2. Classroom Management State Department of Education Team 7 Special Services Teachers

3. Purpose …To provide procedures and techniques for establishing and conducting basic classroom operations, classroom management, activities and teaching. Classroom Guidelines

4. Research says... “First, classroom management procedures must be positive -- they must affirm the student. They must set limits and build cooperation in the absence of coercion. Second, they must be economical - practical, simple, and easy to use once mastered. They must ultimately reduce the teacher’s work level.” … Fred Jones

5. Setting Your Standards Be orderly -- Set behavior standards. Keep the students busy and motivated. Keep a positive attitude. Control your emotions. Be an adult. Exercise intervention/corrective measures. Communicate with parents. Put your best foot forward and TEACH!

6. Be Orderly Have prepared lesson plans. Maintain proper physical environment. Establish set procedures/classroom expectations. Use seating arrangements/charts.

7. Set Behavior Standards Start with definite, imposed controls. Be reasonable, firm but fair. Be consistent. Insist on the general rule that students must be recognized before they speak.

8. Keep Them Busy and Motivated Start class on time. Plan for the entire class period. Be definite about your lesson plans. Relate assignments to students’ needs. Try various teaching strategies.

9. Keep a Positive Attitude Give praise, encouragement and inspiration. Be kind but “positively” demanding. Be consistent when dealing with a behavioral problem. Nothing can be confusing and/or unfair than the teacher constantly shifting and changing the standards. Be fair when dealing with behavioral problems. Favoritism breeds resentment.

10. Control Your Emotions Don’t be thinned-skinned. Don’t argue with students; however, you may discuss and/or explain. Project confidence in yourself. Admit errors if you make them. We are all human!

11. Be an Adult Exemplify a mature, self-controlled example. For the most part, practice what we preach! Be yourself. Act your age. Students need a teacher -- not a playmate! Be the “friendly” teacher doing a professional job. Insist on respect for all grown-ups and for authority in general.

12. Exercise Intervention Don’t make an issue of everything. Don’t threaten the students. Don’t punish the entire class because of the misbehavior of one or a few individuals. Don’t compromise your standards. Don’t belittle the students. Don’t put off contacting parents about misbehavior. Make arrangements as soon as possible.

13. Some Techniques that Backfire Preaching Acting superior Yelling Raising my voice Insisting on having the last word Using sarcasm Nagging Holding a grudge Having double standards Pleading or bribing Mimicking the student Attacking the student’s character Making “put-down” comments Using physical force

14. Use Corrective Measures Stick to your school’s Code of Conduct and/or use your best judgment. Seek assistance from your department head/mentor. Avoid punishing in the “heat” of anger. Try to solve your own discipline before forwarding the students to the office. However, if the need arises, don’t hesitate to act immediately.

15. Communicate with Parents Make positive telephone calls. Request parental signatures on all communications sent home. Make “other” telephone calls and/or request conferences if you deem it necessary. Have the student write a note to his parent(s) informing them of the unsatisfactory behavior.

16. Are You Ready? Plan, model, and teach your expectations and procedures. Put your best foot forward and TEACH! Go for it!

17. Encouragement Techniques -- Help Students Feel Capable Make mistakes okay Build confidence Focus on past success Make learning tangible Recognize achievement Encourage students’ contributions to the class Encourage students to help other students

18. Help Students Connect -- Give them the Five A’s Acceptance Attention Appreciation Affirmation Affection

19. According to Madeline Hunter... “No one can tell a teacher what to do, only what to consider to do.”