31 5-earthsoft-classroom-management

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Index


Ideal classroom
• Ideal Classroom that Reflects Excellent
Instruction in the Area of Behavior Management
• It is organized that encourages order,
participation, independence, continuous learning
• There is a small number of meaningful rules
• Students understand and enforce rules
• The teacher is constantly teaching independent
behavior management skills
• Teacher establishing the culture and climate for
positive acceptable behavior at the beginning
• Student’s demonstrating appropriate behaviors
constantly receive positive reinforcement

Ideal classroom
• The teacher handles inappropriate behavior in a
firm, fair, consistent, loving and caring manner
• The teacher’s interactions with students are
positive & reinforce the importance of success
• The teacher has several motivators that
reinforce and shape student positive behaviors
• Classroom instruction is well organized,
meaningful, and allows for student differences
(individual and group)
• Classroom management strategies are
appropriate to the environment and needs of the
students focusing on all round development

Ideal classroom
• There is an established communication between
home and school
• Students receive constant positive
reinforcement for doing good work and
encouragement to do better
• Student work is displayed throughout the
classroom
• Behavior and learning are visible throughout the
room


A well managed classroom
• A task oriented environment

• A predictable environment

• Is ready and waiting for students


Classroom management
• Classroom management : Activities that a
teacher does to organize students, space, time,
and materials so that instruction, content and
student learning can take place effectively!

• When a classroom is ready, you can prevent
many misbehaviors from occurring!


Classroom management
• Why classroom management needed?
• Purpose of a class to offer teaching so as
learning should happen
To achieve this purpose it needs
• Well prepared teacher
• A group of students
• Well managed content
• Soft & hard environment - Physical entities
class, table, space, board, books, note books,
encouraging & enthusiastic environment
• Predictable activities within stipulated time
• A common objective among all stakeholders

Goal
Two major goals…
• To foster student involvement and cooperation in
all classroom activities
• To establish a productive working, energetic,
energising, enthusiastic environment


What is teaching?

Education:
All learning experiences

Instruction:
Planned learning experiences
Training:
Specific skills


A well managed classroom
• Students know what is expected of them and
are generally successful!
• There is relatively little wasted time, confusion or
disruption.
• The climate of the classroom is work-oriented,
but relaxed and pleasant.
• Students are deeply involved with their work,
especially with academic, teacher-led
instruction.


To manage a classroom
• Clearly must define procedures and routines
• Effective teachers teach procedures & routines
• Develop a signal to let students know it is time
to begin and stay on a lesson (i.e. flashing a
bell, raising your hand, etc).
• Effective teachers spend most of the first week
teaching students to follow class procedures


In essence
• A well managed classroom is a predictable
environment where both teacher and students
know what is supposed to happen in the
classroom.
• If you manage a classroom you do not discipline
a classroom!
• “Power comes when you make life predictable
for people.” -Howard H. Stevenson


Classroom Rules…


Leading discussions

MEANS
WHAT IT IS NOT
BY WHICH TO..

WHAT IT
SHOULD BE


The Rules for Rules
• Keep the number to a minimum (approx. 10)
• Keep the wording simple.
• Have rules represent you basic expectations
• Keep the wording positive, if possible.
• Make your rules specific.
• Make your rules describe behavior that is
observable & preferably measurable


Classroom rules
Check following before introducing the rules
• Plan carefully for what you want to accomplish
• Convince that rules help to accomplish the goals
• Shared the rules with consequences & rewards
• Involved all stake holders
• Assured that all stakeholders have understood
• You have welcomed the class, introduced
yourself, and taken care of administrative duties.


Classroom rules
• Classroom rules to be posted on the first day of
school, with a copy distributed to each student
• Rather than spend too much time with the whole
class in forming rules, it may be better to involve
the class in discussing matters such as:
• -Why rules are needed
• -Why a particular rule will help students succeed
• -Specific examples of general rules, such as,
“What does it mean to respect others?”


Classroom rules
• Make your rules describe behavior that is
measurable.
• Assign consequences to breaking the rules.
• Always include a “compliance rule”.
• Keep the rules posted periodically
• Consider having rules recited daily for first two
weeks then periodically..


Examples…
Inappropriate Rules Preferred Rules
•Be responsible •Keep hands, feet, &
•Pay attention objects to yourself
•Do your best •Raise your hand & wait
•Be kind to others for permission to speak
•Respect authority •Sit in seat unless you
•Be polite have permission to
leave it
•Walk, don’t run, at all
times in the classroom


Consequences
• The best consequences are reasonable and
logical

• A reasonable consequence is one that follows
logically from the behavior rather than one that
is arbitrarily imposed

• The best logical consequences teach the
students to choose between acceptable and
unacceptable actions.


