© 2011 University of Phoenix | All rights reserved Classroom Management Re-boot 2.0 Dr. Joseph...

© 2011 University of Phoenix | All rights reserved

Classroom Management Re-boot

2.0

Dr. Joseph Saxton | January 22nd, 2014


Agenda for Day

1. Introduction/Overview

2. Classroom Rules

3. Routines/Procedure

4. Relationships

5. Wrap-up

3Page© 2011 University of Phoenix | All rights reserved |

The Power of a Teacher

My Impact as a TeacherI have come to the frightening conclusion that I am the decisive

element in the classroom. It is my personal approach that creates the climate.

It is my daily mood that makes the weather.As a teacher, I possess tremendous power to make

a child’s life miserable or joyous.I can be a tool of torture or an instrument of inspiration.

I can humiliate or humor, hurt or heal.In all situations it is my response that decides whether a crisis

will be escalated or de-escalated, and a child humanized or de-humanized.

~ Dr. Haim G. Ginott


OBSERVATIONSFirst Priority: the teaching and learning of the

intended academic curriculum for all students, including the misbehaving student.

Goal of discipline: change student behavior.

Sound instruction mitigates poor behavior. KEY: Maintain your composure “RRR”: Rules without Relationships lead to

Rebellion


Desired Classroom Management is a Process

Teaching

Modeling

Appropriate Strategies

All Encompassing


Discipline is not:

Comprised of vague or unenforceable rules.

Ignoring problem behaviors.

Ambiguous or inconsistent responses to unacceptable behaviors.

Punishment which is excessive or which is delivered without support or encouragement for improving behavior.

Associated with learner outcomes indicated by “grades.”

A list of “quick fix formulas


Teacher Responsibility:

Being Prepared: Routines, Procedures, Rules

Having a plan


FOCUS ACTIVITY # 1

Folder: Activity #1 Worksheet

Directions: Take ten minutes. List and explain three areas in managing the classroom that your struggle with, or would like to know more about.


FOCUS AREAS FOR TODAY

1.Classroom Rules2.Routines & Procedures3.Relationships and Deliberate

Actions


Goal: To Avoid Days Like This


Classroom Rules

1. Communicate your values through your rules

2. Keep your list of rules short.

3. Phrase your rules positively

4. Focus on observable behaviors

5. Identify key words


1. Communicate your values through your rules

Reflect on the behaviors you believe support your students' success as learners

Create your rules based on what you consider

to be the most important learning behaviors.


2. Keep your list of rules short.

Choose no more than five rules. More than five are too many to remember. One way to limit your list of rules is to keep them broad in scope. For example, "Support others in learning" may mean helping someone with an assignment, participating fully in a group activity, or working quietly so as not to disturb others

http://images.google.com/imgres?imgurl=http://www.musikzumanfassen.at/img/menu/hand-rot.jpg&imgrefurl=http://www.musikzumanfassen.at/img/menu/&h=356&w=364&sz=20&hl=en&start=56&tbnid=3cdzJZxX7bzcCM:&tbnh=118&tbnw=121&prev=/images?q=hand&start=40&ndsp=20&svnum=10&hl=en&lr=&sa=N


3 . Phrase your rules positively

State what students should do rather than what they should not do.

For example, state your rule as "Support others in learning" rather than "Don't bother others."


4. Focus on observable behaviors

Make sure your rules can be described as physical behaviors that students can see. Explaining what a rule "looks like, sounds like, and feels like" is an effective way to help you focus on observable behaviors.

Focus on observable behaviors


5. Identify key words

Be clear and specific about what your rules mean by identifying key words - words that indicate successful learning behaviors.

When presenting rules to your students, you can emphasize the key words by writing them in a different color or underlining them.


ACTIVITY # 2

Time: Ten Minutes

# RULE

1

2

3

4

5

6

CLASSROOM RULES


ROUTINES AND PROCEDURES

“The number one problem in the classroom is not discipline, it is the lack of procedures and routines.”

- Harry K. Wong and Rosemary T. Wong


The Difference Between…

Discipline vs. Procedures

A Rule is a “Dare” to be broken.

A Procedure is a “Do” - a step to be learned.

Discipline: Concerns how students behave.

Procedures: Concerns how things are done.

Routine: What students do automatically.


Who is Responsible…?

• A smooth running class is the responsibility of the teacher.

• It is the result of the teacher's ability to teach procedures


The first few days of school, teach only procedures necessary for the smooth opening of class.

Delay the other procedures until the appropriate activity arises.


Classroom Procedures that Must Become Student Routines:

Beginning of period

Quieting a class

Students seeking help

Movement of students and papers

End of period


Practice, Practice, Practice

No matter what grade level you

teach, all procedures

must be rehearsed!


