask someone for the notes. So, what are we discussing in teams?

Next • Instructor Strategies: • Remind Tom why punctuality is • important • Call on him as soon as he sits down • Use humor the first time • Tom: The Late-Comer • Causes unnecessary disruption • Forces the instructors to repeat information • Sends a message to other students • that it’s OK to be late

Manage the dynamics Handling Disruptive Students Public Thanks John, I appreciate your interest in this discussion, now let’s hear from others…

Manage the dynamics • Correcting Behavior Publicly • Remember, these are adult learners – flexibility and respect are the two most important guidelines for correcting student behavior • Everything within reason • You are responsible for creating the conditions that allow adult learners to feel safe, respected, challenged and empowered

Manage the dynamics Handling Disruptive Students • Privately • John, I really appreciate your enthusiasm, but if you continue to interrupt and argue with fellow students, I may have to ask you to leave the room and it will affect your grade

Manage the dynamics • Correcting Behavior Privately • Seek first to understand; then to be understood • Focus on the facts, not the person • Don’t make it about you: explain how you see the behavior affecting other students • Ask the individual for a good solution • Reiterate consequences of continued disruptions

Manage the dynamics • Practice neutrality, not passivity • Remember both sides of the issue • If it’s a disruption, don’t ignore it • Maintain control, but show flexibility – these are adults and they want to be in class

Key Takeaways • Establish norms and set ground rules from day one • It’s not what you do to address disruptive behavior that matters, it’s what you do to preventit • Use your leadership skills to establish your credibility and model respect

Quiz • Congratulations! • You have finished the • Classroom Management: Yes You Can! • You will now have the opportunity to test your knowledge. Before you take the final quiz, feel free to go back and review any of the course material. • Good luck, go to the next slide to begin the quiz!

Quiz 3

Classroom Management: Yes You Can!