1. Classroom Management Chapter Seven

2. Introduction to Classroom Management • Classroom Management: refers to all the things that a teacher does to organize student, space, time, and materials so that instruction in content and student learning can take place • Classroom management theories: student- directed, teacher-directed, or collaborative • Foundation theories Philosophical Discipline Problem Analysis Inventory (tool the teacher can use to reflect on inappropriate student behavior and its prevention, causes and solutions

3. Why is this important? • Growing concern among teachers, parents, and administrators schools are “out of control” • Media influence (attacking teachers, school shootings, declining test scores) • Movie portrayals (schools as violent and corrupt)

4. Local School Realities • Teaching is unique toughest assignments at the beginning of our careers • New teachers: “power struggles” and understanding the difference between management and control • Teachers need to be prepared in advanced to teach a lesson students are engaged in learning classroom management is not an issue

5. Questions on Classroom Management • But, how do I DO classroom management? • How do I learn about classroom management? • How do I start out with classroom management at the beginning of the year? • What is the difference between a rule and a procedure? • What am I going to do when I have problems? • What is the best way to confront a student when he or she misbehaves? • How do I deal with parents?

6. Classroom Management • Learning classroom management is like learning to ride a bike • Case-Based Model for Classroom Management: 1.) reviewing problems, 2.) analyzing problems, 3.) creating solutions, 4.) making decisions, 5.) reflecting on results

7. How Do I Start With Classroom Management At The Beginning of the Year? • 95% of the behavior problems teachers experience in their classrooms are a result of poor planning • Well-organized classrooms, security of routines, understanding of expectations, proper information available (student personal data information), greeting students at the door • Organize the physical space of learning i.e. preparation of warm-up activities, use overhead projectors

8. What is the difference between a rule and procedure? • Rules: typically very general, few in number, phrased in a positive way • Procedures: administrative mechanisms that are not critical in the person-person functioning of the class

9. Rules and Procedures • Choose three key rules for the classroom (phrase positively) • Post rules in an obvious place for students to see • Student contracts (students know expectations) • Consequences (school handbook) • Students must be taught classroom procedures as they are not obvious to them i.e. headings on papers, specific format for homework etc.

10. What am I going to do when I have problems? • Careful documentation of student behavior should show escalation of teacher response every time • Verbal Warning (document somewhere) • Written Warning (send home to parent) • Detention • Administrative referral • Need to have consistent and sustained responses to students misbehavior

11. Class Punishment • Class punishment is used in order to obtain peer pressure to force students to behave • 1. Sends a message that homework and quizzes are punishments rather that practice or an evaluation tool • 2. If only one or two students have interpersonal issues (tend to have behavior issues) peer pressure from other students may intensify the problem behavior • 3. Positive Competition (check school policies)

12. Example of a Classroom Management Scenario • You are reviewing material for an exam you will have with your French class the following week. Whenever you ask a question, Evans raises his hands eagerly. At first, this gives you the opportunity to get the discussion going. But Evan becomes increasingly active and “over-eager”The other students start showing signs of being put off by Evan’s acting as the teacher’s pet. You just saw Sarah roll her eyes when Evans shouted out an answer. What do you do?

13. How do I confront my students? • Private (preferably outside of the classroom) • Whisper quietly to the student • Follow a reprimand with a positive comment • Guidance (behavior may indicate other issues)

14. How do I deal with parents? • Parents are your allies (get correct contact info) • Initial contact with parents via phone or by mail (introduce yourself, positive comment about student) • Check with administrative policies • Mediator at parent-teacher conferences • Approach the situation with the mindset the problem is at fault not the student

15. The Portfolio’s Role in Classroom Management • Portfolio contains teaching philosophy, classroom management style, and what you are trying to do in language education • Documented through classroom rules, case studies of student misbehavior, an essay to represent who you are as a classroom manager

16. Conclusion • Three Maxims: 1.) Most discipline problems can be prevented or mitigated by having strategies in place, 2.) Nothing works for every student, 3.) Nothing works all the time • Effective classroom management: advanced planning, proactive management, variety in response strategies, classroom record-keeping, teaching the students the rules and procedures that are expected in the daily routine and functioning of the class, and contacting parents early in the school term with a positive message • Additional Readings/Websites