Classroom Management

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Classroom Management
References Enhancing Adolescent Competence
Strategies for Classroom Management by Darcy
Miller The First Days of School by Harry K.
Wong Rosemary T. Wong
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Objectives

• Objective Teachers will be able to
• 1) Share their ideas/ concerns on what
  classroom management problems they have
  experienced.
• 2) Apply new classroom management
  techniques which are compatible with the
  extended classroom period.
• 3) Present solutions to classroom management
  problems that were given at the beginning of the
  workshop.

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Scenarios
  Share a scenario describing in detail a
problem that stems from poor classroom
management, and be prepared to provide a solution
for your problem scenario.
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• Classroom Management is the management of
  content, material, time and people within a
  classroom.

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Classroom Management is all of the tasks and
activities that teachers perform that
facilitate a positive and effective learning
climate.
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The essence of effective classroom management is
healthy and happy relationships between
teachers and students, and among the students
themselves.
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To Teachers
You can arrange your room creatively, you can
list your rules on the bulletin board, you can be
prepared for emergencies, but if you dont have a
positive relationship with your students it will
be very difficult for you to manage your
classroom effectively. In reality, all of
teaching is relationship-oriented. Almost
everything we do as teachers involves
people--students, colleagues, administrators,
parents, and community personnel. You can be a
brilliant scholar in your chosen field of
expertise but if you are not adequate at building
and nurturing relationships, chances are you will
not be an excellent teacher.
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Some tools for building positive relationships
The Me Bag Personality Squares Journals Othe
rs.
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Getting ready
An analogy for classroom preparation
A successful restaurant is ready The dining room
is ready. The atmosphere or ambiance is
conducive to a pleasant dining experience. The
staff is ready. You can expect fine service
because the staff has high expectations that you
will enjoy your dinner. The table is ready. The
table is set and waiting when you arrive at your
reservation time.
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A successful teacher is ready.
The work is ready. The desks, books, papers,
assignments, and materials are ready when the
bell rings. The teacher is ready. The
teacher has a warm, positive attitude and has
positive expectations that all students will
succeed.
The room is ready. The classroom has a positive
climate that is work- oriented.
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All battles are won before they are fought. -Sun
Tzu
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?A Checklist forTeaching and Learning in the
Talent Development High School
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?A Checklist forTeaching and Learning in the
Talent Development High School
 

•  
• 1) There is evidence that the teacher has
• prepared for class by
•    familiarizing him/herself with the concepts,
• skills, and materials being taught
•  
•    gathering/arranging materials and supplies
• and pre-testing equipment.

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?A Checklist forTeaching and Learning in the
Talent Development High School

• 2) Desks and chairs are arranged in a way
  that is conducive to student interaction.

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?A Checklist forTeaching and Learning in the
Talent Development High School

• Change partners or groups by assignment or by
  unit every 6 to 8 weeks, or by grading period.

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?A Checklist forTeaching and Learning in the
Talent Development High School

• Establish a classroom environment that is
  conducive to partner and group work.

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Seating Arrangements
 
An Arrangement Not Conducive to Group Work
(Front of Classroom)

 
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Seating Arrangements
 
Arrangement for Partnerships
(Front of Classroom)
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Seating Arrangements
 
An Alternate Arrangement for Partnerships
(Front of Classroom)
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Seating Arrangements
 
Arrangement for Partnerships
(Front of Classroom)
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?A Checklist forTeaching and Learning in the
Talent Development High School

• 3) Be sure students have a routine to follow
  (completing a drill, recording a home assignment,
  etc.) immediately upon entering the classroom.

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?A Checklist forTeaching and Learning in the
Talent Development High School

• 4) Give clear, concise instructions
• for each task students are to perform.

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?A Checklist forTeaching and Learning in the
Talent Development High School

• 5) Make students aware of time
• constraints for given tasks, and
• stick to them.

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?A Checklist forTeaching and Learning in the
Talent Development High School

• 6) Be sure the lesson includes significant
  periods of student- centered tasks, in addition
  to direct (teacher-centered) instruction.

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?A Checklist forTeaching and Learning in the
Talent Development High School

• 7) Circulate
•    during direct instruction to maintain the
  attention of all students.
•   during individual, partner, or group
  practice to observe and give assistance.

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?A Checklist forTeaching and Learning in the
Talent Development High School

• 8) If students are inattentive, do not
  continue to teach until you have regained their
  attention.

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?A Checklist forTeaching and Learning in the
Talent Development High School

• 9) Require students to move at least twice
  during the class period. 
• This can include
•     movement from one area of the classroom
• to another
•     seventh-inning stretches
•     movement for the purpose of regrouping
•     movement between learning centers
• movement-oriented activities such as
  Corners.

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?A Checklist forTeaching and Learning in the
Talent Development High School

• 10)      Employ at least two types of media
  during the class period.
• These can include
•      manipulatives
•      chalkboard
•      chart paper
•      overhead projector
•      lecture-demonstration
• (by the teacher or students) 
•       video or audio equipment and
• computers

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?A Checklist forTeaching and Learning in the
Talent Development High School

• 11) Regroup students at least once during the
  class period.
• This can include whole-class
• instruction as well as individual
• or group work.

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?A Checklist forTeaching and Learning in the
Talent Development High School

• 12) Be sure the time students are given to
  perform tasks is appropriate, considering their
  level of maturity, their attention spans,
  abilities, and the complexity of the tasks.

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Building Resiliency
Emmy Werner, Ruth Smith colleagues in Hawaii
conducted a 30 year longitudinal study of
children who were in particularly stressful life
circumstances. Why were some successful and
others were not?
What is resilience?
Resilient students Those who have the capacity
to overcome biological, psychosocial, and
environment stressful events. Poulsen, 1993
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Profile of a resilient student
Social Competence Autonomy Problem-Solving
Skills Sense of Purpose

• Qualities of a resilient student
• Warmth, humor, flexibility, affectionate,responsib
  le, alert,
• responsive to others, problem solvers, decision
  makers, hopeful, prosocial (shared, helped
  others)

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Strategies for building resilience

• Holding High Expectations
• Communicating High Expectations
• Delineating Clear Guidelines
• Providing a Sense of Hope and Future

• Providing Caring and Supportive Environments
• Teachers role
• Peers role
• Schools role

• Ensuring Active Participation
• Providing meaningful activities and roles
• Teaching Participation Skills
• Providing Mentors

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Solving the scenarios

• Sharing best practices

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Questions