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WHAT IS YOUR APPROACH TO CLASSROOM
MANAGEMENT?
WHAT CAN I EXPECT TO SEE WHEN I WALK INTO
YOUR CLASSROOM?
MY IDEAS ON CLASSROOM MANAGEMENT
1. SHOULD BE IMPLEMENTED FROM THE VERY
BEGINNING
2. TEACHERS SHOULD BE CONSISTENT AND CLEAR
WITH EXPECTATIONS. CHANGES SHOULD BE
EXPLAINED.
3. STUDENTS SHOULD BE INVOLVED (UP TO
TEACHER’S DISCRETION) WITH CLASSROOM RULES
AND RESPONSIBILITIES.
4. KINDNESS AND PATIENCE MAKES A HUGE
DIFFERENCE IN WINNING STUDENTS OVER.
HOWEVER, DON’T LET STUDENTS WALK ALL OVER
YOUR ‘NICENESS’.
WHAT DO YOU DO ABOUT A STUDENT WHO
CHRONICALLY MISBEHAVES?
Teachers should try to talk to the
student gently, understanding
where he’s coming from. Identifying
any precedents before the behavior
can help teachers understand the
root of it’s cause.
Understanding the student’s
background, home life, social life
and academic performance can
explain why a student misbehaves.
(e.g. Too tired to pay attention
because of lack of sleep.)
Teachers should switch around
different methods when interacting
with the student, to see which works
best (e.g. switching desks, tangible
positive reinforcers, positive praise).
Cooperating with parents to monitor
the student’s behaviour, consistently
enforcing rules, habits and patterns
can help reinforce positive behaviour
patterns at school and home.
WHAT DO YOU DO ABOUT A STUDENT WHO
CHRONICALLY MISBEHAVES?
HOW DO YOU SEE YOURSELF WORKING WITH OTHER
PROFESSIONALS TO SUPPORT APPROPRIATE
STUDENT BEHAVIORS?
Teachers should work closely with SPED teachers and the
administration to discuss classroom and social behaviour
observations, share background knowledge to formulate an
appropriate and accurate IEP plan.
Homeroom teachers should check in with SPED teachers to see
what behaviour management strategies, content and vocabulary
lingo are used in their classes and try to coordinate and align
instruction to make it more understandable and relevant for
students.
For example,personalised posters, writing tools, lesson plans
tailored to the student’s IEP can be shared by SPED teachers so
homeroom teachers can use this for one-on-one lessons with the
student.
HOW DO YOU SEE YOURSELF WORKING WITH OTHER
PROFESSIONALS TO SUPPORT APPROPRIATE
STUDENT BEHAVIORS?
Teachers should be open and available for
professional development and education classes to
develop their knowledge and skills of how to meet the
needs of a diverse classroom. Time outside of the
classroom with new professionals in the teaching field
provides diversity in opinions, teaching styles and
research findings.
WHAT ARE YOUR QUESTIONS FOR US
REGARDING CLASSROOM MANAGEMENT
EXPECTATIONS AND BEHAVIOR?
1. What are the rules for personal contact with
students? (E.g. a hug, pat on the shoulder). Is it a do
or don’t?
2. How do I reinforce certain rules that students seem
to keep forgetting? (e.g. pushing in their chairs)
3. What are some ways to explain a disruptive
student’s behaviour to the rest of the class, and help
them get on board with being helpful, kind
classmates?
4. How do I facilitate classroom activity transitions as
seamlessly and quietly as possible?

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Spe final assignment

  • 1. WHAT IS YOUR APPROACH TO CLASSROOM MANAGEMENT? WHAT CAN I EXPECT TO SEE WHEN I WALK INTO YOUR CLASSROOM? MY IDEAS ON CLASSROOM MANAGEMENT 1. SHOULD BE IMPLEMENTED FROM THE VERY BEGINNING 2. TEACHERS SHOULD BE CONSISTENT AND CLEAR WITH EXPECTATIONS. CHANGES SHOULD BE EXPLAINED. 3. STUDENTS SHOULD BE INVOLVED (UP TO TEACHER’S DISCRETION) WITH CLASSROOM RULES AND RESPONSIBILITIES. 4. KINDNESS AND PATIENCE MAKES A HUGE DIFFERENCE IN WINNING STUDENTS OVER. HOWEVER, DON’T LET STUDENTS WALK ALL OVER YOUR ‘NICENESS’.
  • 2. WHAT DO YOU DO ABOUT A STUDENT WHO CHRONICALLY MISBEHAVES? Teachers should try to talk to the student gently, understanding where he’s coming from. Identifying any precedents before the behavior can help teachers understand the root of it’s cause. Understanding the student’s background, home life, social life and academic performance can explain why a student misbehaves. (e.g. Too tired to pay attention because of lack of sleep.)
  • 3. Teachers should switch around different methods when interacting with the student, to see which works best (e.g. switching desks, tangible positive reinforcers, positive praise). Cooperating with parents to monitor the student’s behaviour, consistently enforcing rules, habits and patterns can help reinforce positive behaviour patterns at school and home. WHAT DO YOU DO ABOUT A STUDENT WHO CHRONICALLY MISBEHAVES?
  • 4. HOW DO YOU SEE YOURSELF WORKING WITH OTHER PROFESSIONALS TO SUPPORT APPROPRIATE STUDENT BEHAVIORS? Teachers should work closely with SPED teachers and the administration to discuss classroom and social behaviour observations, share background knowledge to formulate an appropriate and accurate IEP plan. Homeroom teachers should check in with SPED teachers to see what behaviour management strategies, content and vocabulary lingo are used in their classes and try to coordinate and align instruction to make it more understandable and relevant for students. For example,personalised posters, writing tools, lesson plans tailored to the student’s IEP can be shared by SPED teachers so homeroom teachers can use this for one-on-one lessons with the student.
  • 5. HOW DO YOU SEE YOURSELF WORKING WITH OTHER PROFESSIONALS TO SUPPORT APPROPRIATE STUDENT BEHAVIORS? Teachers should be open and available for professional development and education classes to develop their knowledge and skills of how to meet the needs of a diverse classroom. Time outside of the classroom with new professionals in the teaching field provides diversity in opinions, teaching styles and research findings.
  • 6. WHAT ARE YOUR QUESTIONS FOR US REGARDING CLASSROOM MANAGEMENT EXPECTATIONS AND BEHAVIOR? 1. What are the rules for personal contact with students? (E.g. a hug, pat on the shoulder). Is it a do or don’t? 2. How do I reinforce certain rules that students seem to keep forgetting? (e.g. pushing in their chairs) 3. What are some ways to explain a disruptive student’s behaviour to the rest of the class, and help them get on board with being helpful, kind classmates? 4. How do I facilitate classroom activity transitions as seamlessly and quietly as possible?