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Reframing Classroom Management and Discipline Welcome teachers of Arabic Chinese 1/15/2015N. Gadbois Mason 2010.

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Presentation on theme: "Reframing Classroom Management and Discipline Welcome teachers of Arabic Chinese 1/15/2015N. Gadbois Mason 2010."— Presentation transcript:

1 Reframing Classroom Management and Discipline Welcome teachers of Arabic Chinese 1/15/2015N. Gadbois Mason 2010

2 INTASC Standard 5 The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. What does this mean to me? Getting to know your students as soon as you meet them in the semester. 1/15/2015N. Gadbois Mason 2010

3 1/15/2015N. Gadbois Mason 2010

4 INTASC Standard 5 Encouraging respect in students from day one a. privileges/responsibilities b. student input c. “building up” d. student pride 1/15/2015N. Gadbois Mason 2010

5 Characteristics of a Well-Managed Classroom from Harry Wong Students are deeply involved in their work Students know what is expected of them and are generally successful There is relatively little wasted time, confusion, or disruption The climate of the classroom is work-oriented but relaxed and pleasant 1/15/2015N. Gadbois Mason 2010

6 Classroom management Your grade book Managing papers Multiple levels of classes at one time Homework Arranging the classroom Floaters 1/15/2015N. Gadbois Mason 2010

7 Your grade book Electronic Hard copy Both? My experience 1/15/2015N. Gadbois Mason 2010

8 /15/2015N. Gadbois Mason 2010

9 What’s inside 1/15/2015N. Gadbois Mason 2010

10 Plan Book 1/15/2015N. Gadbois Mason 2010

11 What’s inside 1/15/2015N. Gadbois Mason 2010

12 Managing papers Color folders—a different color for each class Special folder for department chair handouts Special folder for administrators info to teachers Special folder for guidance counselors Special substitute folder 1/15/2015N. Gadbois Mason 2010

13 Multiple levels of learners in one class All students in the SAME level or----- Levels within levels, Arabic 3+4; Chinese 2+3 My experience: level 4+5AP Spiraling Editing the task, not the text Special folders in my “tool box” Students as teachers 1/15/2015N. Gadbois Mason 2010

14 homework 25% of grade85% compliance rate ed to students (and sometimes parents) one week in advance, along with hard copies available in the classroom My sample: how often? Quizzes and tests often reflect the homework 1/15/2015N. Gadbois Mason 2010

15 Homework sample 1/15/2015N. Gadbois Mason 2010

16 Arranging the classroom From Harry Wong… ”The purpose of arranging seats is to accomplish classroom tasks.” Cooperative learning? Listening to a lecture? Taking a test? Small group activity? Seating assignments….my experience 1/15/2015N. Gadbois Mason 2010

17 Floaters Reality Advantages Advice 1/15/2015N. Gadbois Mason 2010

18 Discipline Setting classroom rules Building teacher-student relationships Dealing with disrespectful behavior Inattentive students Heritage speakers 1/15/2015N. Gadbois Mason 2010

19 My posted rules (for teacher and student) Be prepared Be on time Be respectful Be a good listener Be fair, always. 1/15/2015N. Gadbois Mason 2010

20 Why students misbehave (Kapalka) Teacher behaviors and reactions Classroom dynamics Student factors Teacher expectations 1/15/2015N. Gadbois Mason 2010

21 STEP 1 Teachers+ students interacting How to give a command What to do when the student obeys the command Step one checklist p. 43 1/15/2015N. Gadbois Mason 2010

22 STEP 2 Effective warnings A consequence is coming…… Be patient; it takes time Step two checklist pp /15/2015N. Gadbois Mason 2010

23 Step 3 Temper tantrums Time out spot for younger students One-on-one with older students Time out outside of the classroom Step 3 checklist p. 75, p. 77 1/15/2015N. Gadbois Mason 2010

24 Step 4 Behavioral Contract Rewards, not bribes Involving the student in the list of rewards Discretion, privacy Step 4 checklist pp /15/2015N. Gadbois Mason 2010

25 Step 5 Transitions Step 6 Discouraging Interruptions Checklists p. 114, p.125 Approaches are similar Causes reflect each other Practice always required! 1/15/2015N. Gadbois Mason 2010

26 Step 7 out of class settings For you to read at a later date Putting it all together, p. 137 Checklist pp /15/2015N. Gadbois Mason 2010

27 Step 8 Homework Homework checklist, between teacher and parent for younger students Weekly feedback sheet for teens, communication with parents Parents and their role in setting consequences 1/15/2015N. Gadbois Mason 2010


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