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Jason Marantz, 2015 Survive and Thrive Classroom Management Strategies for the Kodesh Classroom.

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Presentation on theme: "Jason Marantz, 2015 Survive and Thrive Classroom Management Strategies for the Kodesh Classroom."— Presentation transcript:

1 Jason Marantz, 2015 Survive and Thrive Classroom Management Strategies for the Kodesh Classroom

2 Jason Marantz, 2015 Agenda Session aims What is behaviour management? Why children misbehave. The basics of good behaviour management Key strategies for effective classroom management When pupils challenge expectations Managing confrontations

3 Jason Marantz, 2015 Session aims To give participants a repertoire of strategies and techniques that can be used to: 1.maintain an ordered, respectful and stimulating learning environment anger and avoid possible confrontations

4 Jason Marantz, 2015 Why do children misbehave ? They are bored. The material is too difficult or easy for them to access. They are not sufficiently engaged in what they are doing. They are “testing” to see if they can get away with it.

5 Jason Marantz, 2015 Why ‘engagement’ is so important? normal attention span is 3 to 5 minutes per year of a child's age when engaged * television has trained children in the UK to have an attention span of 12 minutes, the amount of time a children’s television show runs between advertisements** Children who are learning will engage A low attention span for an adult is mentioned at 7 minutes.*** * Children's Hospital of Orange County, Inc ** Kicking the TV Habit ***The complete Guide to Public Speaking

6 Jason Marantz, 2015 Indicators observed during lessons that suggest pupils were probably learning ParticipatingFocused throughout the lesson Knowing what they are doing Bursting with enthusiasm to answer questions No or minimal time needed for disciplinary matters Knowing why they are doing it Giving the teacher active eye contact Putting hands upThey are motivated Faces animatedAsking questionsThey persevere even when struggling

7 Jason Marantz, 2015 Indicators observed during lessons that suggest many pupils were not learning Glazed eyesActing ‘silly’Arguing Off taskFiddling with things Sulking Chatting (not about work) Gazing in a different direction Attention seeking behaviour GigglingTaking a very long time to start or to get anything done Give up easily, very little work done

8 Jason Marantz, 2015 The basics of behaviour management Be definite Be calm and consistent Be positive Be interested Be persistent Adapted from: “Getting the buggers to behave” Sue Cowley, Continuum

9 Jason Marantz, 2015 Be definite “I know what I want.” Work out how you want your class to behave and function before your pupils are with you. Your expectations should be so clear that an infraction should be met with total amazement. A well managed learning environment is a productive learning environment. (eg seating plan) There will be times when despite your clarity, students will not comply with your expectations. However, never give up on your expectations.

10 Jason Marantz, 2015 Class rules/expectations Children want to know the boundaries Get pupil input Make these clear Add in any specifics your class demands Pupils can sign a contract sheet 1) Be definite 1)We are silent when someone is speaking. 2)We are respectful at all times. (includes people, possessions and environment) 3)We work to the best of our ability.

11 Jason Marantz, 2015 By signing this paper I agree to follow the class rules I helped create.

12 Jason Marantz, 2015 Be definite (and aware) “I know what will happen if I do/don’t get what I want.” Make your expectations clear Be positive when your expectations are met and even before they are met Be clear of you sanctions ahead of time as this puts the choice in their hands, giving them some power in the situation

13 Jason Marantz, 2015 Be calm and consistent “I am always polite and fair.” -Extremely difficult because of fight or flight response (adrenaline rush) -Being calm and consistent lessens the chance of incidents -Children are extremely sensitive to the ideas of fairness and justice -Be non-judgemental – ask “What happened?” not “What did you do?”

