Classroom Management

1. Classroom Management The greatest sign of a success for a teacher…is to be able to say,  "The children are now working as if I did not exist.“ Maria Montessori

2. Goal of Effective Classroom Management • To create a safe and inviting learning environment

3. Be realistic • You will never eliminate all discipline problems • But you can greatly reduce the number • Often, the tone of the class will change by getting a few individuals “onside” • It’s not your job to change students. Rather, give them opportunities to change.

4. Essentials for Better Classroom Management • Establish Clear Routines/Structures • Plan for Interruptions • Establish Reasonable Rules and Consequences • Establish a Firm but Fair Relationship

5. Routines/Structures • established early in the school year • must be taught and practiced • reinforce consistently throughout the year Bottom line: The students know exactly what is expected of them

6. Routines/Structures, e.g., • The first 5 minutes of class • Collecting assignments • Distributing handouts • Taking up homework • Safety routines (e.g., broken glassware) • The last five minutes

7. Dealing with Interruptions • Bathroom visits • Phone calls • Visitors • Announcements • Colleagues passing through the room

8. Rules and Consequences • What is OK and what is not? • Specific • Consistent • Fair • Consequences that you can live with Be preemptive – keep them so busy that they don’t have time to get into trouble

9. Firm Yet Fair • Relationships are critical to maintaining discipline • Always maintain a professional distance • Don’t get drawn into a confrontation (remove yourself – “go to balcony and observe”. • Ask questions to find out the cause of the behaviour rather than make assumptions • Redirect to diffuse the situation • Don’t “push their buttons”

10. Discipline with Dignity • Focus on the behaviour not the individual • Inappropriate behaviour usually occurs for a reason • Students need to feel that they are being treated fairly

11. The “Discipline Sandwich” • Three layers: • Begin with a positive. ``You’re a good person Johnny but you are doing is not good. Why do think I’ve asked you to meet with me?” • Deliver the constructive criticism. “We need to talk about a minor problem- I can’t teach and the class can’t learn while ….Your behaviour is inappropriate and must change. Is that clear?”

12. End on a positive. “I know you’re a smart kid and will try very hard to change your behaviour. Maybe we won’t have to meet again tomorrow. It’s up to you. But if you choose to continue this behaviour we will meet. It’s up to you. Any questions? Goodbye. Hopefully things will be better tomorrow. Have a good night.

13. Strategies for Minor Misbehaviour • Friendly “evil eye” or quiet signal • Pause and think • Move physically closer to the problem student • Ignore or redirect • Mild verbal warning • Three strikes • Washing plastic beakers

14. Strategies for Major Misbehaviour • Give choices • Use time-out (perhaps in office) • Develop a plan/contract • Use activities (e.g., team involvement) as leverage • Document your actions • Contact parents

15. Good Disciplinary Practices • Deal on a one to one basis with the misbehaving student rather than the whole class (but never alone) • Consult with other staff for advice • Investigate and listen before assigning consequences • Use a random seating plan • Isolate the disruptive student • Never use school work as a punishment

16. Conflict Resolution • Don’t get drawn into a conflict. • Stop. Cool off. • Don’t get personal. It’s all about his or her behaviour. • Talk and listen • Ask questions to put the onus on the other person in the conflict • Establish what you both need and move forward