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Classroom Management 1

Classroom Management 1. Creating an environment conducive to learning. What is the number one concern for new teachers? What can derail a well-planned lesson faster than any other factor? What is a top factor in student achievement?. Arranging the Classroom. Minimizing distractions

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Classroom Management 1

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  1. Classroom Management 1

  2. Creating an environment conducive to learning • What is the number one concern for new teachers? • What can derail a well-planned lesson faster than any other factor? • What is a top factor in student achievement?

  3. Arranging the Classroom • Minimizing distractions • Traffic patterns • Doorways • Materials • Facilitating teacher-student interactions • Students close to teacher • Facilitating (or not) student-student interactions • What message are you sending? • Surveying the entire class

  4. Types of Room ArrangementsWhat is the message? • Rows • Tables • U-shape • others

  5. Classroom Climate • Overall psychological atmosphere of the classroom. • Safe and secure • Learning a high priority • Willing to take risks, make mistakes • Willing to laugh

  6. Forming and Maintaining Productive Teacher-Student Relationships • Show you care about education and about the students. • Communicate high, realistic expectations and support student accomplishment. • Include students in decision making and evaluations of their work. • Acknowledge “bad days” and don’t hold it against them.

  7. Establish a Businesslike, Nonthreatening Atmosphere • “I’m not mean, I just mean business.” • We are in school to get certain things accomplished. • Hold students accountable for achieving instructional objectives. • Admonish them for their misbehavior but not hold it against them.

  8. Communicating Messages about School Subject Matter • Meaningful, authentic activities. • Focus on improvement. • Positive attitude

  9. Giving Students a Sense of Control • Give notice of upcoming assignments and activities. • Create regular routines. • Allow students to set some of their own deadlines. • Provide opportunities for students to make choices.

  10. Promoting a Sense of Community and Belongingness • Not too much competitition • Use “coopetition” • Teacher and students have common goals. • Students believe they are an important and valued member of the classroom. • How can you foster this attitude?

  11. Setting Limits • Establish initial rules and procedures. • Follow through on consequences of noncompliance. • Present rules and procedures as information. • Review existing rules and procedures • Community circles • Acknowledge students’ feelings • Enforce rules consistently and equitably.

  12. Activities that Keep Students on Task • Keeping students productively engaged • Choosing tasks at an appropriate level • Providing structure • Planning for transitions • routines

  13. Monitoring what students are doing • Withitness • Modifying instructional strategies • Excitement • How can I make the instruction more engaging? • Taking individual and developmental differences into account.

  14. Dealing with Misbehaviors • What is Misbehavior? • Action that has the potential to disrupt students’ learning and planned classroom activities. • How do we handle misbehavior effectively in the classroom?

  15. Ignoring behavior is the best option when: • Behavior is a rare occurrence and likely won’t be repeated. • Behavior is unlikely to spread to other students. • It is an unusual circumstance. • Behavior is typical for age. • The natural consequence is an adequate deterrent. • Behavior is not serious enough to affect classroom learning.

  16. Cueing • Use of signals to indicate that a certain behavior is desired or that a certain behavior should stop. • State what should be done. • Be more direct with younger students • Turn off lights • Audible signals • Others?

  17. Discussing a problem privately with a student • Questioning • What did you do wrong? • Why? What is going on? • How can I help? • What do you need to do differently • Contracts • Student directed

  18. Teaching self-regulation strategies • Self-monitoring • Behavior checklists • Self-imposed contingencies • Random on-task cueing

  19. Conferring with parents • Parents are concerned about their children and will usually be a strong ally if communication is consistent. • Don’t communicate only when there is a problem. • Work on the problem together, don’t dump it in their lap. • Call early and often!

  20. Classroom Management Theorists • In a group of two, select one theorist to present to the class • Include • Basic philosophical underpinnings of the plan • Structure of the plan • What does the teacher do • What do the students do • Elements that you would like to incorporate into your own classroom management plan Use Handout and Internet

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