14 Jason Marantz, 2015 Be positive “I really like the way that ____ is sitting.” Use positive praise and keep a positive outlook about your class. 1) Greet your class with positive expectations each day/lesson 2) Expect the best and don’t anticipate the worst 3) Avoid accusing or criticising 4) Avoid sarcasm, “the lowest form of wit” 5) Praise individuals to encourage the whole class 6) Use rewards in preference to sanctions where possible 7)Set positive targets and reward completion

15 Jason Marantz, 2015 Be interested “You’re people as well as pupils.” Good behaviour management is really all about good pupil/teacher relationships. Take an interest – use interest inventories Get involved in extra curricular activities Keep up to date – Do you really know what your pupils are interested in?

16 Jason Marantz, 2015 Be persistent “I refuse to give up on you.” Try your hardest when you inevitably face the nightmare school, the nightmare class and the nightmare pupil. Remember, some pupils have very negative lives and you may supply their only stability.

17 Jason Marantz, 2015 Key Strategies and Techniques Share ownership Wait for silence Strategies for getting attention …and keeping it! Give pupils “the choice” Be reasonable but never reason Use statements not questions Use repetition Class awards

18 Jason Marantz, 2015 Can you earn a 50 points celebration? You have earned _____________ Points!

19 Jason Marantz, 2015 Wait for silence NEVER EVER address pupils until they are absolutely silent and focussed on you. If they begin talking whilst you are addressing them, stop talking. If you allow pupils to talk over you, you are a sending the message, “Go ahead and talk whenever you want. I don’t mind!”

20 Jason Marantz, 2015 Primary strategies for getting silence The pause The non-verbal signal (fold arms) The targeted command (3,2,1 freeze) “We all join in” Hands on head Rain stick, Bells, triangles

21 Jason Marantz, 2015 And for keeping silence Maintain eye contact Repeat after me Break up your lessons Giving instructions (wait until I say “go” or “action”)

22 Jason Marantz, 2015 Give pupils “the choice” We cannot force our pupils to behave. We can only make it seem like the best of all available options. This helps create a positive learning environment as well as preparing children for life beyond school. When using “the choice” –State the behaviour you need –Make clear the benefits for doing so –Make clear the consequences for refusing –Give the student time to make the choice –Follow through: if the student does not comply, apply the sanctions

23 Jason Marantz, 2015 Use Humour

24 Jason Marantz, 2015 When things don’t go as planned…

25 Jason Marantz, 2015 Your have a duty of care… This means force is only to be used “as is reasonable in the circumstances” to prevent a pupil from committing offences and causing personal injury*. This does not mean you should restrain freely. Using force is a last resort in a crisis situation. You must protect yourself at all times and not put yourself at unnecessary risk. * DCSF guidance “The Use of Force to Restrain Pupils” 2007

26 Jason Marantz, 2015 When a student challenges expectations… 1)Be definite and stick to your demands 2)Remain calm and polite 3)State expectations clearly 4)Clarify any misunderstandings 5)State how pupil behaviour is not meeting expectations 6)State consequences 7)Do not get distracted from your original point 8)Be sad or disappointed when applying the sanction 9)If necessary, apply the sanction 10)If possible, offer a way out and allow child to save face.

27 Jason Marantz, 2015 Managing Confrontations De-escalation versus confrontation example: - Say child’s name - “I can see you are upset.” - “Talk…I am listening.” - Remove child or begin restorative enquiry Adapted from TeamTeach

28 Jason Marantz, 2015 Remember… Teaching is a rewarding and wonderful profession. You can have an incredible impact on the children you teach. Help is always available and it is not a weakness to use it!

29 Jason Marantz, 2015 from “Classroom Behaviour” by Bill Rogers A few years ago I met an old professor at the University of Notre Dame. Looking back on his long life of teaching he said, with a funny twinkle in his eyes, “I have always complained that my work was constantly interrupted until I slowly discovered that my interruptions were my work.” - Henri Houwen

30 Jason Marantz, 2015 Further Reading… Rogers, B. (2006) Classroom Behaviour. London: Paul Chapman Publishing.Cowley, S. (2006) Getting the Buggers to Behave. London: Continuum Before you go… 1.KWL 2.Try something Jason Marantz –

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