CLASSROOM MANAGEMENT

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CLASSROOM MANAGEMENT

• Jo Hartmann
• 394-1876-ext 140
• jhartmann_at_tie.net

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• Wherever groups of people live and work together,
  there are issues of organization that have to be
  solved or there is chaos.

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• John Locke, the English philosopher, theorized
  about how society evolved.

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• Survival of the fittest.

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• That is how government began, from its most
  primitive behavioral roots
• To groups banding together to protect their
  rights
• To rule of law

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• In modern society, we need to understand that
  identical principles do apply. When there is no
  organization, the survival of the fittest, of the
  strong dominating the weak re-emerges.

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• Every organized society is governed by rules and
  procedures

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• Some are for our own safety
• Some are to protect our rights
• And some are for reasons we forgot a long time
  ago.

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• Research tells us that good classroom management
  is the one commonality among all effective
  instructors.

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• With good classroom management as with any
  organizational structure, there are three basic
  and necessary components

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• Rules and procedures
• Consequences
• Relationships

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• All three components rules and procedures,
  consequences and relationships, must be present
  in order for good classroom management to occur.

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• Relationships are the most important component
  but sometimes we forget that the other two
  components, rules and procedures and their
  logical consequences are also vital.

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• Love alone doth not good classroom management
  make!

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• The two main things we have to remember about
  rules are
• FIRST that they have to
• protect student and teacher safety and
• SECOND they have to facilitate the best
  conditions for learning.

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• The importance of establishing classroom rules
  during the first day and the first week cant be
  emphasized enough.
• If we treat classroom rules and standard
  procedures lightly and dont understand their
  importance at the beginning of the year

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• We exhaust ourselves trying to mend fences later
  on during the
• year ! ! ! !

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• Classroom rules should be set cooperatively.
  Establish a few general rules of classroom
  conduct.
• Rules need to be established as a result of a
  meaningful classroom discussion.
• Its an invitation for students to describe the
  class they would like to be part of and make
  suggestions for rules.

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• Students know you respect and care for them when
  they are consulted and involved in decision
  making.

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• We often shoot ourselves in the foot by having
  too many rules and failing to enforce them.
• Minimum rules with maximum consistency is the
  golden rule

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• When students break the rules, they must know
  ahead of time that there are consequences. In
  society, we know that if we choose to break the
  law, we had better be prepared to go to court and
  perhaps do some jail time.

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• Hence the importance of knowing the consequences
  when one chooses to flout the rules. There should
  be no surprises.

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• The other key factor is consistency. Rules and
  consequences should be consistent in the
  classroom, across the grade level, and throughout
  the school.

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• Rules are one thing, procedures are another.
  Procedures are usually unwritten, but have been
  practiced enough so students know them. It
  provides security to students to know whats
  expected of them.

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• Desk arrangements can minimize problems.
• Assign the students to their desks initially.
• As trust and cooperation develop students may
  request changes.
• Good behavior agreement from students requesting
  other seats is needed.

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Teacher, Im Finished. Now What Do I Do?

• The best-laid management plan can go astray
  during transition times when students who have
  completed class assignments butt in, asking for
  directions or begin playing around, disrupting
  others.

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Quiet Choices

• Post a list of activities.
• Students can select a card from three suggested
  choices.
• Magazine rack selection, book shelf choice, art
  bucket, puzzle place, quick draw station,
  computer site to visit, cut pictures and letters
  for the bulletin board, free time writing
  activity.

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Summary of Current U.S. Research

• Marzano Classroom Management That Works
• Orange 25 Biggest Mistakes Teachers Make
• Tileston What Every Teacher Should Know About
  Classroom Management and Discipline
• Reyhner Teaching American Indian Students
• Checkley, A Visit to Classrooms of Effective
  Teachers, ASCD
• ASCD Creating Caring Schools
• PDK The Shame of the Nation

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• To consider
• how relationships are developed and maintained
• the importance of establishing positive
  relationships with all children
• how to promote positive relationships between
  children

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Underlying principles

• Positive relationships with children are key to
  positive behavior and regular attendance
• Positive relationships may just happen, but
  they can also be developed
• Positive recognition and reinforcement develop
  positive behavior and build the relationship
• Behavior is contextual and interactive the way
  adults manage their own emotional responses has
  an important in?uence on childrens behavior

