final exam- tara most ran sky

7/31/2019 Final Exam- Tara Most Ran Sky

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Tara Mostranskys

Classroom

ManagementResource Guide


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Ourstudentsneed to

feel:

SurvivalFreedom

Fun

Successful classroom

management depends onmeeting the needs of ourstudents. When a child feels positiveemotions, he or she is more cooperativeand receptive to learning.

It is important to plan and have proactive classroom

management plans becauseThe only way a teacher

can have a classroom in which kids can learn by doing, by

discovery, by activity, is to establish routines and

Utilizing effective teaching and management

strategies that honors students needs

discourages them from using disorderly behavior

to meet their needs. This, in turn, enables the

classroom to become a successful learning

environment. (Erwin, 2004, p. 20)


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procedures. Students cannot be free to create without

procedures and routines.(Wong, 1999)

A teacher should be consistent, fair,

patient, caring, enthusiastic,and have a sense of humor inorder to maintain classroom

management.

Consistent withthe rules and

Fair in the

treatment of the

Patient with all ofthe studentsdiffering


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Caring towards all of the

Enthusiasm is contagious! (Glenn,

A sense of humor to teach the students that we can

My art room will be designed so that it can provide a sense of safety security for my students. It is important to consider the organizationthe room because it is the basis for effective classroom managementwill design a comfortable and efficient art room, which will communicto the students that I value them and welcome having them in the ro

To promote student independence, I will use storage receptacles that

are clearly labeled and within reach of the students. (Dennison, 2009will have lots of display areas on the walls for the students artwork, awell as a designated space on the hallway walls for the studentsartwork.


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Managing Instructional Time

Beginning ClassWhen teachers have a plan for students when they first enter the room,it will reduce chaos and questions as well as behavioral problems at the

beginning of the day.

Ending classA poster will describe and illustrate the following procedures tobe followed every day:1. Tools: The tool helper collects the tools and puts them away.2. Artwork: The paper helper collects the artworks and puts it allin the table folder.3. Silent: Everyone sits silently waiting to be called to line up.

Lining upA piece of colored masking tape on the floor marks where the students

begin the line. At the beginning of the school year each student is given anumber for the whole year. The students will line up in this order. Thefirst day number one is first in line and then the other students line up in

order. On the second day number two is first in line. And so on.


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Taking attendanceAfter the instructional time, while the students are engaged in theirart project, I will take attendance silently.

Organizing, distributing, and

collecting materialsStudent helpers are rotated throughout the year. Each tablewill have one helper assigned to getting crayons or basicsupplies and one helper will get paper for the table. These

will be the same helpers that collect the supplies at the endof class.

Using the pencil sharpenerA can of sharpened pencils is provided to trade with if a child

needs a sharpened pencil. During engaged time, they can get upfreely to get a pencil. If a child finishes an art project early, her or

his job can be to sharpen the pencils.

Student questions

A poster on the wall clearly defines the procedure forquestions. I also use the Ask Two technique. Before

students are allowed to ask me a question during activitytime, they must ask two other students in the class to try and

find the answer.


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Changing activitiesA five minute warning bell, followed by a two minute warning

is used to indicate a transition or clean-up time.

Getting into groupsWhen we have group work I call the students up by table and

keep them in the same group as their table. They return to theirindividual seats by table number.

Redirecting students attentionMake use of non-verbal gestures such as a look or a wave of the

hand to redirect behaviors that are taking the class off task.Next, use proximity to gain the attention of the student.

Use of the restroom

and water fountainUse of the water fountain is not allowed, and this is

explained at the beginning of the year during extensiveprocedure talks. Request that students use the

bathroom before or after class.


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THE BASICS:-Raise your hand tospeak-Listen while others arespeaking-Cooperate with the

teacher and others-Keep hands and feet toyourself

EmergenciesUse the buddy system. Have the students practice lining up atthe door with their buddy before the actual fire drill so they are

less frightened or anxious during the actual drill. There is notalking and there are nobathroom breaks during fire drills.

RULES

Go over the rules every dayin the first few weeks of

school.

Post these rules on a

colorful illustrated poster in the front of theroom.

THE GOLDEN RULES:Rule #1 - Only use words thatare kind and encouragingwhen talking about another

person's artwork.Rule #2 - Only usewords that are kind andencouraging when talkingaboutyour own artwork.

