1. ACTIVITY Please list at least three ideas that, as a teacher, would be effective management procedures for your classroom? 1. 2. 3. Classroom management embraces all actions teachers take to maintain a smooth, focused flow of activity for the purpose of nurturing learners academic and personal development.

2. Classroom Management & Discipline – Chapter 9 How will you, the teacher, deal with discipline problems? Good management plans reduce discipline problems & leave learners feeling positive about the class. Effective classroom management is one of the greatest challenges facing teachers. Teachers must maintain a classroom environment that supports learning.

3. A poll of public attitudes rated lack of discipline as one of the top problems facing todays schools. There is evidence that suggests that as much as 80% of all discipline problems result from ineffective planning & teaching. Researchers point out that you can diminish the probability that you will face serious behavior problems when you plan and implement a management strategy before the school year begins. More teachers in Illinois lose their jobs because of too much or too little discipline than for any other reason.

4. Space Management Please consider the comfort level of your learners. What will crowding, clutter, noise, excessive heat or cold do to them? Wall Space – Display learners work, schedules, rules, announcements, motivational displays, etc Floor Space – Configurations for whole-group, small group, & activity centers. Traffic Patterns – Heavy vs. low usage. Teachers Desk – Locate in the back Equipment Storage – Equipment must be both secure and accessible.

5. Time Management Researchers have found a high % of time spent on non-instructional tasks. Past – Teachers believed that students needed to be kept busy for good student behavior. (Do worksheets / Seat Work) Research reveals that students in classes where teachers spend more time on instruction, learn more. Today – Teachers must make sure that students are engaged in productive learning. (plan activities that are authentic and motivating)

6. 1.Transitions – Occur when there is a shift from one activity to another. Time is lost! Plan carefully – organize materials in advance; provide clear instructions; establish a time frame to finish. 2.Beginning Class – Perform routine admin. duties quickly; Establish a signal system to begin All eyes on me, 1,2,3. 3.Lesson Pacing – Lessons should move briskly without excessive repetition. What do you do with learners who finish early? Follow up activities should not be more of the same.

7. 4.Providing Assistance – Research shows teachers spend too much time working one-on- one with students. 20 seconds is recommended. Must avoid doing the work for the learner. Provide one suggestion. Build confidence – offer praise for successful small steps. Move on, but check back later for on task behavior. 5.Establishing Routines & Procedures – Plan, teach, & display procedures for handling recurring & predictable events. What will learners do when they enter the classroom; personal problem to discuss with the teacher; passing out & collecting work; daily attendance; sharpening pencils; using the restroom, etc.

8. Negotiations Are you comfortable in sharing power with members of your class? Effective management is better conceived of as a process involving negotiation between teacher and learners. We want experiences that lead to non- coercive self-discipline and self-control. Characteristics of Negotiations: 1.Learners are more apt to exercise self-control if they perceive environment as warm, trusting and positive. 2.If allowed to make choices they develop responsibility. 3.Learners who have better positive self-concepts interact more positively with other classmates. 4.Learners who feel a sense of belonging take pride in their membership.

9. Discipline Expert Power – exert influence over others Referent Power – Trustworthy, respect Legitimate Power – position held Reward Power – Ability to provide something like grades, praise, privileges. Coercive Power – authority to punish Expert power & referent power are the types most consistent with the negotiations view of classroom management.

10. Basic Principles For Discipline 1.Avoid power conflicts / put downs. 2.Use private correction - isolates the misbehaving student. 3.Seek out the causes of the misbehavior so this situation is less likely to reoccur. 4.Learn to distinguish between minor and major problems (Dont Overreact) 5.Respond to each situation in a fair and consistent manner.

11. Responses Supporting Self-control Reinforce productive behavior – use verbal praise, incentives Use nonverbal signals to show disapproval – gestures, eye movements, facial exp. Use proximity control – move toward & stand near while continuing to teach Use learners name in context of lesson Redirecting a learners attention Have learners take personal action – Count to ten, put head down, go to a time-out spot, etc.

12. Providing Situational Assistance Take time for a quiet word Provide a rule reminder Remove the learner from the situation Respond with clarity & firmness Arrange a conference with student Ask parents for help

13. Implementing Consequences Lose a privilege – Be sure that what you take away is valued by the student. Provide for in-class isolation – Be sure student cannot interact with classmates. Remove the learner – Never leave the student alone in the hallway; Have someone escort person to the office. Making up wasted time – Keep in during recess or before or after school. Must have parent approval during off school hours. Involve parents & the School Team – Document (date, time, behaviors) all misbehaviors. Post class rules and reiterate often. Have a plan in place to help the student.

14. STUDENT ENGAGEMENT Motivation - students are thinking about and working on academic learning activities. They are involved. Variety of activities help keep students from becoming bored by the same lessons day after day. Field Trips, Guest Speakers, Small-group Work, Debates, Writing Activities, Independent Work (authentic application)

15. HANDLING MISBEHAVIOR Rudolf Dreikurs indicated that students fall into one of four areas of misbehaving. 1.A student misbehaves to get recognition 2.A student seeks revenge & inflicts emotional or physical pain on others. 3.A student defies authority to gain control. 4.A student will withdraw from learning.

16. ASSERTIVE DISCIPLINE Lee & Marlene Canter wrote an article entitled Teach Students Responsibility By Giving Choices Canter said teachers need to take charge of their classroom in a firm / positive manner. Rewards for compliance / consequences for breaking rules / posting of rules

17. SITUATION ONE: A BOY IN YOUR CLASS CONTINUES TO DISRUPT PLAY TIME FOR STUDENTS. HE FORCES HIMSELF ON THE SOCCER FIELD A NUMBER OF TIMES AND KICKS THE SOCCER BALL AWAY FROM BOTH TEAMS AND THEN RUNS AWAY! WHAT WOULD YOU DO?

18. SITUATION TWO: A STUDENT CONTINUES TO TALK IN CLASS AND REFUSES TO DO ANY SCHOOL WORK. HE SINGS, WHISPERS, TALKS AND DOES ANYTHING ELSE THAT HE WANTS TO DO. WHAT WOULD YOU DO?