UMES PROFESSIONAL DEVELOPMENT INSTITUTE 2013

TOOLS FOR EFFECTIVE CLASSROOM MANAGEMENT

Presenter: Stephen E. Boyd

Goals/Objectives

To identify what classroom management is and why it is important

To identify the key components of a classroom management plan

To identify and model strategies teachers can employ to correct and/or re-direct behavior misbehavior

What is classroom management?

A systematic proactive plan executed on a consistent basis, that’s designed to support relevant and rigorous instruction and meaningful student engagement, in a positive learning environment where high student achievement can realized.

Why is a classroom management plan important?

Without a plan, underachievement is imminent.

Student Behavior

Students want to belong

Students misbehave for a purpose

Every student is different, therefore every response to misbehavior may be different

Student Behavior

Attention SeekingPower SeekingRevenge SeekingAvoidance of Failure

Adapted from Linda Albert’s Cooperative Discipline Model

Observation Exercise

You tube: David Spade

Classroom Management

Group Activity #1: Talk with a partner about some of the student behaviors you observed. Also discuss some positive and negative approaches the substitute used to manage the class. (1 minute)

Components of Strong Classroom Management

Getting to know your studentsRigorous Lesson PlanningCreating a Positive Climate and Culture Tone of Voice and Body LanguageStudent Engagement

Getting to know your students

What do I know about my students?

Students don’t care what you know, until they know that you care!

Rigorous Lesson Planning

What do you want students to know or be able to do by the end of the unit? Lesson?

Always over-plan!

Classroom Climate and Culture: Physical Space

Am I utilizing the instructional space strategically?

Classroom Climate and Culture: Procedures/Routines

Do I have procedures /routines that are reasonable and clear to understand?

Review and practice often!

Classroom Climate and Culture: Classroom Rules

Do I have rules that are reasonable and clear to understand?

Review and practice often!

Classroom Climate and Culture:Consequences

Does the consequence fit the undesirable behavior exhibited?

“…it is not the severity of the consequence, but the consistency that causes behavioral change in your classroom.”

Tone of Voice and Body Language

When students misbehave, what am I saying before I say it?

Am I choosing my tone of voice wisely?

Tone of Voice and Body Language

Remember: Your AFFECT--EFFECTS the classroom!No Talking and No Emotion!

Student Engagement

Am I infusing engagement activities at the beginning, middle, and end of the lesson?

Provide direct instruction in 15-20 minute increments

Student Engagement

Teachingchannel.org: The Wingman Strategy

Group Activity #2: Reflect on an engagement strategy you have successful implemented. In additional to assisting with scaffolding content, discuss with your partner about why the engagement strategy was a useful classroom management tool. (1 minute)

Student Engagement

Student Behavior (Revisited)

Attention SeekingPower SeekingRevenge SeekingAvoiding the task

Attention Seeking Behaviors

FidgetyWhineConstantly out seatClass clown

Attention Seeking Behaviors

Talking out of turnBeing the ‘over helper’JokesterConstantly asking for help but not needing it

Attention Seeking Interventions

Use proximityPositive narrationTarget-stop-doName Dropping

Attention Seeking Interventions

Modeling Redirect with questionsGrandma’s LawThe ‘eye’Santa’s Helper

Power Seeking Behaviors

Non-compliantRamble off topicArgumentativeGrandstandingStarting side conversations with peersGetting the last word

Power Seeking Interventions

Restate the instruction to student (peers)Ignore themCatch them off guard. Ask for their advice

related to the topic

Power Seeking Interventions (Cont’d)

Arrange to meet them after classChange the subjectAcknowledge the quest for power, but model

the appropriate way to request

Whatever you do, do not give them an audience!

Revenge Seeking Behaviors

Seek to hurt or harm (emotional or physical)OppositionalInsubordinateArgumentativeMaking threatening statements

Revenge Seeking Interventions

Acknowledge the angerProvide a safe environment (Remove students

from the classroom)

Ask, “How can I help?”Contact an administrator

Avoidance of Failure Behaviors

ProcrastinateContrive excusesAssume DisabilitiesFeelings of HopelessnessUnmotivatedLazy

Avoidance of Failure Interventions

Promote an ‘I can’ attitudeScaffold content in smaller manageable

segmentsApplaud small gainsHelp student foster a relationship with a

peer

Avoidance of Failure Interventions

Create an environment where mistakes are a part of the learning process

Recognize when they’ve made a contributionBuild on their strengthsWork towards a long-term goal

Student Behavior

Students want to belong

Students misbehave for a purpose

Every student is different, therefore every response to misbehavior may be different

Closing Observation

Teachingchannel.org: Lila Vreeland

Q & A

Sources

Albert, Linda. Cooperative Discipline. Crowley, Texas: AGS Publishing, 1996. Print.

Canter, Lee. Assertive Discipline. 4th ed. Bloomington, IN: Solution Tree, 2009. Print.

"Classroom Management Strategies." http://www.lessonplansinc.com/classroom_management_strategies.php. Lesson Plans, Inc, n.d. Web. 6 Aug 2013.

Sources

Genard, Gary. “5 Ways to Captivate An Audience.”www.publicspeakinginternational.com. Public SpeakingInternational, n.d. Web. 27 July 2013

Genard, Gary. “5 Secrets of Powerful Body Language.” www.publicspeakinginternational.com . Public Speaking International, n.d. Web. 27 July 2013

Genard, Gary. "How to Use Body Language and Gestures as a Speaker." www.publicspeakinginternational.com. Public Speaking International, n.d. Web. 22 July 2013.

SourcesMann-Erickson, Gretchen. "21 Ways to Engage Students in School." www.schoolengagement.org. National Center for School Engagement, n.d. Web. 5 Aug 2013.

Marzano, Robert, Jana Marzano, and Debra Pickering. Classroom Management that Works: Research Based Strategies for Every Teacher. Alexandria, VA: 2003. Print.

Phelan, Thomas, and Sarah, Jane Schonour. 1-2-3 Magic. Glen Ellyn, Ill: Parent Magic , 2004. Print.

Wong, Harry. How to Be an Effective Teacher: The First Days of School. Mountain View, CA: Harry K. Wong Publications, Inc. , 1998, 2001. Print.