Rule #3 - Learn to say,"I'll try," rather than, "I can't".(Teach Kids Art, 2010)


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Participating in team building activitiesParticipating in team building activities

can help students feel like they belong in a group.can help students feel like they belong in a group.

Spider Web- This game can be played

with any type of string with students

sitting in a circle facing one another. The

first person holds onto the ball of yarn

and grabs the end piece. Without letting

go, the student says his/her name and a

bit of information about themselves they

would like the class to know. After the

student has finished, he/she tosses the

ball of yarn to another student in the circle, still holding on the end piece of

string. The next student does the same, introduces him/herself and says one

thing they want to share. When they are done, they toss the ball to another

student still holding onto a piece of the yarn closest to the ball. At the end of

the game, the students have created a web that resembles a spider web.

(Experiential learning, 2010)

Fabulous Flags - In this activity everyone creates their own personal flag.

Students will need paper, markers, crayons, etc. The flag should symbolize

Teambuilding and Ice Breaker Activities

Discuss therationale of theserules with thestudents to

ensure theyunderstand andsee the need foreach rule.(Murphy, 2001)
http://www.icebreakers.ws/small-group/fabulous-flags.htmlhttp://www.icebreakers.ws/small-group/fabulous-flags.html


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themselves, their likes, interests, etc. When completed, the students share

their flags and explain the meaning of what they drew. (Ice breakers, 2008)

Comic Strip Chaos - Give each student a piece of a comic strip. They have

to find the other students with the same comic, and then arrange themselves

so that the comic strip scenes are in order. (Ice Breakers, 2001)

Name and Favorite Food - In a circle, the first child begins "My name is

____, and my favorite food is ____." The next person in the circle then hasto introduce herself or himself and the previous person to see whether they

have been listening. (Hopkins, 1998)


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Silent Birthday Order - Have the entire class stand in a circle around the

room. Tell the kids that their mission is to put themselves in birthday order

without speaking, mouthing the words, or writing anything down. Usually 1

or 2 kids figure out that they can use their fingers to hold up the number of

the month they were born in.

Positive reinforcements are effectivebecause they put expectations of thestudents in place. When the studentsfeel that the teacher believes in them,

and believes that they are well-behavedstudents, they are more likely to act thatway.

PREVENTIONS

AND INTERVENTIONSFOR DISRUPTIVE BEHAVIOR


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Seating Chart - Assignedseats is a proactive way tomanage classroombehavior. The studentsknow where they sit; theycome in and sit down in the

same spot every day.

Post the Classroom Rules

and Procedures - With therules posted in theclassroom, the students canlook at them periodically andremind themselves what therules are.

Discipline Steps - Have adiscipline procedureposted on the wall so thestudents know exactlywhat the consequences ofmisbehavior are.

Talk to the students-Talking to the students maybe the answer to ending themisbehavior. They may justneed to feel the sense oflove and belonging.(Hayden, 2010).

Thank Students Often- Bythanking students for thepositive things that they do inyour class, it shows that youcare, and promotes apositive learningenvironment. (Breaux, 143)

Environmental Control-Engage students inlearning before the lessoneven starts! Theclassroom environmentneeds to invite students inand keep them interested.(Discipline by design, 2009)

Fair and consistent - Being

fair and consistent with thestudents will reduceproblems in the classroom.When students see youtreat everyone the samethey will respect you more.

Greet Students at the Door-

This shows that you careabout them and their wellbeing. You can also see howyour students are feeling inthe morning, and judge howyou can react best to them.

Monitoring - Walk around

the classroom. Let thestudents know that youare close by.

References

Breaux, A.L. (2003). 101 Answers for new teachers and their mentors. Larchmont,

NY: Eye on Education.

Collins, J. (2010, October 14). Behavior strategies for disruptive students. Retrieved from

http://www.helium.com/items/1976478-strategies-for-disruptive-students

Dennison, K. (2009, May 14). Classroom management. Retrieved from

http://kldennison.wmwikis.net/Classroom+Management

Discipline by design: the honor level system (2009). 11 techniques for better classroom

discipline. Retrieved from http://www.honorlevel.com/x47.xml

Erwin, J. C. (2004). The classroom of choice: Giving students what they need and getting

what you want. Alexandria, VA: Association for Supervision and Curriculum

Development.