Techniques for Teaching Procedures

1. Explain

2. Rehearse

3. Reinforce

- Remind

- Experience


FOCUS ACTIVITY #3

ESTABLISHING ROUTINES AND PROCEDURES

ACTIVITY

Beginning of period

Quieting a class

Students seeking help

Movement of students and papers

End of period


MENTAL SET

“With-it-ness”

Stay in touch with what is going on in the classroom

Emotional Objectivity: Manage your own emotions


Inappropriate Strategies

Yelling

Insisting on the last word

Sarcasm

Back student into corner

Nagging

Attacking student’s character

Mimicking the student

Making Unsubstantiated accusations

Begging, bribing


Useful Strategies

The Look

Proximity

Use student name in sentence

Ask student a question

Tap student desk

UNobtrusive Behaviors - clear message


Relationships Key to Classroom Management

Complex and Essential

Student Teacher Relationships Have Two Focuses:

1.) Appropriate Levels of Dominance

2.) Exhibiting Appropriate Levels of Cooperation

NOTHING TO DO WITH TEACHER’S PERSONALITY

OR WHETHER STUDENTS VIEW TEACHER AS FRIEND


DEFINITION OF DOMINANCE

NOT: Forceful control or command over others

Teacher’s ability to provide clear purpose (why?)

And STRONG guidance

Both Academics and Student Behavior

(Wubbels. Brekelmans, & Admiral, 1999)


TEACHER DOES THIS IN TWO WAYS

Appropriate dominance demonstrated

Establishing clear behavior expectations and learning goals

Exhibiting Assertive Behaviors


Levels of Misbehaviors

Not having appropriate equipment, supplies correct, and/or materials

Sleeping in class; daydreaming

Being off task, but not disrupting others

Failing to turn in homework/failing to complete assignments

Doing another assignment

Failing to follow a reasonable request of the teacher

Talking at inappropriate times

Blurting out

Horseplay

Disturbing another student in any way

Being out of seat without permission

Improper use of equipment

Not following directions


What dominance is NOT

Yelling

Insisting on the last word

Sarcasm

Back student into corner

Nagging

Attacking student’s character

Mimicking the student

Making Unsubstantiated accusations

Begging, bribing


Dominance = Establish Clear Expectations & Consequences

Two Ways:

Clear Rules and Procedures

Providing Consequences for Student Behavior


Hierarchy of Consequences

Step 1: ReminderNot a reprimand. Whole class at once. Directed to one or two students. D not need to approach the student We remind the children because they ARE children. Step 2: Warning This is a reprimand. The student is approached. The warning may be either verbal or written.

Step 3: Infraction Slip

is an extension of your classroom discipline system, not a replacement for it.

Step 4: Work Increasing List of Consequences

Step 5: Emergency – Send to Office


Positive Consequences (tangible recognition!)

Recognition

Phone call to Parent

Smile

Pat on back

Standing ovation

Round of applause

Encouraging words

Privileges

Library pass

Free time (5 min at end of class)

Choice of where to sit

No weekend homework

Tangible Rewards


Non Verbal Curs

Looking in the vicinity of the misbehavior (The Look)

Walking toward the area of the misbehavior (Proximity)

Stop & Wait

Informal talk

Verbal reprimand

Changing a student’s seat

Teacher Detention

Parent Contact

Isolation

Referral to School Counselor

Teacher-parent conference

Behavior contract

*Referral to Vice-Principal


Referral to VP

YOU HAVE EXHAUSTED YOUR RESOURCES TO HANDLE THE SITUATION.

WHEN THAT OCCURS YOU ALSO RELINQUISH YOUR RIGHT FOR INPUT.


Clear Learning Goals

Establish and Communciate Learning Goals at Beginning of Unit of Instruction

Provide feedback on those goals

Continually and systematically revisit those goals

Provide summative feedback on those goals


Exhibit Assertive Behavior

Use assertive body language by maintaining

Use an appropriate tone of voice

Persist until students respond with the appropriate behavior. Do not ignore inappropriate behavior

Do get caught up by arguing.


Appropriate levels of cooperation

Provide flexible learning goals

Take a personal interest in students

talk informally with students before during after class

greet students outside of class

single out a few students in lunch room and talk with them

be aware of and comment on events in students lives that are important to them

meet students at door as they come, greet each one by name


Equitable and Positive Classroom Behavior

Make eye contact with each student ) walk about the room)

Deliberatel move toward and stand close to each student during the class. Set up seats so you can move easily

Allow and encourage all studnets to participate in class discussions

Provide appropriate wait time to all students to respond to questions.


FOCUS ACTIVITY #4: ACTION PLAN

© 2011 University of Phoenix | All rights reserved Classroom Management Re-boot 2.0 Dr. Joseph...

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