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CLASSROOM MANAGEMENT CR New Teacher Mentoring August, 2008.

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Presentation on theme: "CLASSROOM MANAGEMENT CR New Teacher Mentoring August, 2008."— Presentation transcript:

1 CLASSROOM MANAGEMENT CR New Teacher Mentoring August, 2008

2 The Single Most Important Factor… The single most important factor governing student learning is classroom management. The first day of school is THE most important day of the school year.

3 EFFECTIVE VS. INEFFECTIVE Effective teachers MANAGE their classrooms. Ineffective teachers DISCIPLINE their classrooms.

4 WHAT IS CLASSROOM MANAGEMENT? All of the things that a teacher does to: Organize students Organize students Space Space Time Time Materials Materials So that instruction in content and student learning can take place.

5 THE DEPARTMENT STORE You expect a department store to be well-managed. Some characteristics: The store: Its layout, organization, and cleanliness. The store: Its layout, organization, and cleanliness. The merchandise: Its display, accessibility, and availability The merchandise: Its display, accessibility, and availability The help: Their management, efficiency, knowledge, and friendliness The help: Their management, efficiency, knowledge, and friendliness

6 THE CLASSROOM What are some characteristics of a well-managed classroom? What are some characteristics of a well-managed classroom? Think-Pair-Share Think-Pair-Share

7 What does the research say? Students are deeply involved with their work, especially with academic, teacher-led instruction. Students are deeply involved with their work, especially with academic, teacher-led instruction. Students know what is expected of them and are generally successful. Students know what is expected of them and are generally successful. There is relatively little wasted time, confusion, or disruption. There is relatively little wasted time, confusion, or disruption. The climate of the classroom is work-oriented, but relaxed and pleasant. The climate of the classroom is work-oriented, but relaxed and pleasant.

8 PREDICTABLE ENVIRONMENT A well-managed classroom is a task-oriented environment where students know what is expected of them and how to succeed. A well-managed classroom is a task-oriented environment where students know what is expected of them and how to succeed. Power comes when you make life predictable for people. Power comes when you make life predictable for people. Howard H. Stevenson Howard H. Stevenson

9 Establishing Routines What types of routines need to be established? What types of routines need to be established? Think-Pair-Share Think-Pair-Share What will students do when they walk in? What will students do when they walk in? When/how will they turn in work? When/how will they turn in work? When/how will you take roll? When/how will you take roll? How will they get into groups? How will they get into groups?

10 BEFORE YOU LEAVE HOME Half of your effectiveness is determined before you leave home. The amount of work you will accomplish will be determined before you even leave for work. Half of what you will accomplish in a day will be determined before you even leave home? Three-quarters of what you will accomplish in a day will be determined before you enter the school door.

11 PREPARATION IS KEY The three most important words to a painter, pilot, or chef are… The three most important words to a painter, pilot, or chef are… preparation, preparation, preparation The three most important words to a teacher are… The three most important words to a teacher are… preparation, preparation, preparation

12 THE ROOM A cluttered or barren room sends a negative message to your pupils. A well-organized, attractive room gives an “in control” image that students respect. It is imperative that you have your room ready and inviting before students come on the first day of school.

13 MORE PREPARATION Floor space Floor space Work area(s) Work area(s) Student area(s) Student area(s) Wall space Wall space Bookcases Bookcases Teacher area Teacher area Materials Materials Strategic location for behavior intervention Strategic location for behavior intervention

14 YOUR REPUTATION PRECEDES YOU Right or wrong, accurate or not, your reputation will precede you. Right or wrong, accurate or not, your reputation will precede you. If you have a good reputation, the students will enter your classroom with high expectations, and this will be to your benefit. If you have a good reputation, the students will enter your classroom with high expectations, and this will be to your benefit. If you have a poor reputation, the students will enter with low expectations, and this will be to your detriment. If you have a poor reputation, the students will enter with low expectations, and this will be to your detriment. Protect your reputation and create a positive image. You have nothing to lose and everything to gain. Protect your reputation and create a positive image. You have nothing to lose and everything to gain.

15 THE FIRST DAY OF SCHOOL You greatly increase the probability that school will start successfully for both you and your students when these four points are true: You have your room ready. You have your room ready. You are at the door. You are at the door. You have assigned seats. You have assigned seats. You have the first assignment ready. You have the first assignment ready.

