Gracie Guerrero

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Classroom Management I

• Gracie Guerrero
• Principal
• Carmichael Elementary, Aldine ISD

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As a teacher, you are hired to take a group of
possibly disinterested, howling, and unruly
people and turn them into interested,
disciplined, and productive learners in a
well-managed environment. -Harry K. Wong
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Harry K. Wong

• Dr. Wong is well-known for his expertise in
  classroom management, effective teaching, student
  motivation and student achievement.
• Over 2.8 million copies of Dr. Wong's book, The
  First Days of School, have been sold to date.
• He has been called "Mr. Practicality" for his
  common-sense, research-based approach to managing
  a classroom for high-level student learning and
  achievement.

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Harry Wong and Classroom Management

• Harry Wong is THE Classroom Management expert!
• We will watch a series of videos in these 4
  classesthey focus on the basics of classroom
  management and will be the foundation of what we
  do.
• The classroom management strategies you will be
  exposed to are the basic tools that will get you
  started on the path to becoming an effective
  teacher!

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Effective Classroom Management

• Facilitates Learning
• Teaches self-discipline
• Cuts down on teacher-directed discipline and
  consequences
• Provides a safe and secure learning environment

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Ground Rules and Expectations

• Be an active, positive, and polite participant
• Take responsibility for your learning (take notes
  and ask questions when needed)
• Please turn all electronic paging equipment to
  silent mode
• Take care of your needs and get to know the
  people around you

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Learning Objective

• The learner will understand the need for
  classroom management, set expectations for their
  classroom, and explore strategies to improve
  student discipline.

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Classroom Management Impacts your Future

• The number one reason that a probationary
  contract is not renewed is ineffective classroom
  management.
• Research indicates that teachers who are good
  classroom managers are able to maximize student
  engaged time or academic learning time.

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Discipline

• Training that is expected to produce a specified
  character or pattern of behavior
• Controlled behavior resulting from such training
• A systematic method to obtain obedience

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Classroom Management

• All of the things that a teacher does to
  organize students, space, time, and materials so
  that instruction in content and student learning
  can take place.
• -Harry K. Wong

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• BE
• PROACTIVE!

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Have your Room Ready

• Bulletin boards should be instructional and
  display student work.
• Inviting learning environment organization is
  evident, room is clean.
• Make sure that there are enough seats.
• Have an assignment board, as well as an area
  where expectations and procedures are clearly
  posted.
• Add a personal touch
• Post maps, schedules, bulletins, emergency
  information, calendars, etc. in an accessible
  place.

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Have your Teaching Materials Ready

• Flexible seating chart
• Overhead projector/presentation camera, markers,
  stapler, paper clips, timer, student forms, etc.
• Parent letter addressing classroom expectations
• Student information sheets and ice breaker
  activities
• Sponge activities for possible dead time (brain
  teasers, crossword puzzles, etc)
• Warm-ups
• Teaching resources for subjects taught
• Learning Objective

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Have Relevant Information Posted

• Learning Objective
• Warm-up
• Heading format/information
• Daily schedule
• Needed materials
• Learning group assignments

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Plan for Success!

• Great teachers focus on expectations NOT on
  rules.
• The least effective teachers focus on the
  consequences of breaking the rules.
• Establish clear expectations at the beginning of
  the year and follow them consistently as the year
  progresses.

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What are Expectations?

• Established agreements about behavior in the
  classroom.
• Positive statements of what the students are to
  do, rather than definitions of what not to do.
• Carefully chosen and communicated so that
  students have a clear idea of the classroom
  standards of behavior.
• They govern talking, movement within the
  classroom, treatment of other students, etc.

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Sample Classroom Expectations

• Respect yourself
• Respect others
• Respect your school

• Be respectful
• Be prepared
• Be on time

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Expectations are Taught and Modeled

• Do not assume students know what abstract
  concepts mean (i.e. respect)
• Give definitions, positive real-life examples,
  and model expected behavior
• Make sure that you are following your
  expectations. Apologize when you slip make a
  mistake and point out lesson learned.

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What are your Expectations?

• In small groups (no more than 5 people) discuss
  classroom expectations. List 4-5 you would use
  in your own room. How will you teach each one?
• To write these, identify behaviors that are
  acceptable and unacceptable and develop classroom
  expectations that define those behaviors.
• RememberWhatever you expect, you will get!
• Be prepared to share.

