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Classroom Management

Classroom Management. SPEC 534 Session #4. Objectives. Compare and contrast various theories and research that examine student behaviors and classroom environment; Comparing models and strategies which address student behavior and classroom management. What is a Good Rule?.

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Classroom Management

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  1. Classroom Management SPEC 534 Session #4

  2. Objectives • Compare and contrast various theories and research that examine student behaviors and classroom environment; • Comparing models and strategies which address student behavior and classroom management

  3. What is a Good Rule? • Write one rule on the post-it • What does Canter say about rules? • Why should we tell kids what to do instead of what not to do? • How does this thinking help students? • What is the barrier?

  4. What do you remember? • yrt hmp fsq dlk zcr gjz • diz neg fah koq mux lec • cab pot rig men but fad • the boy and the dog ran • What does this tell us about the number of rules children can remember?

  5. What do we remember? • 5 years 3 (+/-2) • 7 years 4(+/-2) • 9 years 5(+/-2) • 11 years 6(+/-2) • 13 years 7(+/-2)

  6. What Rules Do we Have? • Merge post-its • Write headers • What are the overarching expectations? • How does this help? • What can be done to compromise between canter and this?

  7. B A M S • B Be Respectful Bangor • A Act Appropriately Area • M Manage Your Time and Tasks Middle • S Strive for Success School

  8. BAMS: Morning Areas Be respectful Remain in designated areas Respect school property Act appropriately Keep hands, feet, and objects to self Talk quietly Follow adult directions Manage your time Use designated exits Exit in orderly manner Strive to succeed Keep self and other safe by not rushing around Be courteous Help others when needed

  9. BAMS: Office Be respectful Address all adults by name Treat visitors as welcome guests Act appropriately Follow adult directions Keep voice tone low Only enter with a pass Keep hands, feet, & objects to self Manage your time Wait your turn Mush have an appointment to see guidance Strive to succeed Be courteous

  10. BAMS: Cafeteria Be respectful Wait patiently in line Follow the flow of traffic (outside-in) Keep hands, feet, and objects to self Act appropriately Keep your food & utensils on trays or in mouth Raise hand to leave seat Walk at all times All food & drinks stay in the cafeteria Talk quietly Manage your time Be there on time Have money/ticket ready to pay Finish eating on time Strive to succeed Clean your area before you leave Mind your manners

  11. BAMS: Bus Platform Be respectful Stay in line Remain in your designated area Use language free of profanity & insults Act appropriately Keep hand, feet, & objects to self Stay behind the yellow line on the curbing until the bus door opens Walk at all times Manage your time Get to the bus platform promptly Wait in your designated area Strive to succeed Keep self & others safe by standing behind the yellow line & remaining in your area Be courteous Help others when needed

  12. BAMS: Hallway Be respectful Keep hallways clean & free of litter Respect school property & that of others Act appropriately Walk at all times Open locker by using the combination Close locker quietly Keep to the right Keep hands & feet to self Manage your time Go to locker during designated times Be in your class when the bell rings Wait patiently to get into your locker Strive to succeed Help others when needed Be courteous Use only your locker Give others a chance to get into their locker

  13. BAMS: Auditorium Be respectful Listen to the speaker Treat speaker as a welcomed guest Keep feet off of the chair in front of you Act appropriately Keep feet on floor Talk quietly Keep hands & feet to self Follow directions Stay still in the chairs (no chair rocking) Manage your time When the speaker starts talking you stop Use designated entrance Strive to succeed Ask meaningful questions Be an active participant Enjoy the presentation

  14. Define and Teach Behavior • Step One: Define Expectations • Set 3-5 overarching rules for all settings • Develop a plan for behavioral expectations • Set high, yet reasonable expectations • State positively and succinctly • Step Two: Teach Expectations • Make rules public • Articulate to students what is expected • Modeling what is expected • Practice, Practice, Practice • Step Three: Reinforce Expectations • Catch Students being good • Correct for non-compliance • Knoster,Tim. (2000) Positive Approaches to School-Wide Discipline.

  15. “If a child does not know how to read, we teach. If a child does not know how to swim, we teach. If a child does not know how to multiply, we teach. If a child does not know how to drive, we teach. If a child does not know how to behave, we teach?…punish?” Teaching…. Tom Herner (NASDE President) Counterpoint, 1998

  16. Teaching Behaviors • Discipline comes from Latin to teach • Why should we teach behaviors? • Cultural differences • Developmental readiness • School is a different environment than home • May not have ever seen, heard, or been taught before

  17. Teaching Behaviors • How do we teach? • Demonstrate-model • Guided Practice • Prompts • Independent practice • Mastery

  18. Comparing and Contrasting • Definition of Behavior • Specific proactive strategies • What are they called • How are the defined • How are they used • Specific reactive strategies • Same as above

  19. Monitoring a Case • Use the same assessment as the baseline • Whenever possible align the strategy as the assessment • Set a time frame for monitoring and check the progress frequently

  20. Monitoring a Case • Implementation • Integrity • Frequency • Quality-skills • Resources • Correct strategy match • Student Progress • No progress • Evaluate plan • Slow progress • Revise plan • Expected progress • Maintain plan

  21. Homework • Midterm • Darch, C., Miller, A., and Shippen, P. (1998) Instructional classroom management: A proactive model for managing student behavior. Beyond Behavior, 9, 3, 18-27. • Wolfgang, C. H. (2001) Solving Disciplined Classroom Management Problems: Methods & Models For Today’s Teachers. 5th Ed., New York: Wiley & Sons, chpt.13.

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