Classroom Management

1. Classroom Management Katie Bain EnglishLanguageFellow ktbain53@gmail.com www.elfellowkbain.wordpress.com

4. Classroom management is… • What you do as a teacher to promote positive learning behavior with your students and to organize time, transitions, and materials in ways that make learning more efficient.

5. Agree or Disagree • Be extremely strict and stern when you begin teaching so that you can establish order from the beginning. • Focus on “big picture” behavior issues with your students, rather than focusing on details of their behavior. • Good classroom management shows itself in quiet and studious student behavior. • A teacher should reward good behavior. • Include tough consequences as part of your classroom management plan.

6. Objectives Understand how to mitigate problems in the classroom by discussing anticipated problems and identifying basic principles of management.

7. KWL Chart – What do youknow?

8. Classroom Management • Procedures • Planning • Student Engagement • Routines • Rules • Organization

9. OVERARCHING PRINCIPLE: Be Proactive, not Reactive

10. Classroom Management Tips

11. #1: Build a relationship with your students. Know their names. Know who they are. Have them get to know each other. Build community.

13. Ideas… • Find ways to learn the names of your students. • Name tags • Name art • Name games • Name repetition • Create activities in which students have to get to know each other… • “Find Someone Who” • Group Projects • Pair Work • Students introduce themselves • Students introduce each other • “About me” projects, posters, and presentations

14. #2: Develop routines for your classroom.

16. Ideas… • Make every day proceedings easier and more efficient by establishing routines… • Daily warm-up activities • Agenda on the board each day • Procedures for handing in materials • Procedures for sitting down, lining up, exiting the classroom, etc. • Procedures for asking for or retrieving materials • Procedures for accepting consequences and rewards for negative or positive behavior

17. #3: Give students responsibility in the classroom, and responsibility for their learning.

19. Ideas… • Students can rotate doing basic management activities, like taking attendance, collecting papers, erasing the board, cleaning up their learning environment, etc. • Communicate responsibilities to students’ parents as much as possible. • If there is a policy, follow through with that policy to the greatest extent possible (homework, classwork, tests, projects, etc.) • Numbered heads together • Assign students to numbers or colors

20. Numbered Heads Together

21. #4: Develop a set of rules for your classroom, and have students participate in the process.

23. Ideas… • Students can help define classroom rules that promote respect and a good learning environment. • Make sure there are fair consequences for breaking the rules, and that all students agree on them. • Use rewards as you see fit. Make sure not to choose and show “favorites.”

24. My Rules… • Be Punctual • Be Prepared • Be Polite • Be Proactive • Be Persistent

25. Natural Reinforcement Natural reinforcement is what occurs directly as a result of the behavior. For example, a girl studies hard, pays attention in class, and does her homework. As a result, she gets excellent grades.

26. Token Reinforcement Token reinforcement is when points or tokens are awarded for performing certain actions. These tokens can then be exchanged for something of value.

27. Social Reinforcement Social reinforcement involves expressing approval of a behavior, such as a teacher, parent, or employer saying or writing "Good job" or "Excellent work."

28. Tangible Reinforcement Tangible reinforcement involves the presentation of an actual, physical reward such as candy, treats, toys, money, and other desired objects.

29. Rules Consequences Rewards • Work in groups of 3 or 4. • Assume you will have 35 or more students in your classroom. • Develop a list of rules, consequences, and rewards. • Think about how you can get your students involved in the rule-making process. • Present your ideas to everyone.

30. #5: Movementis important in a classroom, for both the teacher and the students.

32. Ideas… • Think of and implement as many ways as possible to get students moving! • Stretch breaks • Stand up, twirl in a circle, and sit down breaks • Simon Says • Follow the leader • Hokey Pokey • Songs (with dance/movements!) • Class transitions (moving from individual to group work and vice versa) • Total Physical Response activities • Drawing, coloring, writing, manipulating objects • Agree or disagree movements • Thumbs up/down, stand up or sit down • Group work

33. #6: Try to add variety to your lessons.

35. Ideas • While routines are good for learning, so is variety. • For example: • Start class by playing music. • Present your PowerPoint in all different colors. • Stand at the back of the room while you present the lesson. • Wear a funny hat. • Have students throw a ball (or light object) every time they answer a question. • Bring in something tangible for students to touch and look at related to the lesson to spark interest. • Show a video clip. • Have students answer questions by standing up rather than raising their hands.

36. #7: Use signals to get students’ attention or to change tasks in class.

38. Ideas… • Train students to respond to your signals, to stop working, be quiet, or pay attention to you. You could clap your hands, flicker the lights, wave arms in the air, or hold up an object. • OTHER IDEAS: • The teacher stands at the front of class and claps in a pattern. The students mimic the pattern. If not all students have responded, the teacher claps again, and the students respond by mimicking the pattern again. • Teacher: “One, Two, Three, Eyes on Me!” Students: “One, Two, Eyes on YOU!” • Teacher: “If you can hear me clap once….twice….three times, etc.”

39. #8: Use rubrics for marking papers and setting standards for student work.

40. #8: Use rubrics for marking papers and setting standards for student work.

41. #8: Use rubrics for marking papers and setting standards for student work.

43. Ideas… • Develop standard rubrics for student work, such as essays, projects, presentations, tests, or other assignments. • Train students to use rubrics, so they understand the expectations for each assignment, and so they can begin to use rubrics for peer editing. • Make it easy on yourself! Post the rubrics or have them on hand, then mark student work in your grade book on a regular basis.

44. #9: Use a teacher’s notebook for monitoring and keeping notes for grading.

46. Ideas… • Take notes about individual students (or groups), regarding class participation, homework, or other tasks. • Seating chart? • Attendance • Give a mark or grade for each student each day. This could be done at the end of the lesson as students do a closing activity or line up. Give yourself time to do this each day. It will really help you to remember what happened and give you more accuracy in figuring final grades.

47. #10: Address classroom management or behavior issues with PEP: Proximity, Eye Contact, Personal Touch.

49. Ideas… • Proximity: Moving closer to a student allows the teacher to continue the lesson without interruption, while giving the student a little extra attention. • Eye Contact: Making eye contact with students shows that the teacher is focusing on them and paying individual attention. • Personal Touch: By adding a “personal touch”, whether it’s calling out a student’s name in the lesson or tapping a student on the shoulder, the teacher can call the student’s attention back to the lesson without further interruption. Students like to hear their names, and like to feel noticed by the teacher.

50. Scenarios… • Get into groups and read your scenario. • Discuss how you would handle it. • Present to the group.