Classroom ManagementClassroom Management

Bellringer Activity

After Reading the article “The Key to Classroom Management” create a new title that better fits the content.

Bellringer Activity

After Reading the article “The Key to Classroom Management” create a new title that better fits the content.

What is it?What is it?

Research shows that THIS has twice the impact on student achievement as do school Policies regarding curriculum Assessment Staff collegiality Community involvement

Research shows that THIS has twice the impact on student achievement as do school Policies regarding curriculum Assessment Staff collegiality Community involvement

Teacher’s ActionsTeacher’s Actions

Why is classroom management so important?

Why is classroom management so important?

Because students cannot learn in a chaotic, poorly managed classroom!

Because students cannot learn in a chaotic, poorly managed classroom!

BalanceBalance

Between providing clear and consistent consequences for unacceptable behavior

and recognition and rewards for acceptable behavior

Between providing clear and consistent consequences for unacceptable behavior

and recognition and rewards for acceptable behavior

What is it?What is it?

What is the key factor for all classroom management which allows for fewer disruptions and discipline problems?

What is the key factor for all classroom management which allows for fewer disruptions and discipline problems?

Teacher-Student Relationships

Teacher-Student Relationships

For Instance: Substitute Teachers

Any others?

Characterization of Effective Student-Teacher Relationship

Characterization of Effective Student-Teacher Relationship

1. Appropriate levels of dominance

2. Appropriate levels of cooperation

3. Aware of high-need students

1. Appropriate levels of dominance

2. Appropriate levels of cooperation

3. Aware of high-need students

1. Appropriate Levels of Dominance

1. Appropriate Levels of Dominance

Teacher’s ability to provide clear purpose and strong guidance with both academics and behavior

Students prefer this type over PERMISSIVE teachers

Why?

Teacher’s ability to provide clear purpose and strong guidance with both academics and behavior

Students prefer this type over PERMISSIVE teachers

Why?

Clear expectations & consequences

Clear expectations & consequences

Teacher’s use a wide variety of verbal and non verbal reactions

Move closer to offending studentFinger to lip (shhh)Point out inappropriate actionPraise appropriate actionRaise hand to cue students for action

Giving visual representation of poor or good behavior

Happy box, tickets at end of day for candy

Employing Group contingency policies

Talk in hall - no snack time for all

Giving visual representation of poor or good behavior

Happy box, tickets at end of day for candy

Employing Group contingency policies

Talk in hall - no snack time for all

Clear expectations & consequences

Clear expectations & consequences

AcademicallyAcademically

Establishing & communicating learning goals at the beginning of a lesson or unit

Providing feedback Continually and systematically revisiting the goals

Providing summative feedback on goals (use of rubrics)

Establishing & communicating learning goals at the beginning of a lesson or unit

Providing feedback Continually and systematically revisiting the goals

Providing summative feedback on goals (use of rubrics)

Assertive BehaviorAssertive Behavior

Is the ability to stand up for one’s legitimate rights in ways to make it less likely that others will ignore or circumvent them

Is the ability to stand up for one’s legitimate rights in ways to make it less likely that others will ignore or circumvent them

Assertive BehaviorAssertive Behavior

Body language: erect posture, face offending student, but keep enough distance so as to not appear threatening, match facial expression to match content of message

Body language: erect posture, face offending student, but keep enough distance so as to not appear threatening, match facial expression to match content of message

Assertive DisciplineAssertive Discipline Use appropriate tone of voice, avoid any display of emotions in the voice

Persist until student respond with appropriate behavior

Do not be diverted by a student denying, arguing, or blaming, but listen to legitimate explanations.

Use appropriate tone of voice, avoid any display of emotions in the voice

Persist until student respond with appropriate behavior

Do not be diverted by a student denying, arguing, or blaming, but listen to legitimate explanations.

2. Appropriate levels of Cooperation

2. Appropriate levels of Cooperation

Focus is on students and teacher working together as a team.

Focus is on students and teacher working together as a team.

Establish Rules & Procedures

Establish Rules & Procedures

General classroom behavior Group work Seat work Transitions and interruptions Use of materials required Beginning and ending of day routine

General classroom behavior Group work Seat work Transitions and interruptions Use of materials required Beginning and ending of day routine

Flexible Learning GoalsFlexible Learning Goals

Which means? Which means?

Take Personal Interest in Each Student

Take Personal Interest in Each Student

Talk informally before, during, and after class about their interests

Greet students outside of the school (events, grocery, etc.)

Talk to students in café, hallway

Talk informally before, during, and after class about their interests

Greet students outside of the school (events, grocery, etc.)

Talk to students in café, hallway

Take Personal Interest in Each Student

Take Personal Interest in Each Student

Be aware and comment on important events in their lives

Compliment them on achievements outside of school

Meet students at the door as the come into class; greet each one by name

Be aware and comment on important events in their lives

Compliment them on achievements outside of school

Meet students at the door as the come into class; greet each one by name

Equitable & Positive Behaviors

Equitable & Positive Behaviors

Eye contact with all students Ownership - give credit to someone with good idea, etc.

Encourage all to participate Allow wait-time (3-5 seconds) for student to answer

Eye contact with all students Ownership - give credit to someone with good idea, etc.

Encourage all to participate Allow wait-time (3-5 seconds) for student to answer

Awareness of High Needs Students

Awareness of High Needs Students

Look at chart Look at chart