Chapter 7 Developing Standards for Classroom Behavior

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Chapter 7Developing Standards for Classroom
Behavior

• ACED 4900/7900
• Classroom Management

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Topics

• Introduction
• Developing Classroom Behavior Standards/Rules
• Classroom Procedures
• Outline for Beginning the School Year
• Classroom Management Skills that Help Maximize
  On-Task Behavior
• Conclusion

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Introduction

• Standards of behavior should ensure a safe
  supportive learning environment.
• Research supports the fact that teachers who work
  with students to develop clear guidelines
• Have higher rates of on-task behavior
• Have higher student achievement gains
• Have less bullying and harassment

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Developing Classroom Behavior Standards/Rules

• Discuss the value of rules
• Develop a list

• Get a commitment
• Monitor and review classroom rules

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Classroom Procedures

• Five key areas to prepare for
• Beginning the class
• Whole-class activities
• Procedures for evaluation/academic accountability
• Interruptions, such as fire drills
• Ending the class
• Page 258, Figure 7.3 gives a excellent guideline
  for new teachers.

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Outline for Beginning the School Year

• Planning (before school starts)
• Use of space (readying the classroom)
• Rules for general behavior
• Rules and procedures for specific areas
• Consequences /incentives for appropriate/inappropr
  iate behavior
• Activities for the first day of school

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Outline (Continued)

• Presenting Rules, Procedures, and expectation
  (beginning of school)
• Teaching rules and procedures
• Teaching academic content
• Communicating concepts and directions clearly

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Outline (Continued)

• Maintaining the System (throughout the year)
• Monitor for behavior and academic compliance
• Acknowledge appropriate behavior
• Stop inappropriate behavior
• Consistently use consequences/incentives
• Adjust instruction for individual students/groups
• Keep students accountable for work
• Cope with special problems

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Classroom Management Skills that Help Maximize
On-Task Behavior

• Give clear instructions
• Begin the lesson
• Maintain attention
• Pace
• Use seatwork effectively

• Summarize the lesson
• Provide useful feedback and evaluate
• Make smooth transitions

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Conclusion

• One way to determine if a method will be fair,
  fun, and effective is to put yourself in the
  students place while you are planning the
  activity.
• Always think back over your day and determine
  those things that went well and those things that
  did not. Make written notes in lesson plans and
  textbooks to remind yourself the next time.
• Dont be afraid to repeat a lesson or speed up if
  you feel the need to.