3 LEVELS OF RESEARCH: How Much Evidence is There to Support a Theory? Level 1--"Basic" research. Are there correlations? Is there a rational explanation (theory) for these correlations? Level 2--Test of the theory in real classrooms. In small-scale comparative studies, does the theory accurately predict which practices will result in better learning? Level 3--Program Evaluation on a school- or district-wide basis. In large-scale comparative studies, does the theory predict ?
4 “You can neither teach nor learn in chaos.” --Lovely Billups Founder, ER&D Program
5 Beginning of the Year Classroom Management »Carolyn Evertson »Edmund Emmer »Linda Anderson University of Texas 1980
6 “actions teachers take to create, implement, and maintain a classroom that supports learning” “actions teachers take to control misbehavior or maintain order” CLASSROOM MANAGEMENT 1980 Evertson, Emmer, and Anderson 1994 Evertson and Randolph
7 “to enhance students’ social and emotional growth “to establish and sustain an orderly environment so students can engage in meaningful academic learning” CLASSROOM MANAGEMENT Two Distinct Purposes 2006 Evertson & Weinstein
8 Three Phases of Classroom Management PLANNING 1) PLANNING Before the beginning of the year “pro-active pre-planning” IMPLEMENTING 2) IMPLEMENTING Beginning of school “deliberate introduction” MAINTAINING 3) MAINTAINING Throughout the year “immediate assertiveness” Emmer & Evertson, 1985 Doyle, 1987 Evertson, 1989
9 Rules govern student behavior are few in number (3 - 6) are stated generically are taught on the first day of school govern instructional activities or “housekeeping” are many in number (30 - 60) are situation specific are presented as the need arises Procedures
10 Management Procedures Using the restroom, drinking fountain, lockers, etc. Storing personal belongings Getting the teacher’s attention Moving within the classroom or to other school areas Recording attendance and tardies Managing transitions between activities
11 Beginning of the day/period activity Distributing and collecting materials and assignments Posting assignments Makeup work Checking papers, providing feedback, and grading Instructional Procedures
12 P P resent R R eview R R einforce R R e-teach To establish your system of rules and procedures:
14 3 weeks establishing classroom management results in 33 weeks of teaching and learning
15 “A rule is not a rule without a consequence.”
16 Effective managers develop a system for reinforcing their rules and procedures that includes: positive feedback, rewards, and recognition for good behavior; fair and reasonable sanctions for inappropriate behavior. CONSEQUENCES
17 Hierarchy of Consequences Effective managers plan a range of consequences they can use when students misbehave. They consistently apply an appropriate consequence in relation to the seriousness of the offense.
18 Hierarchy of Consequences Minor (instruction maintained) Serious (formal sanctions) Moderate (handled in classroom)
19 First Day of School Greet students at the door. Learn students’ names as quickly as possible. Introduce students to one another. Teach necessary procedures and classroom rules. Introduce students to the classroom. Lead a simple, fun learning activity. Establish yourself as the leader of the class.
20 THANK YOU SO MUCH FOR YOUR PARTICIPATION! For further information about ER&D courses, please stop by the CTA table on site.