Donald Quinn If a doctor, lawyer, or dentist had 40 people in his[/her] office at one time, all of whom had different needs, and some of whom didn’t want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he[/she] might have some conception of the classroom teacher’s job.
Management Profile • Add your responses to statements: • 1+3+9= Authoritarian Style • 4+8+11= Authoritative Style • 6+10+12= Laissez-faire Style • 2+5+7= Indifferent Style • Scores range from 3-15. High Score indicates Strong Preference
Styles • Authoritarian: Absolute obedience to authority • Authoritative: Mediated authority (Just authority) • Laissez-faire: Non-interference • Indifferent: You’re teaching because of the summers
Management Profile • Add your responses to statements: Sadler • 1+3+9= Authoritarian Style 5 • 4+8+11= Authoritative Style 15 • 6+10+12= Laissez-faire Style 7 • 2+5+7= Indifferent Style 5 • Scores range from 3-15. High Score indicates Strong Preference
What does my score mean? • Not much • BUT it encourages you to focus on your strengths, weaknesses, tolerances and goals when considering classroom management decisions. • You will have to individualize a plan that meets your needs & style while conforming to the parameters set by your school/district.
Many management issues can be solved before they start • Set clear expectations for students (including behavior, class involvement, work, etc.) • Form classroom rules & procedures • Tardies • Food/Drink • Excusing sts. from class • Turning in HW • Initiating the class • Consequences (No idle threats)
What to do when planning doesn’t work? • Don’t take things personally (even when student behaviors are clearly personal). • Remain level-headed. • Don’t respond emotionally. • Be prepared to differentiate between students goofing off and malicious/defiant behavior. • Call parents.
Document, Document, Document! • Remove students from the site of the problem or distraction. • For minor issues: proximity & eye contact • In those rare but very volatile situations, stand back, make sure other students are safe and let the chips fall.
General Suggestions • Give students respect if you expect to be respected. • Feel out the administrative patterns. • Avoid making assumptions about your students. • Don’t meet with a single student alone. (At least keep the doors open.) • Don’t put students into a position from which they cannot back down.
You are not in the school to make friends with your students!! You should try to earn your students’ respect and trust, but not necessarily their friendship. • It is easier to lighten up on expectations than become more strict.
What should you do if… • Consistently talks while you are addressing the class? • Eats in class? • Walks out of class? • Sleeps during class? • Refuses to comply with a direct request? • Is always late? • Mutters (just loud enough for the rest of the class to hear), “this is stupid?”
Calls you a racist? • Pushes you? • Plays games on a required calculator OR is texting OR using phone…? • Cusses in class? • Skips class (and you know s/he is at school)?