16 GROUP BRAINSTORM What will your first day look like? What will your first day look like? Where will you be when they come in? Where will you be when they come in? What will be posted? What will be posted? What are your expectations? What are your expectations? What will you tell the students about yourself? What will you tell the students about yourself?

17 MANAGEMENT PROFILE Complete the Teacher Talk to determine your management profile. Complete the Teacher Talk to determine your management profile.Directions: Read each statement carefully. Read each statement carefully. Write your response using the scale provided. Write your response using the scale provided. Respond to each statement based upon actual experience (student teaching) or imagine classroom experience (your new assignment). Respond to each statement based upon actual experience (student teaching) or imagine classroom experience (your new assignment).

18 SCORING THE PROFILE Add responses to 1, 3, and 9 = authoritarian style. Add responses to 1, 3, and 9 = authoritarian style. Add responses to 4, 8, and 11 = authoritative style. Add responses to 4, 8, and 11 = authoritative style. Add responses to 6,10, and 12 = laissez-faire style. Add responses to 6,10, and 12 = laissez-faire style. Add responses to 2, 5, and 7 = indifferent style. Add responses to 2, 5, and 7 = indifferent style.

19 WHAT DOES IT MEAN? Your score for each management style can range from 3 to 15. Your score for each management style can range from 3 to 15. A high score indicates a strong preference for that particular style. A high score indicates a strong preference for that particular style. Read the descriptions of each profile; you may see a little of yourself in each one. Read the descriptions of each profile; you may see a little of yourself in each one.

20 HAVING A PLAN The three most important student behaviors that must be taught the first days of school are these: Discipline Discipline Procedures Procedures Routines Routines

21 WHY YOU SHOULD HAVE RULES The effective teacher invests time in teaching discipline and procedures, knowing that this will be repaid multifold in the effective use of class time. The effective teacher invests time in teaching discipline and procedures, knowing that this will be repaid multifold in the effective use of class time.

22 WHO IS RESPONSIBLE? You are primarily responsible for communicating and maintaining behavior. You are primarily responsible for communicating and maintaining behavior. Clearly communicate both verbal and in written form to your students and parents. Clearly communicate both verbal and in written form to your students and parents. The administration can not back up a nonexistent plan. The administration can not back up a nonexistent plan.

23 GENERAL AND SPECIFIC RULES General rules are more successful for veteran teachers. General rules are more successful for veteran teachers. Example: Respect others. Example: Respect others. Specific rules are more successful for newer teachers. Specific rules are more successful for newer teachers. Example: Keep your hands, feet, and objects to yourself. Example: Keep your hands, feet, and objects to yourself.

24 THE RULE OF 5 You must know exactly what behaviors are important to you. You must know exactly what behaviors are important to you. No more than 5 rules. No more than 5 rules. Think-pair-share specific rules. Think-pair-share specific rules.

25 These are not good rules: Academic behavior should not appear on your list of rules. Academic behavior should not appear on your list of rules. Examples: homework, writing in ink, turning in assignments – these are procedures that must be taught. Examples: homework, writing in ink, turning in assignments – these are procedures that must be taught. Discipline plans are concerned with behavior not academic work. Discipline plans are concerned with behavior not academic work. If possible, state rules positively. Sometimes a negative rule needs to be direct; i.e. “No Fighting.” If possible, state rules positively. Sometimes a negative rule needs to be direct; i.e. “No Fighting.”

26 Should Students Be Involved? No…because: Schoolwide and district rules must be accepted as they are. Schoolwide and district rules must be accepted as they are. Classroom policies essential to managing instruction cannot be left to student discretion. Classroom policies essential to managing instruction cannot be left to student discretion. It is better to involve students in discussing matters such as: It is better to involve students in discussing matters such as: Why rules are needed. Why rules are needed. Why a particular rule will help students succeed. Why a particular rule will help students succeed. Specific examples of general rules, such as “What does it mean to ‘respect others’?” Specific examples of general rules, such as “What does it mean to ‘respect others’?”

27 WHAT’S IN THE PLAN? Rules (that students may choose to break) Rules (that students may choose to break) Positive consequences Positive consequences Examples: praise, positive notes, positive phone calls, tickets, free time. Examples: praise, positive notes, positive phone calls, tickets, free time. Positive consequences can be individual and whole class Positive consequences can be individual and whole class Negative consequences Negative consequences Examples: warning, removed from group, removed from classroom, lunch detention, after school detention, phone call/note home. Examples: warning, removed from group, removed from classroom, lunch detention, after school detention, phone call/note home.

