classroom management updated

8/3/2019 Classroom Management Updated

1/54

CLASSROOM

MANAGEMENTJo Hartmann

394-1876-ext [email protected]


2/54

Wherever groups of people live

and work together, there areissues of organization that haveto be solved or there is chaos.


3/54

John Locke, the Englishphilosopher, theorized abouthow society evolved.


4/54

Survival of thefittest.


5/54

That is how government began, from its

most primitive behavioral roots To groups banding together to protect

their rights

To rule of law


6/54

In modern society, we need tounderstand that identical

principles do apply. When thereis no organization, the survivalof the fittest, of the strongdominating the weak re-emerges.


7/54

Every organized society is governed byrules and procedures


8/54

Some are for our own safety

Some are to protect our rights And some are for reasons we forgot a

long time ago.


9/54

Research tells us that good classroommanagement is the one commonalityamong all effective instructors.


10/54

With good classroom management as with any

organizational structure, there are three

basic and necessary components:


11/54


12/54

All three components: rules andprocedures, consequences andrelationships, must be present inorder for good classroom managementto occur.


13/54

Relationships are the most importantcomponent but sometimes we forgetthat the other two components, rulesand procedures and their logicalconsequences are also vital.


14/54

Love alone doth not good classroommanagement make!


15/54

The two main things we have toremember about rules are

FIRST: that they have to

protect student and teacher safety

andSECOND: they have to facilitate thebest conditions for learning.


16/54

The importance of establishingclassroom rules during the first day andthe first week cant be emphasized

enough. If we treat classroom rules and

standard procedures lightly and dont

understand their importance at thebeginning of the year


17/54

We exhaust ourselvestrying to mend fenceslater on during the

year ! ! ! !


18/54

Classroom rules should be setcooperatively. Establish a few generalrules of classroom conduct.

Rules need to be established as a resultof a meaningful classroom discussion.

Its an invitation for students todescribe the class they would like to bepart of and make suggestions for rules.


19/54

Students know you respectand care for them when they

are consulted and involved indecision making.


20/54

We often shoot ourselves in the foot byhaving too many rules and failing toenforce them.

Minimum rules with maximumconsistency is the golden rule


21/54

When students break the rules, theymust know ahead of time that thereare consequences. In society, we know

that if we choose to break the law,we had better be prepared to go tocourt and perhaps do some jail time.


22/54

Hence the importance of knowing theconsequences when one chooses toflout the rules. There should be nosurprises.


23/54

The other key factor is consistency.Rules and consequences should beconsistent in the classroom, acrossthe grade level, and throughout theschool.


24/54

Rules are one thing, procedures areanother. Procedures are usuallyunwritten, but have been practiced

enough so students know them. Itprovides security to students to knowwhats expected of them.


25/54

Desk arrangements can minimizeproblems.

Assign the students to their desksinitially.

As trust and cooperation developstudents may request changes.

Good behavior agreement from studentsrequesting other seats is needed.


26/54

Teacher, Im Finished. Now What

Do I Do?

The best-laid management plan can goastray during transition times whenstudents who have completed class

assignments butt in, asking fordirections or begin playing around,disrupting others.


27/54

Quiet Choices

Post a list of activities.

Students can select a card from threesuggested choices.

Magazine rack selection, book shelfchoice, art bucket, puzzle place, quickdraw station, computer site to visit, cutpictures and letters for the bulletinboard, free time writing activity.


28/54

Summary of Current U.S.Research

Marzano: Classroom Management That Works

Orange: 25 Biggest Mistakes Teachers Make

Tileston: What Every Teacher Should Know About

Classroom Management and Discipline Reyhner: Teaching American Indian Students

Checkley,: A Visit to Classrooms of EffectiveTeachers, ASCD

ASCD: Creating Caring Schools PDK: The Shame of the Nation


29/54

To consider:

how relationships are developed andmaintained

the importance of establishing positiverelationships with all children

how to promote positive relationshipsbetween children


30/54

Underlying principles

Positive relationships with children arekey to positive behavior and regularattendance

Positive relationships may just happen,but they can also be developed

Positive recognition and reinforcementdevelop positive behavior and build therelationship

Behavior is contextual and interactive:

the way adults manage their ownemotional responses has an importantinfluence on childrens behavior


31/54

The Fifth R

The 4Rs

Rights Responsibilities

Rules Choices

Routines

Positive

consequencesNegative

consequences

Inevitability


32/54

Potential barriers to establishingpositive relationships

Large number of children with whomteacher needs to develop relationships

Lack of time to spend with individuals

We ourselves find it easier to developpositive relationships with some individualsthan others

Some children are actively suspicious of,and unfamiliar with, positive relationships


33/54

Exception finding

Changing the view of the problem

Identifying successful moments

Identifying times when the behavior isless severe, less frequent, less long-lasting.