Corrective Consequences
• Proximity management
• Convincing what is good & bad
• Verbal reprimand/Warning
• Time owed after class
• In-class time-out
• Parental contact
• Restitution
• Principal Notification Form
• Disciplinary Referral
• It should be noted that prior to enacting
corrective consequences, positive reinforcement
strategies should be utilized.

Classroom Management Plan…


Classroom Management Plan
8 Components:
• 1) Level of Classroom Structure – based on risk
factors of your students.
• 2) Guidelines for Success – attitudes, traits, or
behaviors to help achieve success.
• 3) Rules – specific, observable, and measurable
behavioral objectives
• 4) Teaching Expectations – What, how, and
when expectations will be taught


Classroom Management Plan
• 5) Monitoring – How you will monitor the
progress of the expectations.
• 6) Encouragement Procedures – How you will
encourage students to demonstrate motivated
and responsible behavior.
• 7) Correction Procedures – How you will
respond to irresponsible behavior.
• 8) Managing Student Work – What procedures
and systems you will use to manage student
work.


Organizing for Instruction
• Demonstrate how to
• Utilize instructional time effectively
• Plan effectively for instruction


Implementing Instruction
• Provide guidelines for enhancing instruction
• Be consistent across the school
• Demonstrate how to communicate content and
expectations to students
• E.g. Frequently asked questions


Monitoring Progress
• Illustrate how to monitor student learning
• Utilize the findings to foster the progress
• Recheck


Establish Routines
• Where to sit during reading time
• Giving a book talk
• How to be a good listener in a share session
• An appropriate noise level during reading time?
• What to do when you finish a book
• Kinds of questions to ask during a share session
• Running a small group share session
• Self-evaluation
• Getting ready for a conference
• How to have a peer conference
• Where to sit during mini-lessons
• Keeping track of books read

Daily Intentional Teaching
• What do my students need to know?
• What strategy / knowledge help as readers?
• Is this “strategy” look different across genre?
• How will I make this strategy or understanding?
• What language will I use?
• What texts/materials will best support this
instruction?
• How can/will I connect this work to writing?
• How to determine how well students have
grasped this new understanding?


Literature Example
Mon Tue Wed Thu Fri REFLECT
Code
Breaker
Meaning
Maker
Text User
Text Critic

• Q: What have I taught students today that will
make them a stronger, more competent the next
time they pick up a text like this?


Stimulating discussion
• Start out strong
• Allow time
• It’s not about you
• Develop and implement ideas
• Set goals and meet expectations
• Evaluate
• Improve


Risks in the Classroom
• What’s RISKY? For you? For the class?
• A little PAIN is a good thing
• The First Day of class is a fine place To start


Tips
• Encourages Student-Faculty Contact
• Encourages Cooperation Among Students
• Encourages Active Listening
• Provides Prompt Feedback
• Emphasizes Time on Task
• Emphasizes Task on Time
• Communicates High Expectations
• Respects Diverse Talents and Ways of Learning


Characteristics
• Students are deeply involved with their work

• Students know what is expected of them and
are generally successful

• There is relatively little wasted time, confusion,
or disruption

• The climate of the classroom is work-oriented,
but relaxed and pleasant.


Intervention Strategies
• Classroom Rules
• Classroom Schedule
• Physical Space
• Attention Signal
• Beginning and Ending Routines
• Student Work
• Classroom Management Plan


Activity
• For the following types of student behavior,
develop both an example of a logical
consequence AND an illogical consequence…
• Chews gum
• Turns in sloppy paper
• Walks in the classroom noisily
• Passes paper in incorrectly
• Arrives late
• Does not bring textbook
• Does not bring pencil or pen
• Making noise during class
• Disturbing fellow student

Classroom Schedules


Classroom Schedules
• Avoid “Down Time”

• Begin each activity on-time.

• The best behavior plans are excellent academic
lesson plans

• Manage off-class effectively if teacher is absent


Classroom Schedules
• Budget your academic time
• Example: 1 hr. allotment
• 5 min. Teacher-directed review
• 10 min. Introduction of new concepts
• 10 min. Guided practice, working on
assignment
• 25 min. Independent/Cooperative work
• 10 min. Teacher-directed corrections


Physical Space


Physical Space
• Arrange desks to optimize for instructional tasks
• Desks in Rows, Front to Back
• Desks in Row, Side to Side
• Desks in Clusters
• Desks in U-Shape


Physical Space
• Make sure you have access to all parts of the
room.

• Feel free to assign seats, and change at will.

• Minimize the disruptions caused by high traffic
areas in the class.

• Arrange to devote some of your bulletin
board/display space to student work.


Physical Space
• If needed, arrange for a “Time-Out” space in
your classroom that is as unobtrusive as
possible.

