Classroom Conflict Management
description
Transcript of Classroom Conflict Management
Classroom Conflict Management
You said....
• Dominant Student• Shy Student• Taboos • Personality Clash • Aggressive/Challenging Students• Maverick Students• Bad Manners• Smart Alecks• Female Teachers?
Resolving Conflict...
• What was the source of conflict?• What happened?• What did you do to try to resolve the conflict?• How successful was that?• What happened in the end?
• Could you have handled it better? How?
Laying the Foundation for Positive Classroom Behavior
Laying the Foundation for Positive Classroom Behavior
• Think About Your Approach
Laying the Foundation for Positive Classroom Behavior
• Think About Your Approach• Visualize Possible Challenges
Laying the Foundation for Positive Classroom Behavior
• Think About Your Approach• Visualize Possible Challenges• Make Your Expectations Clear
Laying the Foundation for Positive Classroom Behavior
• Think About Your Approach• Visualize Possible Challenges • Make Your Expectations Clear• Model Positive Behavior
Laying the Foundation for Positive Classroom Behavior
• Think About Your Approach• Visualize Possible Challenges• Make Your Expectations Clear• Model Positive Behavior• Encourage, Encourage, Encourage
Laying the Foundation for Positive Classroom Behavior
• Think About Your Approach• Visualize Possible Challenges• Make Your Expectations Clear• Model Positive Behavior• Encourage, Encourage, Encourage• Show Respect
Laying the Foundation for Positive Classroom Behavior
• Think About Your Approach• Visualize Possible Challenges• Make Your Expectations Clear• Model Positive Behavior• Encourage, Encourage, Encourage• Show Respect • Be Consistent
Laying the Foundation for Positive Classroom Behavior
• Think About Your Approach• Visualize Possible Challenges• Make Your Expectations Clear• Model Positive Behavior• Encourage, Encourage, Encourage• Show Respect • Be Consistent • Keep Students Busy and Challenged
Communication is key
Communication is key
• Define what the problem really is.
Communication is key
• Define what the problem really is.• Brainstorm ways to solve the problem.
Communication is key
• Define what the problem really is.• Brainstorm ways to solve the problem.• Select the best option on the list.
Communication is key
• Define what the problem really is.• Brainstorm ways to solve the problem.• Select the best option on the list.• Act on it.
Communication is key
• Define what the problem really is.• Brainstorm ways to solve the problem.• Select the best option on the list.• Act on it.
But if that just doesn’t work:
Communication is key
• Define what the problem really is.• Brainstorm ways to solve the problem.• Select the best option on the list.• Act on it.
But if that just doesn’t work:• Mediate
Classroom Behavior Management Tips
Classroom Behavior Management Tips
The first few days are the most important of the year.
Classroom Behavior Management Tips
Don't make any rules for your class that you are not willing to follow through with.
Classroom Behavior Management Tips
You won't damage your students' psyches by taking the lead and being the boss of your own classroom.
Classroom Behavior Management Tips
Never get into a power struggle with your students.
Classroom Behavior Management Tips
Not every student will like you. And, you won't like every student.
Classroom Behavior Management Tips
Watch the body language for both yourself and the students.
Classroom Behavior Management Tips
It's not what you teach, but how you teach it that makes all the difference.
Effective Behavior Managers
Effective Behavior Managers
• Are aware of their own strengths and weaknesses as well as those of their students.
Effective Behavior Managers
• Understand that social-emotional growth is a never-ending process.
Effective Behavior Managers
• Clearly communicate rules, goals, and expectations.
Effective Behavior Managers
• Respond to behaviors consistently and predictably.
Effective Behavior Managers
• Exhibit high degrees of empathy and self-efficacy.
Behaviors teachers exhibit that contribute to successful classroom management include:• having materials organized • using a pleasant tone of voice • being aware of multiple elements of group
functioning simultaneously • being able to anticipate possible problems and
react quickly to avoid them
Teachers who exhibit high levels of self-efficacy
Teachers who exhibit high levels of self-efficacy
use more positive reinforcement
Teachers who exhibit high levels of self-efficacy
use more positive reinforcement, prefer to work with the whole group
Teachers who exhibit high levels of self-efficacy
use more positive reinforcement, prefer to
work with the whole group, and persist with students who are experiencing difficulty, rather than ignoring or giving up on them.
Achieving and Maintaining Discipline
Achieving and Maintaining Discipline
• Use positive presence.
Achieving and Maintaining Discipline
• Use positive presence. • Model the behavior you want students to
produce.
Achieving and Maintaining Discipline
• Use positive presence. • Model the behavior you want students to
produce. • Send positive “I” messages.
Achieving and Maintaining Discipline
• Use positive presence.• Model the behavior you want students to
produce. • Send positive “I” messages. • Verbal reprimands should be private, brief,
and as immediate as possible.
Achieving and Maintaining Discipline
• Use positive presence. • Model the behavior you want students to
produce. • Send positive “I” messages. • Verbal reprimands should be private, brief,
and as immediate as possible. • Provide lots of positive feedback.