If you keep on doing what youre doing,youll keep on getting what youre getting


34/54

Never treat a child in a way youwouldnt treat an adult.

Try to see things through the childseyes.


35/54

The importance of positive behavior in arole model cant be emphasized enough.Kindness and humor shown in a business-

like, task-oriented atmosphere ispivotal. When students feel caredabout, they want to cooperate, not

misbehave.


36/54

We have considered:

the importance of establishing positiverelationships with all pupils

how relationships are developed and

maintainedlooking for exceptions in a difficult

relationship

the relationship bank how to promote positive relationships

between children in a classroom community


37/54

Factors Influencing How We Viewthe World

Family

Gender

Race Age

Sexual Orientation

Language Friends


38/54

Religion

School background

Geography Income of family/social class

Political views

Ethnicity Tech savvy


39/54

Social organizations

Travel experience

Special needs, (physical) Special needs, (behavioral)

Special needs, (academic)

ELL ESL


40/54

Marzanos research states:

If a teacher has a good relationship

with students, then students morereadily accept the rules andprocedures and the disciplinary

actions that follow their violations.


41/54

Without the foundation of agood relationship, students

commonly resist rules andprocedures along with theconsequent disciplinary action.


42/54

Marzano states that rules andprocedures and disciplinary

actions that follow violationsare also necessary componentsof effective classroom

management.


43/54

Teacher characteristics

An analysis of teacher characteristicsassociated with effective instructionand classroom management includes:

Moderately high dominance

Moderately high cooperation

Consideration

Buoyancy

Inner control


44/54

Action steps

Assertive body language

Appropriate tone of voice

Persisting until the appropriatebehavior occurs

Establishing clear learning goals

Providing flexible learning goals


45/54

Taking a Personal Interest

Talking informally with students before,during and after class about theirinterests

Greeting students outside of school

Singling out a few students each day inthe lunchroom and talking to them

Being aware of and commenting onimportant events in students lives


46/54

Complimenting students on importantachievements in and out of school

Meeting students at the door as theycome into class and saying hello to eachchild, making sure to use his or her

name first.


47/54

Making eye contact by scanning the entireroom as you speak

Freely moving about all sections of the

room Deliberately moving toward and being close

to each student in the room

Attributing ownership of ideas to thestudent who originated them Dennis hasjust added to Marys idea by saying that


48/54

Allowing and encouraging ALL students to bepart of classroom discussions

Providing appropriate wait time.

Emphasizing right parts of wrong answers Encouraging collaboration

Restating or rephrasing the question

Giving hints or clues Providing the answer and asking for

elaboration


49/54

Types of Student Behavior

Passive: 1. fear of relationships2. fear of failure

Aggressive: 1. hostile2. oppositional3. covert

Attention problems: 1. hyperactive

2. inattentive Perfectionist

Socially inept


50/54

Conclusion

Teacher-student relationships arecritical to the success of the two otheraspects of classroom management

rules and procedures and disciplinaryinterventions

To build good relationships,

communicate appropriate levels ofdominance and let students know youare in control of the class and are

willing and able to lead


51/54

Communicate appropriate levels ofcooperation and convey the messagethat you are interested in the concerns

of students as individuals and as a class Make a special effort to build positive

relationships with high need students


52/54

Most importantly, remember that allthree components of effectiveclassroom management need to be

present before learning can trulyoccur.


53/54

Start planning NOW for actions you willtake next year.

Think about what you wish you had donedifferently.

How will you start your first day ofclasses?


54/54

We should structure our classroommanagement to reflect the world we livein.

We are preparing our students for thatworld.

How are we helping them to fit in?

classroom management updated

Documents