• Desks do not have to be in traditional rows, but
all chairs to face forward so that all eyes are
focused on the teacher


Prepare the Work Area
• Arrange work areas and seats so that you can
easily see and monitor all the students and
areas no matter where you are in the room
• Be sure that students will be able to see you as
well as frequently used areas of the classroom
• Keep traffic areas clear
• Keep access to storage areas, bookcases,
cabinets, and doors clear
• Learn the emergency procedures
• Make sure you have enough chairs for the work
areas


Prepare the Work Area
• Be sure to have all necessary materials in easily
accessible areas
• Test any equipment to make sure that it works
BEFORE you use it
• Use materials such as bags, boxes, coffee cans,
dishpans, etc. to store materials that students
will need.
• Arrange work areas where students can go for
reading (math groups, science, lab areas,
project work, learning centers, independent
study)


Prepare the Student Area
Plan areas for student belongings
• Coats
• Binders
• Backpacks
• Books
• Lunchboxes & stationary
• Uniform
• Shoes
• Lost and found items
• others


Prepare the Wall Space
• Cover one or more bulletin boards with colored
paper and trim
• Reserve it bare for the purpose of displaying
student work and artifacts
• Display discipline plan in a prominent place.
• Post procedures, assigned duties, calendar,
clock, emergency information, schedules,
menus, charts, maps, decorations, birthdays,
and student work.
• Have a consistent place for listing the day’s or
week’s assignments


Prepare the Wall Space
• Post a large example of the proper heading or
style for papers to be done in class
• Post examples of tests students will take,
assignments they will turn in, and papers they
will write
• Display the feature topic, theme, chapter, or skill
for the day or the current unit


Prepare the bookcases
• Do not place the bookcases or display wall
where they obstruct any lines of visions
• Rotate materials on the shelves
• Leave out only those items that you are willing
to allow students to handle
• Do not place books or other loose materials
near an exit where they can easily disappear or
where they may hide emergency information


Prepare Teaching Materials
• Let students to know which materials to bring
from home. Have a place & a procedure ready
for the storage of these materials.
• Have a seating plan prepared.
• Have basic materials ready
• Find and organize containers for materials.
• Store seldom used materials out of the way
• Place electronic media at electrical outlets and
where the students will not trip over the wires;
• Obtain a supply of the forms that are used for
daily school routines
• Organize, file, inventory, stationary, etc

Prepare Yourself & Your Area
• Do not create a barrier between you & students
• Place your desk away from the door
• Communicate to students that everything on
desk is personal property and off limits to them
• Keep your personal belongings in a safe
location
• Have emergency materials handy
• Personal items
• Extra lunch money
• Obtain the materials that you need before you
need them


Classroom Environment…


Classroom Environment
The Five Ranks of Social Power:
• Leaders
• Lieutenants
• Members
• Status Seekers
• Scapegoats


Attention Signal
• Decide upon a signal you can use to get
students’ attention.

• Teach students to respond to the signal by
focusing on you and maintaining complete
silence.


Advantages to Hand Raise
• It can be given from any location in the room.
• It can be used outside the classroom.
• It has both a visual and auditory component.
• It has the “ripple effect”.


If the classroom is a fish bowl…
• Piranha

• Catfish

• Goldfish

• Understand the character & Learn to deal


Piranha…..
• Are usually the “trouble-makers”
• Can be passive aggressive or overtly aggressive
• Have negative attitude
• Have attendance problems
• Are “at risk”
• Etc., etc., etc……


Catfish…..
• Go with the flow
• Are usually good-natured, but have limited
motivation
• Are social beings
• Tend to cooperate; follow MOST rules
• Perform to the average or just enough to stay
out of trouble with mom/dad
• Etc., etc., etc……


Goldfish…..
• Are in the top 10-15% of their class
• Are “teacher pleasers”
• Are highly motivated to perform well
• Show enthusiasm for learning
• May be “over achievers” and /or high achievers
• Etc., etc., etc…….


“No improvement will occur in
instruction until the classroom
climate improves.”

“Classrooms have personalities
just like people.”


Steve Yelon, (1996) MSU Professor Emeritus
2009 TASEM - What is Effective Classroom Teaching?
Jim Knight, University of Kansas

Todd Whitaker (2004)
Annette Breaux and Todd Whitaker (2006)

Delivered by: Razwan Faraz
Adopted from: Book by Stephen R Covey

Patricia M. Devino & Sarah L. Fitzsimons
A powerpoint presentation by Thank You
Marney sobel & Mary anne lapenna

Keith Lakes, Behavior Consultant
Lisa Smith, Instruction/Behavior Consultant

What Is Effective Classroom Teaching?
Kevin M. Johnston,
MSU TA Programs


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