Guiding Young Children in the Classroom: Classroom Management

1. Guiding Young Children in the Classroom: Classroom Management Litha Darshanon, M.S.

2. “ One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material , but warmth is the vital element for the growing plant and for the soul of the child.” -Carl Gustov Jung

3. Ideal Classroom • As teachers, we always want to make a classroom warm and nurturing environment. An environment that is characterized by mutual respect, a sense of caring, and friendship. • What are some things you wish to see in a classroom? • In reality, what are some things that you encounter that challenge your perspective on an ideal classroom?

4. Elements of an Ideal Classroom • Children should have adequate materials. • There is classroom management in place. • There is family involvement. • Teachers lead by example. • Children’s emotional needs are met along with other needs. • All interactions are developmentally and culturally appropriate. • The teacher –child ratio leads to effective learning opportunities.

5. Example

6. Emphasis on Classroom Management • Classroom management is the order and the atmosphere that is created to guide children. • Classroom management is a major concern for most teachers. • Administrators, parents and other professional often make a connection between good teaching and good classroom management. • Can you have a good teacher with bad classroom management? • How do you fix it?

7. The Obstacles of Classroom Management • Discipline/ Disobedience • Daily schedule and Routine • Multitasking • Assessments and other paperwork • Transitions • Attendance

8. Distinct Areas of Classroom Management • Machado and Botnarescue (2001) found that there were 5 separate areas: • The physical arrangement of the room • Curriculum choices • Time management • Managing classroom routines • The guidance function

9. Room Arrangement • Areas in the room should be clearly defined and well-equipped, which helps children adjust to the classroom environment. • Children learn better in smaller groups. • Designated areas allow children to make choices about where they play. • Allows materials to be organized. • The arrangement of the room discourages children from wondering around the room because of the able to see the materials in the areas. • To map out a floor plan ahead of time try: http://classroom.4teachers.org/

10. Adequate Materials • Bright from the Start – Georgia’s Pre-K Program Basic Equipment, Materials, and Supplies Inventory List • Real and Found Materials – These are materials that you can find in your own home or have parents donate to the classroom. Also, taking the children on nature walks or playground time can yield natural materials to be placed throughout the classroom, typically in the science area.

11. Leading by Example • Tone of Voice • Body Language • Phrasing of Words • Reactions • Active Listening • Model Behavior

12. Classroom Routines • Children feel safe in environments where routines are established. • Make sure your routine fits the needs of the children. • Be flexible when you can. • Time Management- making sure that are times for: • Child lead activities • Teacher lead activities • Special events • Predictability of activities throughout the day

13. Emotional Needs • Teachers must help children make appropriate choices by suggesting alternatives. • The classroom environment should be inviting and home-like . • The classroom should be safe at all times(no sharp edges, cords, spills, etc). • Give children individual attention when possible. • Remove objects that frighten children and listen to their fears regardless of whether they seem logical or not.

14. William Glasser’sChoice Theory • Glasser believes that there are 4 equally important needs for everyone in addition to survival: • Need for belonging • Need for power • Need for freedom • Need for fun

15. Family Involvement • Volunteer Opportunities • Donations • Newsletters • Orientations • Parent Conferences • Field Trips • Occupations • Knowing Cultural Background • Support • Learn to pronounce the parents’ and child’s name correctly.

16. Discipline and Guidance • When it comes to discipline , teachers should focus on guiding and teaching children rather than punishment. • Teachers have to remember that some of the children have not had the guidance that one would expect in a classroom. • The guidance approach to discipline develops from observing the children, knowing the children and understanding the developmental levels of the children. • Discipline techniques are not harmful, injurious or humiliating to the child.

19. Discipline and Guidance • Teaching self-discipline is a positive way to reduce negative behavior. You can talk about expectations as you teach appropriate skills. • Use of redirection should be a positive opportunity for a child to calm down and gain control of his/her behavior. • Give children a chance to express their feelings. • Not all behaviors are connected to discipline issues.

20. Behavior Techniques • Assertive Discipline – Teachers have to be consistent, specific in their expectations and provide clear, predetermined consequences. • Consequences – Logical consequences most be developed cooperatively with the children and must be applied consistently. • Limits and rules – There should only be a few. They should be posted and visible. • Review Four Mistaken Goals of Misbehavior and Corrective Procedures for the Teacher Handout

22. Final Thoughts • Teachers have to create his/her own style of classroom management. • Once children learn the routine and know what the teacher expects from them, then managing the class gets easier. • Look at the class schedule. Sometimes there are things that need to be moved around or changed in length based on the needs of the children. • Moving throughout the room, allows you to give verbal and nonverbal feedback.

23. References Tyminski, C. (2010).Your early childhood practicum and student teaching experience: guidelines for success(2nd ed.). Boston, MA: Merrill. Gordon, A.M.& Browne, K. W. (2011). Beginnings and beyond: foundations in early childhood education (8th ed.). Belmont, CA: Wadsworth Bigner, J. J. (2010). Parent-child relations (8th ed.). Upper Saddle River, NJ: Merrill Appelbaum, M. (2009). How to handle hard-to-handle preschoolers. Thousand Oaks, CA: Corwin Press Machado, J. M. & Botnarescue, H.M. (2001). Student teaching early childhood practicum guide (4th ed.). Albany, NY: Thomson Delmar Learning ALTEC. (2011, March 2). Classroom architect. Retrieved from http://classroom.4teachers.org/ Frazier, T. (2007).Guidance and Behavior Management. Clifton Park, NY: Delmar Cengage Learning.