Experiential learning games (2010). Retrieved from (http://www.experiential-learning-

games.com/icebreakers.html

Glenn, R. (2007, December 4). Admirable teaching traits. Retrieved from

http://www.educationworld.com/a_curr/curr387.shtml
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Hayden.K. (2010) Top five classroom management strategies-they really work.

Retrieved from: http://www.brighthub.com/education/k-12/articles/3318.aspx

Hopkins, G. (1998, August 17). Fourteen great activities for the first days of school!

Retrieved from http://www.educationworld.com/a_lesson/lesson/lesson074.shtml

Hopkins, G. (1998, August 17). Fourteen MORE activities for the first days of school!


Hopkins, G. (2001, August 10). Icebreakers 2001: Sixteen getting-to-know-you activities!


Ice breakers and energizers (2007, November 14). Retrieved from

http://www.kimskorner4teachertalk.com/classmanagement/icebreakers.html#Peopl

e)

Ice breakers: Beach ball (2001). Retrieved fromhttp://www.residentassistant.com/games/icebreakers/beachball.htm

Ice breakers: Comic strip chaos. (2001). Retrieved fromhttp://www.residentassistant.com/games/icebreakers/comicstripchaos.htm

Icebreakers, fun games, group activities. (2008). Retrieved from

http://www.icebreakers.ws/get-to-know-you/fabulous-flags.html

Murphy, T. (2001, February 1). Guidelines for good classroom management practice.

Retrieved from

http://www.pacificnet.net/~mandel/ClassroomManagement.html

Teach kids art (2010, October 1). Art rules! [Web log comment]. Retrieved from

http://teachkidsart.blogspot.com/2010_10_01_archive.html

Team building activities to help create a sense of community in your classroom. (2003,

August 16). Retrieved from http://www.docstoc.com/docs/4783776/classroom-

team-building-activities

Wong, H. (1999, September 13). Harry K. Wong and the real meaning of classroom

management. Retrieved from

http://www.educationworld.com/a_issues/chat/chat008.shtml

Wong, H. & Wong, R. (2005). The first days of school. Mountain View, CA: Harry K.

Wong Publications, Inc.
http://www.brighthub.com/education/k-12/articles/3318.aspxhttp://www.educationworld.com/a_lesson/lesson/lesson074.shtmlhttp://www.educationworld.com/a_lesson/lesson/lesson073.shtmlhttp://www.educationworld.com/a_lesson/lesson/lesson242.shtmlhttp://www.kimskorner4teachertalk.com/classmanagement/icebreakers.html#Peoplehttp://www.kimskorner4teachertalk.com/classmanagement/icebreakers.html#Peoplehttp://www.residentassistant.com/games/icebreakers/beachball.htmhttp://www.residentassistant.com/games/icebreakers/comicstripchaos.htmhttp://www.icebreakers.ws/get-to-know-you/fabulous-flags.htmlhttp://www.pacificnet.net/~mandel/ClassroomManagement.htmlhttp://www.pacificnet.net/~mandel/ClassroomManagement.htmlhttp://www.educationworld.com/a_issues/chat/chat008.shtmlhttp://www.brighthub.com/education/k-12/articles/3318.aspxhttp://www.educationworld.com/a_lesson/lesson/lesson074.shtmlhttp://www.educationworld.com/a_lesson/lesson/lesson073.shtmlhttp://www.educationworld.com/a_lesson/lesson/lesson242.shtmlhttp://www.kimskorner4teachertalk.com/classmanagement/icebreakers.html#Peoplehttp://www.kimskorner4teachertalk.com/classmanagement/icebreakers.html#Peoplehttp://www.residentassistant.com/games/icebreakers/beachball.htmhttp://www.residentassistant.com/games/icebreakers/comicstripchaos.htmhttp://www.icebreakers.ws/get-to-know-you/fabulous-flags.htmlhttp://www.pacificnet.net/~mandel/ClassroomManagement.htmlhttp://www.pacificnet.net/~mandel/ClassroomManagement.htmlhttp://www.educationworld.com/a_issues/chat/chat008.shtml


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