Establishing A Successful Classroom Environment

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Establishing A Successful Classroom Environment

• Chapter 7

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Teacher Appraisal System

• Classroom Management
• Classroom Climate
• Organization
• Record Keeping
• Demonstrates (Models)
• Content Area Knowledge
• Provides Sufficient Directions

• Explains Purpose
• Encourages Response
• Supervision
• Adopts Varied Teaching Techniques
• Evidence of Learner Success
• Performance and Conduct

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Instructional Decision-Making in Schools

• Teacher Decisions
• Delivery
• Meeting Differences
• In Class Grouping
• Assignments
• Student Assessment

• School/District Decisions
• Content
• Scope and Sequence
• School Grouping (Tracking)
• Instructional Support
• School/District Assessment

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What is Classroom Management?

• Establishing effective learning environment
• Student involvement (engaged learners)
• Grouping that encourages maximum learning for all
• Instructional strategies, arrangements,
  approaches, deliveries
• Dealing with behaviors that interfere with
  learning

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What is Classroom Management?

• Classroom management is everything a teacher does
  in the classroom to motivate and orchestrate
  learning.

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Ten Critical Rules for Effective Classroom
Management

• Get their attention.
• Keep momentum.
• Get the most out of space furniture.
• Use time wisely.
• Get maximum mileage out of routines.

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Ten Rules, Continued

• Discipline effectively.
• Have high expectations.
• Love those kids!
• Build a climate full of choice, ownership,
  inclusion, and risk taking.
• Play and make their day!

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Effective Teaching Behaviors

• Withitness (Kounin, 1970)
• Smooth transitions between activities
• Students are held accountable for assignments and
  classroom activities
• Positive interpersonal relationships with
  students
• Positive relationships among students

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Enhancing On-Task Behavior

• The amount of time that a student is actively
  engaged in learning tasks is related to
  successful learning.
• Motivate
• Provide support for success
• Communicate high expectations
• Provide for flexibility and variation
• Plan relevant and meaningful activities
• Stress cognitive engagement
• Provide feedback

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Grouping Learners
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Ability Grouping

• Benefits
• Reduces wide range of differences among students
• Provides for instruction closest to level of
  learners
• Easier for the teacher
• Detriments
• Labels students
• Groups usually remain constant
• Leads to assumptions about instructional
  strategies
• Leads to discriminatory practices

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Flexible Grouping

• Groups are organized based on specific reason
• Groups are terminated when goal is accomplished
• Organized by
• Special interest
• Special needs
• Research
• Expert groups

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Cooperative Grouping

• Often used with flexible grouping
• Guidelines
• Clarify rules and procedures
• Organize the groups
• Clarify purpose
• Explain and demonstrate procedures
• Observe student interactions

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Whole Class Instruction

• Advantages
• Efficiency
• Time to interact with those of differing
  abilities
• Establishment of classroom community

• Disadvantages
• Individual differences
• More difficult to check for understanding
• Not suited for in-depth learning activities

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Other Methods of Organizing Students

• Student pairs
• Individual, independent activity
• Teacher-student conferences
• Sharing
• Questioning
• Interacting
• Guiding

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Organizing Materials

• Basals and textbooks
• Children and young adult literature
• Newspapers, magazines, and other periodicals
• Computers and multimedia
• Marco Polo http//marcopolo.worldcom.com/index.sht
  ml

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Discipline

• Discipline is dealing with misbehavior.
• Avoid being unreasonable or overreacting.
• Be honest about your feelings.
• Be consistent and follow through with what you
  have said you will do.
• Be fair.
• Avoid punishment.

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Some Common Discipline Approaches

• William Glassers Non-Coercive Discipline
• Lee Canters Assertive Discipline
• Linda Alberts Cooperative Discipline
• Curwin and Mendlers Discipline with Dignity