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Classroom Expectations
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Effective Classroom Management Enhances Learning

• Give clear instructions
• Get and maintain attention
• Keep appropriate pacing
• Use assessments effectively
• Summarize
• Make smooth transitions

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Give Clear Instructions
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Give Clear Instructions

• Give specific directions
• Display finished product
• After giving instructions, ask students to
  paraphrase or repeat them
• Display directions where they can easily be seen
  and referred to by students
• Give directions immediately prior to the activity
  they describe
• Model the expected behavior

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Get Attention

• Select and teach a procedure for getting
  students attention
• Do not begin until everyone is paying attention
• Remove distractions
• Describe the goals, activities, and evaluation
  procedures associated with the lesson being
  presented
• Stimulate interest by relating the lesson to the
  students lives or a previous lesson

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Get Attention

• Start with a highly motivating activity in order
  to make the students initial contact with the
  subject matter as positive as possible
• Hand out an outline, definitions, graphic
  organizer, or study guide to help students
  organize their thoughts and focus their attention
• Challenge students to minimize transition time

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Maintain Attention
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Maintain Attention

• Arrange the classroom to facilitate the
  instructional activity you have selected
• Use random selection to call on students
• Ask the question before calling on the student
  and wait at least five seconds before rephrasing
  the question or calling on another student to
  assist
• Ask students to respond to their classmates
  answer in a positive way
• Build on students answers to promote critical
  thinking and make connections

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Maintain Attention

• Model listening skills by paying close attention
  when students speak
• Capitalize on your energy and enthusiasm!
• Vary instructional media and methods
• Create anticipation and interest
• Ask questions that are relevant to students
  lives
• Align instruction and assessment
• Provide product variability

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Keep Appropriate Pacing
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Keep Appropriate Pacing

• Use a timer to help you pace instructional
  activities
• Develop awareness of your own teaching tempo
• Observe nonverbal cues indicating that students
  are becoming confused, bored, or restless
• Chunk activities into short segments (use 1
  minute/age rule)
• Vary the style as well as the content of
  instruction
• Do NOT bury use assessment as busy work!

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Use Assessments Effectively

• Make assessments diagnostic and prescriptive
  (avoid busy work!)
• Develop a specific procedure for obtaining
  assistance
• Establish clear procedures about what to do when
  finished
• Make assessments interesting engaging
• Model assessment expectations/guidelines

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Use Assessments Effectively

• Monitor independent practice and make needed
  adjustments
• Spend time in guided practice before assigning
  independent practice
• Keep contact with individual students to a
  minimum
• Provide opportunities for group assessments

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Summarize

• At the end of a lesson, ask students to state or
  write in a journal what they have learned
• Have students play the role of a reporter and
  summarize learning
• Revisit the Learning Objective
• Share/Display students work
• Make connections with past future learning

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Make Smooth Transitions
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Make Smooth Transitions

• Arrange the classroom to facilitate efficient
  movement throughout
• Create and post a daily schedule and discuss any
  changes in the schedule each morning/period
• Have materials ready for the next lesson
• Maintain students attention until you have given
  clear directions for the activity
• Make connections

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Make Smooth Transitions

• Move around the room and attend to individual
  student needs
• Provide students with step-by-step directions
• Remind students of key procedures and behavior
  expectations associated with the upcoming
  lesson/activity
• Use group competition to stimulate more orderly
  transitions

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• All battles are won before they are fought.
• -Sun Tzu

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Establish Relationships

• Get to know your students(student interest
  inventory at the beginning of the year)
• Greet them at the door each day (handshake, hug,
  high five)
• Tell them who you are. Let them do something
  early on that shows who they are (family tree,
  collage, etc.)
• Emphasize team work
• Tell them and SHOW them you care!

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• I have come to a frightening conclusion.
• I am the decisive element in the classroom.
• It is my personal approach that creates the
  climate.
• It is my daily mood that makes the weather.
• As a teacher I possess tremendous power to make a
  childs life miserable or joyous.
• I can be a tool of torture or an instrument of
  inspiration.
• I can humiliate or humor, hurt or heal.
• In all situations it is my response that decides
  whether a crisis will be escalated or
  de-escalated, and a child humanized or
  dehumanized.
• -Haim Ginott