2 Learning from “Natural” Teachers Have good instinctsRemain calm and relaxedBe emotionally “warm”Students do the work (meaning, they are actively engaged)Keep your sense of humorShow that you mean business from Day 1
3 Steps to Successful Classroom Management Focus on PreventionWorking the CrowdArrange the ClassroomCreate Independent LearnersRaise ExpectationsBuild Classroom StructureSet LimitsProduce Responsible Behavior
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 Discipline Why Should I? (short term goals, preferred activities as rewards)Excellence and Accountability (reward quality)DisciplineRules and RoutinesMeaning Business (eye contact, body language, voice control
7 Working the CrowdGoofing off is directly related to the teacher’s physical distance from the studentEffective 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 backGreen 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 trippingInclude walkwaysAllow for teacher to get to students in the fewest possible stepsRows make for easy cleaning but create barriers for teachersTeacher’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 Be clear, Be brief, Be gone. Helpless HandraiserBe 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 have to doA preferred activity – things you want to doCriterion of Mastery – how well it is done
15 Build Classroom Structure Students can assess the absence of structure very quicklyStudents 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 inWell developed routines create positive work environmentsClassroom routines train students to carry out procedures with minimal wasted timeRoutines must be taught and practicedCommunicate 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/routinesTeach these procedures (pay now or pay later)Establish standardsReinforce positive behavior
18 Setting LimitsBrat 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 consistentYou are Inconsistent
20 Setting Limits… Keep it positive Stay calm, stay strong (Calm is strength, Upset is weakness)Mean businessFollow throughAdjust as you go
21 Recognizing BacktalkThe way to recognize backtalk is by the fact that the student’s mouth is openWhiny backtalkDenialBlame a neighborBlame a teacherCompliment
22 Recognizing Backtalk… Non Verbal BacktalkCryPush you asideSidetrackCurve BallsThe Last HurrahThe Cheap Shot
23 Producing Responsible Behavior Build CooperationTeach ResponsibilityTurn Problem Students AroundInitiate Preferred Activity Time“Family” approach
24 Game PlanFocus on Small Disruptions (they are more costly and big disruptions can grow from small ones)Learn to use Body LanguageKeep it cheap (the “look”)Commit to putting discipline on the front burnerMountains or Mole Hills?
25 The Game Plan Commitment and Follow-Through Weenie or Consistent? Signal ClarityMonitor your Physical Response – No mixed messagesEliminate BacktalkSmile
26 ResourceJones, Fred. Tools for Teaching. 1st. Fredric H Jones & Associates, Print.
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