1 / 39

UMES PROFESSIONAL DEVELOPMENT INSTITUTE 2013 TOOLS FOR EFFECTIVE CLASSROOM MANAGEMENT

UMES PROFESSIONAL DEVELOPMENT INSTITUTE 2013 TOOLS FOR EFFECTIVE CLASSROOM MANAGEMENT. Presenter: Stephen E. Boyd . Goals/Objectives. To identify what classroom management is and why it is important To identify the key components of a classroom management plan

luisa
Download Presentation

UMES PROFESSIONAL DEVELOPMENT INSTITUTE 2013 TOOLS FOR EFFECTIVE CLASSROOM MANAGEMENT

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. UMES PROFESSIONAL DEVELOPMENT INSTITUTE 2013TOOLS FOR EFFECTIVE CLASSROOM MANAGEMENT Presenter: Stephen E. Boyd

  2. Goals/Objectives • To identify what classroom management is and why it is important • To identify the key components of a classroom management plan • To identify and model strategies teachers can employ to correct and/or re-direct behavior misbehavior

  3. What is classroom management? • A systematic proactive plan executed on a consistent basis, that’s designed to support relevant and rigorous instruction and meaningful student engagement, in a positive learning environment where high student achievement can realized.

  4. Why is a classroom management plan important? • Without a plan, underachievement is imminent.

  5. Student Behavior • Students want to belong • Students misbehave for a purpose • Every student is different, therefore every response to misbehavior may be different

  6. Student Behavior • Attention Seeking • Power Seeking • Revenge Seeking • Avoidance of Failure Adapted from Linda Albert’s Cooperative Discipline Model

  7. Observation Exercise You tube: David Spade

  8. Classroom Management Group Activity #1: Talk with a partner about some of the student behaviors you observed. Also discuss some positive and negative approaches the substitute used to manage the class. (1 minute)

  9. Components of Strong Classroom Management • Getting to know your students • Rigorous Lesson Planning • Creating a Positive Climate and Culture • Tone of Voice and Body Language • Student Engagement

  10. Getting to know your students • What do I know about my students? Students don’t care what you know, until they know that you care!

  11. Rigorous Lesson Planning • What do you want students to know or be able to do by the end of the unit? Lesson? Always over-plan!

  12. Classroom Climate and Culture: Physical Space • Am I utilizing the instructional space strategically?

  13. Classroom Climate and Culture: Procedures/Routines • Do I have procedures /routines that are reasonable and clear to understand? Review and practice often!

  14. Classroom Climate and Culture: Classroom Rules • Do I have rules that are reasonable and clear to understand? Review and practice often!

  15. Classroom Climate and Culture:Consequences • Does the consequence fit the undesirable behavior exhibited? “…it is not the severity of the consequence, but the consistency that causes behavioral change in your classroom.”

  16. Tone of Voice and Body Language • When students misbehave, what am I saying before I say it? • Am I choosing my tone of voice wisely?

  17. Tone of Voice and Body Language Remember: Your AFFECT--EFFECTS the classroom! No Talking and No Emotion!

  18. Student Engagement • Am I infusing engagement activities at the beginning, middle, and end of the lesson? Provide direct instruction in 15-20 minute increments

  19. Student Engagement Teachingchannel.org: The Wingman Strategy

  20. Student Engagement Group Activity #2: Reflect on an engagement strategy you have successful implemented. In additional to assisting with scaffolding content, discuss with your partner about why the engagement strategy was a useful classroom management tool. (1 minute)

  21. Student Behavior (Revisited) • Attention Seeking • Power Seeking • Revenge Seeking • Avoiding the task

  22. Attention Seeking Behaviors • Fidgety • Whine • Constantly out seat • Class clown

  23. Attention Seeking Behaviors • Talking out of turn • Being the ‘over helper’ • Jokester • Constantly asking for help but not needing it

  24. Attention Seeking Interventions • Use proximity • Positive narration • Target-stop-do • Name Dropping

  25. Attention Seeking Interventions • Modeling • Redirect with questions • Grandma’s Law • The ‘eye’ • Santa’s Helper

  26. Power Seeking Behaviors • Non-compliant • Ramble off topic • Argumentative • Grandstanding • Starting side conversations with peers • Getting the last word

  27. Power Seeking Interventions • Restate the instruction to student (peers) • Ignore them • Catch them off guard. Ask for their advice related to the topic

  28. Power Seeking Interventions (Cont’d) • Arrange to meet them after class • Change the subject • Acknowledge the quest for power, but model the appropriate way to request Whatever you do, do not give them an audience!

  29. Revenge Seeking Behaviors • Seek to hurt or harm (emotional or physical) • Oppositional • Insubordinate • Argumentative • Making threatening statements

  30. Revenge Seeking Interventions • Acknowledge the anger • Provide a safe environment (Remove students from the classroom) • Ask, “How can I help?” • Contact an administrator

  31. Avoidance of Failure Behaviors • Procrastinate • Contrive excuses • Assume Disabilities • Feelings of Hopelessness • Unmotivated • Lazy

  32. Avoidance of Failure Interventions • Promote an ‘I can’ attitude • Scaffold content in smaller manageable segments • Applaud small gains • Help student foster a relationship with a peer

  33. Avoidance of Failure Interventions • Create an environment where mistakes are a part of the learning process • Recognize when they’ve made a contribution • Build on their strengths • Work towards a long-term goal

  34. Student Behavior • Students want to belong • Students misbehave for a purpose • Every student is different, therefore every response to misbehavior may be different

  35. Closing Observation Teachingchannel.org: Lila Vreeland

  36. Q & A

  37. Sources Albert, Linda. Cooperative Discipline. Crowley, Texas: AGS Publishing, 1996. Print. Canter, Lee. Assertive Discipline. 4th ed. Bloomington, IN: Solution Tree, 2009. Print. "Classroom Management Strategies." http://www.lessonplansinc.com/classroom_management_strategies.php. Lesson Plans, Inc, n.d. Web. 6 Aug 2013.

  38. Sources Genard, Gary. "How to Use Body Language and Gestures as a Speaker." www.publicspeakinginternational.com. Public Speaking International, n.d. Web. 22 July 2013. Genard, Gary. “5 Ways to Captivate An Audience.” www.publicspeakinginternational.com. Public Speaking International, n.d. Web. 27 July 2013 Genard, Gary. “5 Secrets of Powerful Body Language.” www.publicspeakinginternational.com . Public Speaking International, n.d. Web. 27 July 2013

  39. Sources Mann-Erickson, Gretchen. "21 Ways to Engage Students in School." www.schoolengagement.org. National Center for School Engagement, n.d. Web. 5 Aug 2013. Marzano, Robert, Jana Marzano, and Debra Pickering. Classroom Management that Works: Research Based Strategies for Every Teacher. Alexandria, VA: 2003. Print. Phelan, Thomas, and Sarah, Jane Schonour. 1-2-3 Magic. Glen Ellyn, Ill: Parent Magic , 2004. Print. Wong, Harry. How to Be an Effective Teacher: The First Days of School. Mountain View, CA: Harry K. Wong Publications, Inc. , 1998, 2001. Print.

More Related