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CHAPTER SIX - Climate, Community and Classroom Management

CHAPTER SIX - Climate, Community and Classroom Management The use of praise, punishment and reward Creating a Community Ecology of the classroom – How do you want your classroom organized and what type of educational philosophy do you support? Characteristics of Classrooms

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CHAPTER SIX - Climate, Community and Classroom Management

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  1. CHAPTER SIX - Climate, Community and Classroom Management The use of praise, punishment and reward

  2. Creating a Community • Ecology of the classroom – How do you want your classroom organized and what type of educational philosophy do you support? • Characteristics of Classrooms • Multi-dimensional – “Mainstreaming , Integration - , Inclusive model of teaching” Many different cultural backgrounds, academic strengths, abilities, and differing expectations from school

  3. Ecology of the Classroom • 2) Classrooms are simultaneous – You must be aware of what is happening in your classroom. Action is fast paced and often unpredictable. • 3) Classrooms are public – Special needs aides, parents , the principal may or may not all be present at some point during your lesson

  4. GAINING AND MAINTAINING COOPERATION • HOW DO YOU DO THIS? 1) Plan your lesson 2) Build up in contingencies 3) Understand and be aware of who is in your classroom 4) Give clear and concise directions 5) Establish a climate of respect and trust

  5. 6) Observe how the students are reacting: do they get what you are asking • 7) The skills required vary depending on the age group being taught • 8) Allocate sufficient time to cover the material appropriately

  6. INVOLVE ALL THE STUDENTS • What are your rules and expectations for behavior • Do all the students understand your rules • Do the students have a clear understanding of what signals/instructions you give when you want something done? • Encouraging self management

  7. CREATING A POSITIVE INCLUSIVE LEARNING ENVIRONMENT • MANAGING YOUR CLASSROOM • Administrative procedures – Homework is out first thing when the students start class. Bring it out when you ask for it. How do you collect homework – folder for each child, or by subject • Student movement – When can a student leave the classroom to go to the bathroom, ask permission first or can they just leave quietly. What is your policy on late students? • Housekeeping – End of every class students clean up an area of the classroom • Routines for collecting assignments/homework etc • Interactions between you and the students- Flick the light switch, play a key on the piano, blow a whistle / hand up to get students attention in P.E. • When can students talk among themselves

  8. RULES FOR ELEMENTARY SCHOOL • Listen quietly while others are speaking • Respect other people’s property • Do not hit, shove or hurt others • Be polite and helpful • Obey all school rules You will need to explain and practice these rules at the beginning of the year and go through them periodically.

  9. RULES FOR SECONDARY SCHOOL • Bring all needed materials to class – be specific • Be in your seat and ready to work when the bell goes. • Respect and be polite to everyone • Respect other’s property • Listen and stay seated while others are talking • Obey all the school rules

  10. CONSEQUENCES FOR STUDENTS • Set out your expectations and the consequences at the beginning of the semester…Make sure that the consequences are realistic and followed through on. • Do the students know what will happen if they do ??

  11. INCREASING APPROPRIATE BEHAVIOR • Begin work at the student’s level – in a large classroom with a wide range of abilities – can be a real challenge You can assess how you are doing by observing students. Presentation to slow or to fast. You may need to give extra attention to special needs students, work with Special ed assistant/aide Assigning different tasks to different students Students treated as individuals “Catch them doing good”

  12. Emphasize that each student is unique and give specific feedback to each student individually as well as overall comments to the class • Stress individual accomplishments and progress

  13. Decreasing Undesirable Behavior • Low Key Interventions – subtle and non disruptive • Move toward the student • Make eye contact • Call the student by their first name • Physical cues – hand up, stand quietly at the front of the class, pause

  14. Self Management • IEP – often sets out behavioral expectations • Meet with the student before a class or after one on one basis – Contract with them

  15. SUSPENSION / EXPULSION • School policies – BC Ministry of Education, School Act – Section 85 (1.1) and 158 sets out that School Districts must set out what is acceptable and not acceptable behavior • Safe , caring and orderly schools • Aboriginal and Special needs students over represented i

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