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The Fifth R
Relationships
The 4Rs
Rights
Responsibilities
Choices
Rules
Positive consequences
Negative consequences
Inevitability
Routines
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Potential barriers to establishing positive
relationships

• Large number of children with whom teacher
  needs to develop relationships
• Lack of time to spend with individuals
• We ourselves ?nd it easier to develop positive
  relationships with some individuals than others
• Some children are actively suspicious of, and
  unfamiliar with, positive relationships

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Exception finding

• Changing the view of the problem
• Identifying successful moments
• Identifying times when the behavior is less
  severe, less frequent, less long-lasting.
• If you keep on doing what youre doing, youll
  keep on getting what youre getting

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• Never treat a child in a way you wouldnt treat
  an adult.
• Try to see things through the childs eyes.

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• The importance of positive behavior in a role
  model cant be emphasized enough. Kindness and
  humor shown in a business-like, task-oriented
  atmosphere is pivotal. When students feel cared
  about, they want to cooperate, not misbehave.

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We have considered

• the importance of establishing positive
  relationships with all pupils
• how relationships are developed and maintained
• looking for exceptions in a dif?cult
  relationship
• the relationship bank
• how to promote positive relationships between
  children in a classroom community

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Factors Influencing How We View the World

• Family
• Gender
• Race
• Age
• Sexual Orientation
• Language
• Friends

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• Religion
• School background
• Geography
• Income of family/social class
• Political views
• Ethnicity
• Tech savvy

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• Social organizations
• Travel experience
• Special needs, (physical)
• Special needs, (behavioral)
• Special needs, (academic)
• ELL
• ESL

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• Marzanos research states
• If a teacher has a good relationship with
  students, then students more readily accept the
  rules and procedures and the disciplinary actions
  that follow their violations.

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• Without the foundation of a good relationship,
  students commonly resist rules and procedures
  along with the consequent disciplinary action.

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• Marzano states that rules and procedures and
  disciplinary actions that follow violations are
  also necessary components of effective classroom
  management.

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Teacher characteristics

• An analysis of teacher characteristics associated
  with effective instruction and classroom
  management includes
• Moderately high dominance
• Moderately high cooperation
• Consideration
• Buoyancy
• Inner control

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Action steps

• Assertive body language
• Appropriate tone of voice
• Persisting until the appropriate behavior occurs
• Establishing clear learning goals
• Providing flexible learning goals

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Taking a Personal Interest

• Talking informally with students before, during
  and after class about their interests
• Greeting students outside of school
• Singling out a few students each day in the
  lunchroom and talking to them
• Being aware of and commenting on important events
  in students lives

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• Complimenting students on important achievements
  in and out of school
• Meeting students at the door as they come into
  class and saying hello to each child, making sure
  to use his or her name first.

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• Making eye contact by scanning the entire room as
  you speak
• Freely moving about all sections of the room
• Deliberately moving toward and being close to
  each student in the room
• Attributing ownership of ideas to the student who
  originated them Dennis has just added to Marys
  idea by saying that

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• Allowing and encouraging ALL students to be part
  of classroom discussions
• Providing appropriate wait time.
• Emphasizing right parts of wrong answers
• Encouraging collaboration
• Restating or rephrasing the question
• Giving hints or clues
• Providing the answer and asking for elaboration

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Types of Student Behavior

• Passive 1. fear of relationships
  2. fear of failure
  
  
• Aggressive 1. hostile
  2. oppositional
  3. covert
• Attention problems 1. hyperactive
  2. inattentive
• Perfectionist
• Socially inept

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Conclusion

• Teacher-student relationships are critical to the
  success of the two other aspects of classroom
  management rules and procedures and
  disciplinary interventions
• To build good relationships, communicate
  appropriate levels of dominance and let students
  know you are in control of the class and are
  willing and able to lead

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• Communicate appropriate levels of cooperation and
  convey the message that you are interested in the
  concerns of students as individuals and as a
  class
• Make a special effort to build positive
  relationships with high need students

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• Most importantly, remember that all three
  components of effective classroom management need
  to be present before learning can truly occur.

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• Start planning NOW for actions you will take next
  year.
• Think about what you wish you had done
  differently.
• How will you start your first day of classes?

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• We should structure our classroom management to
  reflect the world we live in.
• We are preparing our students for that world.
• How are we helping them to fit in?