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Classroom Management

Classroom Management. ECI 423. Learning from “Natural” Teachers. Have good instincts Remain calm and relaxed Be emotionally “warm” Students do the work (meaning, they are actively engaged) Keep your sense of humor Show that you mean business from Day 1.

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Classroom Management

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  1. Classroom Management ECI 423

  2. Learning from “Natural” Teachers • Have good instincts • Remain calm and relaxed • Be emotionally “warm” • Students do the work (meaning, they are actively engaged) • Keep your sense of humor • Show that you mean business from Day 1

  3. Steps to Successful Classroom Management • Focus on Prevention • Working the Crowd • Arrange the Classroom • Create Independent Learners • Raise Expectations • Build Classroom Structure • Set Limits • Produce Responsible Behavior

  4. Focus on Prevention • Positive Classroom Management • Instruction • Motivation • Discipline • Classroom Mgmt. System • Be specific • Simple procedures • Prevent problems

  5. Prevention… • Instruction • Mobility and Proximity • Learned Helplessness (“Praise, Prompt, Leave”) • Visual Modality (have lots of visuals to aid with understanding) • Say, See, Do Teaching (Explain, Demonstrate, Students Do)

  6. Prevention… • Motivation • Why Should I? (short term goals, preferred activities as rewards) • Excellence and Accountability (reward quality) • Discipline • Rules and Routines • Meaning Business (eye contact, body language, voice control

  7. Working the Crowd • Goofing off is directly related to the teacher’s physical distance from the student • Effective teachers make an art of “working the crowd” (eye contact, energy, movement) • Mobility and proximity are key tools to classroom management • “Disrupt” the impulse to be disruptive

  8. Red Zone – Close by (8 ft radius), students stop behavior Yellow Zone – About 14 ft. radius; coast is clear when teacher turns his/her back Green Zone –Go! Teacher not near.

  9. The longer the students are in the Green Zone, the more likely they are to get off task.

  10. Arranging the Classroom • Remove obstacles to avoid tripping • Include walkways • Allow for teacher to get to students in the fewest possible steps • Rows make for easy cleaning but create barriers for teachers • Teacher’s Desk – get it out of the way!

  11. Creating Independent Learners • Wean the “Helpless Handraiser” • S: “I don’t know what to do here.” • T: “What part don’t you understand?” • S: “All of it.”

  12. Helpless Handraiser Be clear, Be brief, Be gone.

  13. Raise Expectations • Focus on Motivation • Manage Productivity (diligence, excellence) • Focus on the things you can control (quantity and quality of work) • Choose appropriate incentives (be proactive, not reactive)

  14. Incentives for Diligence • A task – things you haveto do • A preferred activity – things you want to do • Criterion of Mastery – how well it is done

  15. Build Classroom Structure • Students can assess the absence of structure very quickly • Students know if teachers are proactive or reactive, whether they are “pros” or “rookies” • Rules are defined by REALITY (what students can actually get away with) • Down time is detrimental to a lesson plan

  16. Build Classroom Structure • Structure begins the moment students walk in • Well developed routines create positive work environments • Classroom routines train students to carry out procedures with minimal wasted time • Routines must be taught and practiced • Communicate with parents

  17. A note about “Rules” • Be careful to avoid too many “Don’ts” • Be clear about what are general rules or specific procedures/routines • Teach these procedures (pay now or pay later) • Establish standards • Reinforce positive behavior

  18. Setting Limits • Brat Behavior – saying No to children, then giving them what they want if they act out builds brat behavior • “No means No” • Be consistent

  19. Kind of Consistent? There are no degrees of consistency. Consistency has only two conditions: • You are consistent • You are Inconsistent

  20. Setting Limits… • Keep it positive • Stay calm, stay strong (Calm is strength, Upset is weakness) • Mean business • Follow through • Adjust as you go

  21. Recognizing Backtalk The way to recognize backtalk is by the fact that the student’s mouth is open • Whiny backtalk • Denial • Blame a neighbor • Blame a teacher • Compliment

  22. Recognizing Backtalk… • Non Verbal Backtalk • Cry • Push you aside • Sidetrack • Curve Balls • The Last Hurrah • The Cheap Shot

  23. Producing Responsible Behavior • Build Cooperation • Teach Responsibility • Turn Problem Students Around • Initiate Preferred Activity Time • “Family” approach

  24. Game Plan • Focus on Small Disruptions (they are more costly and big disruptions can grow from small ones) • Learn to use Body Language • Keep it cheap (the “look”) • Commit to putting discipline on the front burner • Mountains or Mole Hills?

  25. The Game Plan • Commitment and Follow-Through • Weenie or Consistent? • Signal Clarity • Monitor your Physical Response – No mixed messages • Eliminate Backtalk • Smile

  26. Resource • Jones, Fred. Tools for Teaching. 1st. Fredric H Jones & Associates, 2000. Print.

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