Classroom Management

• Discuss responses to classroom situations

• Differentiate between rules and procedures

• Discuss Classroom Management Inquiry Group assignment

• Draw for Inquiry Group Assignments

Classroom management refers to the actions a teacher needs to take in order to maintain order in the classroom which enables learning to take place.

Classroom management = __________

• Creating a learning environment

• Encouraging positive social interaction

• Active engagement in learning

• Self-motivating

WWETD?

Your kindergarten class has been discussing the 5 senses. One of the students’ tasks is to draw a picture that represents the 5 senses. Noah turns in this:

WWETD????

• Work in groups of 4 and discuss the at least 3 scenarios

• Discuss how you would respond

• Decide what an Effective Teacher would do to keep the behavior from occurring in the first place.

• Use the resources to see what they say

There are critical teacher behaviors.

1 2

50%50%1. Agree

2. Disagree

Critical Teacher Behaviors

Withitness

What is withitness?

1 2 3 4

25% 25%25%25%1. A keen awareness of what is happening

2. Having good relationships with students

3. Being assertive

4. Utilizing spontaneous behavior controls

Withitness

Critical Teacher Behaviors

Withitness

Smoothness & Momentum

What does smoothness and momentum refer to?

1 2 3 4

25% 25%25%25%1. Smooth transitions between lessons

2. Effective pacing during a lesson

3. Having needed supplies ready to go

4. All of the above

Smoothness & Momentum

Critical Teacher Behaviors

Withitness

Smoothness & Momentum

Communicating Expectations

What is meant by communicating expectations?

1 2 3 4

25% 25%25%25%1. Expecting high grades for all students

2. Communicating the lesson target

3. Letting students know expected behavior at any time

4. All of the above

Communicating Expectations

Critical Teacher Behaviors

Withitness

Smoothness & Momentum

Communicating Expectations

Varying and challenging work

The next critical teacher behavior is smoothness and momentum

Why is it important to provide varying and challenging work

1 2 3 4

25% 25%25%25%1. Eliminates boredom

2. Facilitates individualized instruction

3. Promotes learning

4. All of the above

Variety & Challenge in Seatwork

Classroom Management Components

•Rules & procedures

•Situational assistance (Disciplinary intervention)

•Teacher-student relationship

•Mental Set

Which best describes a rule?

1 2

50%50%

1. How things are done

2. How students behave

A rule – how students behave

A procedure – how things are done

Which of these is NOT an example of a procedure

1 2 3 4

25% 25%25%25%1. Sharpening your pencil

2. Where to put your work

3. Keeping your hands to yourself

4. How to line up

What are some other examples of classroom procedures?

Why is establishing procedures important

1 2 3 4

25% 25%25%25%1. Parents want to know

2. Increases time on task

3. Reduces discipline problems

4. All of the above

Why are procedures important?

• Student expectations necessary for

– Successful participation

– Learning

– Functioning effectively

• Enable multiple activities

• Increase time on task

• Reduce discipline problems

Procedural Events

•Beginning of school day (period)

•Transitions & interruptions

•Use of materials & equipment

•Group work

•Seatwork

•Teacher-led activities

Explain

Reinforce

Rehearse

Demonstrate

Procedures

Which statement is true?

1 2

50%50%

1. Rules have penalties and rewards

2. Procedures have penalties and rewards

Consequences

Rule

Many behavior problems are misidentified interpersonal problems?

1 2

50%50%1. Agree

2. Disagree

“The causes of many classroom behaviors labeled and punished as rule infractions are, in fact, problems of students and teachers relating to each other personally.”

Rosa Sheets & Geneva Gay

Critical to rules & procedures & discipline interventions

Teacher-Student Relationships

•Rules and procedures•Disciplinary inventions used•Exhibit assertive behavior

•Use assertive body language•Speak in an appropriate tone of voice•Persist until the appropriate behavior is displayed

•Establish clear learning goals

Communicate appropriate levels of dominance

Teacher-Student Relationships

•Provide flexible learning goals

•Personal interest in students

•Be equitable & positive

•Respond appropriately

Communicate appropriate levels of cooperation

Teacher-Student Relationships

Different Types of Student Behavior

• Passive– Fear of relationships– Fear of failure

• Aggressive– Hostile– Oppositional– Covert

• Attention problems– Hyperactive– Inattentive

• Perfectionism• Socially inappropriate

Classroom Management Styles

What’s yours?

Inquiry Process• Topics based on student curiosity, questions, interests

• Dig deeply into complex, authentic topics that matter

• Flexible grouping

• Student responsibility with peer leadership

• Use of proficient reader/thinker researcher strategies

• Draws on multigenre, multimedia resources

• Going beyond fact-finding to synthesizing and applying knowledge

• Actively using knowledge: take action, share, go public

• Match learning to state and district curriculum

Why Inquiry?

• Focuses on children’s natural inquisitiveness • Student control, responsibility and choice

increases self-efficacy and is motivating• Helps develop problem-solving skills• Students are engaged in authentic,

meaningful learning experiences• Small group interactions are “life-like”• Allows for differentiated instruction• Develops proficient readers and thinkers

Classroom Management Inquiry Groups

• Guidelines are posted on the Wiki

• Discipline with Dignity (Richard Curwin & Allen Mendler)

• Discipline without Stress, Punishment, or Rewards (Marvin Marshall)

• Beyond Discipline (Alfie Kohn) • The First Days of School (Harry Wong) • Positive Behavioral Interventions and Supports

(PBIS) • Love and Logic (Jim & Charles Fay)

Looking ahead

• Burden Chapter 3 (Review)• Blog #3 Will be posted• Wednesday- Meet in Inquiry Groups