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Secret Two: The secret of classroom management

Secret Two: The secret of classroom management. Dana Baker, Kendra Byl and Lareina Schenk. Part One: What an effective Teacher’s classroom looks like. “most effective teachers’ classrooms all looked uncannily similar … less effective teachers’ classroom all looked uncannily similar” .

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Secret Two: The secret of classroom management

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  1. Secret Two:The secret of classroom management Dana Baker, Kendra Byl and Lareina Schenk

  2. Part One: What an effective Teacher’s classroom looks like “most effective teachers’ classrooms all looked uncannily similar … less effective teachers’ classroom all looked uncannily similar”

  3. Part Two: The difference between Rules and procedures “A rule is something that regulates a serious student misbehaviour such that if it’s broken, there must be a consequences” “A procedure is simply a way that you expect something to be done – the same way, every time it’s done.” The most effective teachers have procedures for everything from walking into the room, to sharpening a pencil, to talking, and throwing away trash. Because the procedures were clearly established, there were very view discipline problems.

  4. Part three: How to Establish rules and procedures • How to establish procedures: • Step 1: State the procedure and the importance of following it • Step 2: Model the procedure for the students. Show them exactly how you want it done. • Step 3: Practice the procedure with the students • Step 4: Remind the students about the procedure right before they are expected to follow it. Then praise them often. • Step 5: If a student does not follow a procedure, provide more practice • Step 6: Remain consistent with the procedure. “A rule has a consequence; a procedure does not. And if you’re consistent, good discipline you’ve got!

  5. Part Four: What to do if your students “don’t” • What to do when a student does not follow a rule:1. Announce to the student that because he or she chose to break the rule, he or she must now suffer the consequence2. Be consistent with your rules and consequences3.Ensure that the rules are always posted, along with the consequences, and that these rules and consequences were discussed before any student had a chance to break the rules • What to do when a student does not follow a procedure:1. Remind the student, or have the student remind you, of the procedure2. Practice the procedure with the student3. Hold private practice sessions if necessary “Regarding rules and procedures, simply decide how you’re going to do it, and then stick to it!”

  6. Part Five: Bell-to-bell teaching • Don’t ever give your students ‘nothing’ to do. • Keep them busy at all times • The busier students are, the less time they have to misbehave. The busier students remain, the better their chance of success “So keep them engaged all the day, leaving no time for mischievous play. Learning will soar and knowledge will grow, and the class is over before you know.”

  7. PART Six: how to discipline proactively • Proactive and reactive approaches to classroom management • Better to prevent ‘fires’ than to put out ‘fires’ • Proactive: gets off-task students back on task and maintains their dignity • Reactive: compromises dignity and invites revenge “Remember, if you can prevent the fire, you’ll never use the fire extinguisher!”

  8. Part seven: how not to be a screamer • The only people that are oblivious to their reputation are the teachers that are deemed ‘screamers’ by the school • One of the most important things that we can ever hope to teach our students is that we can always remain in control of ourselves • Rather than scream be serious but soft-spoken “Attack the problem without attacking the person.”

  9. Secret two: Chapter summary Regarding classroom management, remember the following: • Follow the blueprint we provided on page 22 under the heading “What an Effective Teacher’s Classroom Looks Like.” • Remember that rules have consequences and procedures do not. • Allow students to take ownership of the classroom rules. • Remain consistent regarding the implementation of rules and procedures. • Teach from bell to bell. • Be proactive in your approach to discipline. • Don’t become the dreaded screamer. • Be aware that the more out of control a student gets, the more in control you must become.

  10. Question How will you reestablish control if you’re not punishing them when they keep doing things the wrong way?

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