28 BE AWARE OF… School-wide Discipline Plans School-wide Discipline Plans Example: everyone uses name on board OR flip-a-card. Example: everyone uses name on board OR flip-a-card. School-wide Rules School-wide Rules Examples: Examples: When can students leave the building? To go to their car… When can students leave the building? To go to their car… When can students go to their lockers? When can students go to their lockers? Everyone needs a hall pass. What criteria must be on it? Everyone needs a hall pass. What criteria must be on it?

29 Does positive reinforcement always work positively? http://psych.athabascau.ca/html/ prtut/reinpair.htm Positive Reinforcement http://psych.athabascau.ca/html/ prtut/reinpair.htm Positive Reinforcement http://psych.athabascau.ca/html/ prtut/reinpair.htm http://psych.athabascau.ca/html/ prtut/reinpair.htm

30 Concept Definition: Positive Reinforcement Positive reinforcement is one of the key concepts in behavior analysis, a field within psychology. Positive reinforcers are something like rewards, or things we will generally work to get. Positive reinforcement is one of the key concepts in behavior analysis, a field within psychology. Positive reinforcers are something like rewards, or things we will generally work to get. However, the definition of a positive reinforcement is more precise than that of reward. Specifically, we can say that positive reinforcement has occurred when three conditions have been met: However, the definition of a positive reinforcement is more precise than that of reward. Specifically, we can say that positive reinforcement has occurred when three conditions have been met: A consequence is presented dependent on a behavior. A consequence is presented dependent on a behavior. The behavior becomes more likely to occur. The behavior becomes more likely to occur. The behavior becomes more likely to occur because and only because the consequence is presented dependent on the behavior. The behavior becomes more likely to occur because and only because the consequence is presented dependent on the behavior.

31 LOGICAL AND ILLOGICAL CONSEQUENCES Logical Consequences: Logical Consequences: Chewing Gum – dispose of gum. Chewing Gum – dispose of gum. Turn in sloppy paper – redo the paper. Turn in sloppy paper – redo the paper. Illogical Consequences: Illogical Consequences: Chewing Gum – send to office. Chewing Gum – send to office. Turn in sloppy work – refuse to accept the work. Turn in sloppy work – refuse to accept the work.

32 ACTIVATING THE PLAN Post your rules Post your rules Post your consequences and rewards Post your consequences and rewards Immediately enact the consequence when a rule is broken. Immediately enact the consequence when a rule is broken. Give specific, positive feedback to individuals as well as to the class. Give specific, positive feedback to individuals as well as to the class. Make your behavior predictable and consistent. Make your behavior predictable and consistent.

33 TEACH PROCEDURES Always explicitly teach procedures: Always explicitly teach procedures: Explain: state, explain, model, and demonstrate the procedure. Explain: state, explain, model, and demonstrate the procedure. Rehearse: Rehearse and practice the procedure under your supervision. Rehearse: Rehearse and practice the procedure under your supervision. Reinforce: Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes a student habit or routine. Reinforce: Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes a student habit or routine. Teach and review rules and procedures everyday the first week of school. Reteach and rehearse periodically throughout the year. Teach and review rules and procedures everyday the first week of school. Reteach and rehearse periodically throughout the year.

34 The Single Most Important Factor… The single most important factor governing student learning is classroom management. The first day of school is THE most important day of the school year.

35 In Your Spare Time … Websites to Peruse for “Back to School Ideas” www.cr.k12.de.us www.cr.k12.de.us www.cr.k12.de.us (schools) www.mandygregory.com www.mandygregory.com www.mandygregory.com (Primary) www.mrsvandyke.com/backtoschool.htm www.mrsvandyke.com/backtoschool.htm www.mrsvandyke.com/backtoschool.htm (Elementary) www.teachersfirst.com/knowyou.cfm www.teachersfirst.com/knowyou.cfm www.teachersfirst.com/knowyou.cfm (K-12) http://www.educationworld.com/a_lesson/index.shtml http://www.educationworld.com/a_lesson/index.shtml http://www.educationworld.com/a_lesson/index.shtml (K-12) http://www.gigglepotz.com/expectations.htm http://www.gigglepotz.com/expectations.htm http://www.gigglepotz.com/expectations.htm (K-12)


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