Classroom Management

Classroom Management

CLASSROOM MANAGEMENT WHAT IS CLASSROOM MANAGEMENT? Advocating positive student behaviors Teaching self-discipline Promoting physical and psychological safety Progressing events in an orderly fashion during the school day Creating the most effective learning environment possible ENVIRONMENTAL FACTORS

Arrangement of room Seating chart Readily available and logically placed supplies Expectations and consequences clearly posted Displays that support instruction Safe and fun environment SUGGESTIONS Plants Non-fluorescent lighting Comfortable decorations (with student input) Examples of student work and success Positive reminders

ONCE STUDENTS ENTER Have procedures developed and prepared to present to students for most scenarios involving movement, including: Entering the room Getting out supplies Individual, small group, and large group instruction/work

Exiting the room Turning in work Sharpening pencils EXPECTATIONS (RULES) Reasonable Positively stated Clearly and concisely defined Limit rules to 7 or less (3 is idea l) Positive Consequence Examples

Tangible rewards (candy, toys, etc.) Activity time Computer time Student/Class created rewards Negative consequences for not meeting expecta tions Appropriate for the behavior (major and minor infractions) Also clearly and concisely defined Keep things consistent WAYS TO MONITOR POSITIVES/NEGATIVES Pencil and paper

Create charts for students Check intermittently at fixed intervals Point Sheets (Daily/Weekly) Classroom Dojo Ideally, this should be a school-wide discipline system that is consistent with all teachers VARIOUS BEHAVIOR MANAGEMENT THEORIES Behavi oral Approac h es Focuses on changing observable behaviors such as talking Requires teachers to identify desired and undesired behaviors without looking for causes Relies heavily on the work of B.F. Skinner

Positive and negative reinforcement Eco logi cal Approa ch es Based on the research of Jacob Kounin and Paul V. Gump Focuses on the physical habitat of the classroom and how it effects student behavior Examines the rules, routines, and procedures of the environment Examines the activities conducted in the environment Classroom consists of segments (tests, group work, ind. work) Each segment has its own routines depending on the activity Focus is on consequences of actions to educate after misbehaviors Builds on the ideas of social and emotional learning (SEL) VARIOUS BEHAVIOR MANAGEMENT

THEORIES (CONT.) Self-Regulating Approaches Focuses on self-awareness Helps students with goal setting and motivation Makes students aware of being in control and things they are unable to control Examines student participation in their own learning through: Behavior Management Cognitive Reflection Environmental resources VARIOUS BEHAVIOR MANAGEMENT THEORIES (CONT.)

Process- Outcome Approaches Examines the events, including teacher and student behaviors and interactions, the teaching and learning process. They also examine the outcomes of instruction, such as achievement, attitudes, or classroom behavior (p.123) Importance is placed on the teacher creating a positive environment that promotes academic and social skills Examines critical beginning of the year activities that set the tone for the rest of the year Cooperative learning; students are held accountable for their own performance Smooth transitions, learning time, monitoring of student progress

Strong communication between student and teacher VARIOUS BEHAVIOR MANAGEMENT THEORIES (CONT.) C om m u n i ty A p p ro ac h e s Focuses on building a community with students in the classroom Emphasizes the students fostering their community in ways that drive their learning forward Teacher is not in control of the classroom, but is more of a promoter of the community Rewards and consequences are not important but educating students to have increased internal motivation and self-control is Lessons appeal to students intrinsic learning motivation Bribes, threats, rewards, and punishments are deemed coercive, should be restricted or eliminated, and should be placed with explanation and persuasion.

(p.170) S u p p o r t i ve A p p ro ac h e s Classrooms and teachers serve to support appropriate social interactions, a positive learning climate Promotes knowledge construction appropriate for developmental levels of students Keeps negativism to a minimum No use of negative language such as sarcasm or ridicule INDEX CARD INTERVENTION Did you fill in six out of the six spaces? Targeted intervention Single student, not a whole class The question at the top can be any behavior that

needs to be addressed (blurting out, lack of focus, off-task, etc.) Should be carried over to multiple days so that its not a major infraction if a student misses one of the squares Pair with a well-behaved student to lessen stigma of it being only for bad behaviors Lessens the stakes Get to reset every X minutes RESOURCES CITED Strategies for Addressing Behavior Problems in the Classroom Mary Margaret Kear, C. Michael Nelson Student Teacher to Master Teacher

Michael S. Rosenberg, Lawrence OShea, Dorothy J. OShea Classroom Management: Models, Applications, and Cases M. Lee Manning, Katherin T. Bucher Matt Collier the coolest dude in the universe

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