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Classroom Management

Classroom Management. SED 407 Spring 2009. Basic prevention: being a good teacher . Build community in the classroom Know your students Organize classroom Plan meaningful lessons Know thyself. Build Community. Establish atmosphere of respect for you and for students

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Classroom Management

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  1. Classroom Management SED 407 Spring 2009

  2. Basic prevention: being a good teacher • Build community in the classroom • Know your students • Organize classroom • Plan meaningful lessons • Know thyself

  3. Build Community • Establish atmosphere of respect for you and for students • Create clear, consistent, fair rules/expectations with student input • Hold students accountable for behaviors that hurt others or disrupt learning • Offer clear, consistent, fair consequences • Follow through • Fair does not necessarily mean the same Building community is a powerful preventive force against discipline problems.

  4. Know your students • Get to know their interests and experience with your discipline and school • Learning inventories • Develop positive relationships • Show an interest • Greet at the door • Try to smile/offer personal attention to each kid on each day • Attend school and community events (sports, arts, etc.)

  5. Classroom organization • Create space for student work/interests • Establish routines and appropriate use of space • Arrange desks according to the needs of the day’s lesson • Make room inviting and a place people want to be • Don’t hide behind your desk or podium; circulate

  6. Lesson planning • Logical start, flow, and ending • Appropriate set induction, frontloading, scaffolding, practice, assessment • Organization • Have materials ready; don’t have dead space/time • Engagement • Ask yourself: “Will my students find this lesson worth doing?” • Differentiation • Offer students choice in process & product • Find ways to help every student accomplish the learning task

  7. Know thyself • Know your “triggers” • Be aware of how you come across • Observe effects of your behavior on your students • You can’t treat each student the same • Don’t take yourself too seriously

  8. If students are disruptive or inattentive, one or more of the following is at work…

  9. Poor general management • Inappropriate work • Boring instruction • Confusing instruction • Unclear expectations • Student sense of powerlessness • Physical problems • Not knowing how to do the task • Heavy emotional baggage • Value clashes

  10. Addressing problems • Classroom meetings • Kids discuss how to make things better • Close observation (role of scientist) • Proximity • Soft voice (yelling never, ever helpful) • Private conversations • Never discuss discipline issues with an individual in front of the class • I messages • When you, then I, because

  11. Reflection on your own behaviors • Did I take sufficient time and care at the beginning of the year to establish expectations? • Is the classroom a safe place for my students? • Are my lessons organized, engaging, and offer students voice and choice? • Do I view ALL of my students through a lens of compassion rather than judgment? • Are consequences timely, logical, and flexible, according to the situation?

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