Elementary Classroom Management

1. Elementary Classroom Management Presented By: Maureen Meade Mattias, M.A. EDEL 413 CSUB ~ April 4, 2002

2. Introduction Instruction and learning are most likely to happen in classrooms that are well managed. Classroom management � a major concern for teachers and requires certain specific skills.

3. Introduction Managing the following : Physical environment. Psychosocial environment of the classroom.

4. Introduction (Continued) Student motivation to learn. Instruction. Students at work.

5. Introduction (Continued) Special groups. Student behavior. Assessment, record keeping, and reporting.

6. Introduction (Continued) Work of paraprofessionals. Substitute teachers and substitute teaching.

7. Introduction (Continued) Stress productivity.

8. Classroom Management Helps Establish Learning environments and instructional programs that are well organized and efficient

9. Classroom Management Helps Establish Good Communication Where teachers , students, and others are considerate of each other and dedicated to learning

10. As Teachers Improve Their Skills in Classroom Management , They Find That: Students become more cooperative Make responsible choices And are willing to engage in learning activities

11. Current Management Concerns

12. Chapter One: The Nature of Classroom Management Think of it this way: What should learners know? How do learners learn? 3. How should learners be taught?

13. What Teachers Do at the Beginning of the First Days Crucial in Setting: Tone Expectations And likelihood of compliance

14. Good Managers Make Sure the First Day of School Is: Orderly---which calls for tight structure

15. Good Managers: Explain rules Explain procedures Introduce materials and various parts of the classroom Monitor students closely Let students know when they are behaving responsibly and appropriately

16. Good Managers: Explain and practice routines Use a few appropriate class building activities to help make a caring community

17. Importantly, Teachers Talk With Students About: how they must accept responsibility for their own conduct.

18. Importantly, Teachers Talk With Students About: Of course, everything in the program can not be introduced on the first day of school but by the end of the first week together, the following 10 things must be accomplished:

19. Small Group Activity Identify these 10 things by locating them on page 11 in your text. List these 10 things on. Poster paper. Share your finding with. Another small group.

20. Managerial Matters That Require Ongoing Attention Throughout the Year� Pair activity. With a partner, read over these six managerial matters and list them on poster paper. Share with another set of partners.

21. An Overview of Classroom Management Is Told Through the Story of Janna Smart A beginning teacher. Differences focuses on beginning the year well versus beginning the year poorly. Focus narrows to specific topics of major importance in classroom management as they need attention before the school year begins, during the first days and weeks of school, and requiring ongoing attention.

22. Chapter 2: The Nature of Classroom Management The first management tasks that teachers have to deal with � �How to plan out the entire school year by giving attention to the. School calendar. Seasonal themes.

23. Chapter 2: The Nature of Classroom Management Blocks of available time. Selection of curriculum topics. Organization of instruction into units and individual lessons.

24. How to Lay out the School Year Involves interweaving curriculum with calendar Curriculum must be adjusted to the dates and times available for instruction. Use your large BLUE BOOK to begin your planning practice. As you prepare your calendar, you mark in the spaces all the holidays, vacation times, teacher in-service days, and that days students will not be present.

25. Anticipating Upcoming Events Small group activity. Chart late august to early September through June with special events during these months. Share with the class your ideas.

26. Appropriate State Standards Are to Be Considered When Planning Instructional Units. Curriculum and instruction needs to be standards based driven versus textbook driven. The textbook merely serves as a means to provide formal assessment. Units (core curricular)should be planned in a continuum which is aligned with the content-based standards.

27. Many Teachers Plan Their Units By: Identifying an important topic Identifying the appropriate state or local standards Beneficial activities and materials related to a topic Deciding on how students are to be evaluated Deciding on how students can show their accomplishments

28. Thematic Units That Integrate Various Subject Areas Have Once Again Become Popular Hand �on activities which are developmentally appropriate are of prime importance in all units: therefore teachers when planning should continually think in terms of the following questions?

29. Questions What can the children read? What can they look at ? What can they listen to ? What can they construct ? What can they write?

30. Questions What can they discuss? What can they work on individually? What can they work on cooperatively?

31. Questions What can they perform, produce, or display? What will indicate their degree of learning and enjoyment?

32. Activities for Reflection & Growth Read pp. 31-32 and select three out of the six activities. Respond to your three selections by writing a minimum of one journal page per activity. Journals will be collected on week 5 and week 10.