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Classroom Management: What Works? With Caroline Guibault Todays session will begin at 4:00 pm If you require any assistance to login call 1-780-842-8806.

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Presentation on theme: "Classroom Management: What Works? With Caroline Guibault Todays session will begin at 4:00 pm If you require any assistance to login call 1-780-842-8806."— Presentation transcript:

1 Classroom Management: What Works? With Caroline Guibault Todays session will begin at 4:00 pm If you require any assistance to login call Todays Session

2 1.Expand/collapse button 2.Options menu 3.Primary video display 4.Preview video button 5.Transmit button 6.Talk button

3 The Participant Panel 1.Expand/collapse panel 2.Feedback menu 3.Step away button 4.Raise hand button 5.Polling response button 6.Participant list 7.Global options menu 8.Status area 9.Toolbar 10.Activity indicators 11.Participant options menu

4 Chat Panel

5 Whiteboard (Presentation) Panel 1.Whiteboard action bar 2.Collaboration toolbar 3.Web Tour mode bar 4.Scaling menu 5.Page name 6.Information menu 7.Whiteboard page 8.Properties editor palette 9.Tools palette

6 facilitated by Caroline Guilbault, ATA instructor,

7 This workshop will: Examine effective ways to establish classroom environments that are conducive to learning. Explore the importance of building positive relationships with and among students. Provide strategies, tips and hands-on ideas to respond to inappropriate behaviour especially those that are the most challenging. Quick guide to:

8 What tune are you singing? Put a Student in your pocket! Tips, tricks and strategies – the specifics! Parents Theories/theorists and resources Self-reflection

9 Raise a little HellTrooper That Dont Impress Me MuchShania Twain The GamblerKenny Rogers Who Let the Dogs OutBaha Men Bad to the BoneGeorge Thorogood We Shall OvercomePete Seeger Instrumental Popcorn Flight of the Bumblebee Dance of the Sugar Plum Fairies

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11 A TeachA Teachers Guide to Cooperative Discipline How to Manage Your Classroom and Promote Self-Esteem Linda Albert

12 The Association of School Counselors notes that 18 percent of students have special needs and require extraordinary interventions and treatments that go beyond the typical resources available to the classroom. Dunn, N. and Baker, S. (2002)

13 I need to separate bogus bathroom breaks from genuine ones? to/manage/cantwait html I have chronic late/absent students? Students are continually tattling?

14 Teach and use quiet signals. Incorporate wait time to gain and maintain attention Teach skills of appropriate movement Demonstrate and role play how to respond and move Use sponge activitiestasks students can do as the class is getting settled or when they finish early (i.e. brain teasers, puzzles, find-a-word, mazes, etc.)

15 A Teachers Guide to Cooperative Discipline How to Manage Your Classroom and Promote Self-Esteem Linda Albert

16 What particular issues are plaguing your class or your pocket student? Lets brainstorm solutions together!

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19 A Teachers Guide to Cooperative Discipline How to Manage Your Classroom and Promote Self-Esteem Linda Albert

20 A Teachers Guide to Cooperative Discipline How to Manage Your Classroom and Promote Self-Esteem Linda Albert

21 Entry and exit Arriving late Handing in work Where to find missed assignments Changing classrooms What to do if you are not there Requesting assistance Borrowing materials Using the restroom Handing out materials Finishing work early

22 Dont escalate, de-escalate. Let students save face. Insist on the right to sanity. Ask for help. Get out of the limelight. Make yourself available. Send positives. If you make a mistake, acknowledge it.

23 1.Sarcasm 2.Negative Tone of Voice 3.Negative Body Language 4.Inconsistency 5.Favouritism 6.Put Downs 7.Outbursts 8.Public Reprimands 9.Unfairness 10.Apathy 11.Inflexibility 12.Lack of Humour

24 Using democratic processes as often as possible. Using cooperative learning strategies Use team building strategies to create bonds Use discussion, debate and dialogue to allow students to express themselves

25 Connecting With Students Association for Supervision and Curriculum Development Allen N. Mendler

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27 Building positive relationships with students is important. Teachers need to model behaviours they expect from their students. A Teachers Guide to Cooperative Discipline How to Manage Your Classroom and Promote Self-Esteem Linda Albert

28 It is your ability to require good behaviour which will determine your eventual success. Ronald Morrish

29 Alienate parents and you potentially alienate their children.

30 They will not all react in a way that we might expect when their child has behaved inappropriately. They will not necessarily agree with or back your plans for consequences for misbehaviour. Many will expect that you should treat all students the same way. Some parents think their children can do no wrong.

31 Realize that an angry parent is better than an absent parent. Frame the difference between being fair and treating everyone the same. Remember that being a good teacher is about teaching better behaviour, it is not about placating the angry or reinforcing the irresponsible. Curwin and Mendler

32 Dont argue, yell, use sarcasm or act unprofessionally. Acknowledge legitimacy of the complaint. Call parent before you send her to the office. Diffuse power struggles with parents. Focus on the future. Make the parent think that the consequence could have been worse. Curwin and Mendler

33 Parents have come to believe that the best way to support teachers is by focussing on daily incidents. Hence, they make statements such as, If he does anything wrong, I want to hear about it. Frame your answer by saying something like, I dont anticipate that your son will be giving me concern. If you can take care of what happens at home, Ill take care of what happens at school. Thats my job. I promise I will let you know about any serious problems which arise. Allen Mendler

34 Phone calls Meet the teacher Send newsletters Create videotapes Welcome suggestions Back and forth folders Rotate parent involvement Use dialogue journals Bulletin board feature Have a parent book shelf

35 Conscious Discipline, 7 Basic Skills for Brain Smart Classroom Management Becky Bailey

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37 The research strongly supports that every teacher needs rules and procedures but not every teacher needs the same rules and procedures. Marzano (2004)

38 Be made within the first three weeks of school. Involve a consensus decision making model. Be consistent with high expectations. Be rehearsed and modeled. Provide for flexibility. Be posted in the classroom. Be published in newsletters.

39 Specific Positive Make sense Few in number Enforceable

40 According to Curwin and Mendler, framing (or reframing) is a way to respond to misbehaviour based on the assumption that the motivation for a particular behaviour is positive but expressed in a negative way. It focuses on behaviour rather than the person.

41 Framing is the best strategy for responding to any difficult situation. It de-escalates rather than escalates conflict.

42 1.Assume that no matter how bad the behaviour, the student is not motivated by negative forces. 2.The response identifies the problem behaviour. 3.Often involves a question. 4.Invites rather than commands a response.

43 Ask questions Be calm Give the student space Avoid becoming personal, focus on the behaviour Use non-confrontational voice tone and language.

44 A Teachers Guide to Cooperative Discipline How to Manage Your Classroom and Promote Self- Esteem Linda Albert

45 Yes or no? Treating all students the same way is not as effective as treating them equitably.

46 Yes or No? It is important to recognize that different students respond to different interventions.

47 Yes or No? Being aware of diverse needs is critical in terms of managing high needs students.

48 If you are looking for more research and theory on classroom management, here are some other experts William Glasser Curwin and Mendler Ronald Morrish Barbara Coloroso

49 Create a community with a positive climate and positive relationships. Post, practice and model your class rules. Teach and rehearse procedures Use non-verbal signals, proximity and eye contact. Practice reframing.

50 What is my role in the problem? What do I bring to this situation (be honest)? How might my behaviour or my reaction have triggered this problem? Am I influenced by race, gender or other factors? What from my background is being triggered? Why am I threatened by this behaviour? Am I being authoritarian? What is my responsibility in dealing with the problem?

51 3 Big Ideas Points to Ponder Action to Take (pocket student or other) 1.

52 Discipline isnt what you do when children misbehave; its what you do so they wont. Ronald G Morrish

53 Discipline is about giving children what they need; not what they deserve. Robert G Morrish

54 Screen Share

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57 was facilitated by Caroline Guilbault, ATA instructor, Thank you for joining us today. The next session, Engaging Students: The Art of Effective Instruction is scheduled for December 2, 4:00pm Please plan to join us then. Goodnight.


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