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Classroom Management “THE FAB 15”. WHO ARE YOU?? TWO TRUTHS AND A LIE Record 3 statements about yourself. 2 of the statements should be truthful 1 should.

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Presentation on theme: "Classroom Management “THE FAB 15”. WHO ARE YOU?? TWO TRUTHS AND A LIE Record 3 statements about yourself. 2 of the statements should be truthful 1 should."— Presentation transcript:

1 Classroom Management “THE FAB 15”

2 WHO ARE YOU?? TWO TRUTHS AND A LIE Record 3 statements about yourself. 2 of the statements should be truthful 1 should be a lie We will try to spot the lie!!

3 BEST IN SHOW Identify the best teacher you ever had (K-College name isn’t important) and why they were the best. What is one strategy that teacher used for classroom management? Now identify a teacher that you would consider one of the worst teachers you ever had (K-College) and Definitely do not give any names on this one!! Identify specific actions that you feel have earned them this title.

4 What is Classroom Management? –It’s effective discipline –It’s being prepared for class –It’s motivating your students –It’s providing a safe, comfortable learning environment –It’s building your students’ self esteem –It’s being creative and imaginative in daily lessons –And...

5 ... It’s different for EVERYONE!! WHY? –Teaching Styles –Personality/Attitudes –Student population –Not all management strategies are effective for every teacher Try different strategies to see if they work for you

6 QUIZ TIME!! What is your classroom management profile?

7 WHICH POOH CHARACTER ARE YOU?? Rabbit Owl Piglet Eeyore

8 SELF ASSESSMENT Fist-to-Five…Where are you with classroom management? A fist indicates you are still thinking? One finger indicates extremely frustrated. Two fingers indicates frustrated. Three fingers indicates that you are surviving. Four fingers indicates that you are pretty comfortable and things are working well. Five fingers indicates that your classroom runs smoothly with very few issues. What are you doing here??

9 Why is Classroom Management Important? Satisfaction and enjoyment in teaching are dependent upon leading students to cooperate Classroom management issues are of highest concern for beginning teachers Classroom management and effective instruction are key in ensuring student success and learning

10 THE FAB 15… LET’S BEGIN!

11 FAB 15…NUMBER 1 “EXPECT THE BEST… TEACH THE REST”

12 YOU SET THE TONE Set the tone for everything…behavior, procedures, grades, work ethic, attitude…everything!! Teach students to manage their own behavior Students LEARN to be on-task and engaged in the learning activities you have planned for them…REMEMBER THIS… “It is more natural to be off-task than on!” Teach, teach, and re-teach routine classroom procedures Model/provide exemplars for excellence in student work and attitudes

13 FAB 15…NUMBER 2 I KNOW, I KNOW, YOU HAVE HEARD THIS A MILLION TIMES..

14 FFC Be fair, firm and consistent…remember that students are, by nature, the morality police. They can spot inconsistencies a mile away and take joy in calling you out on it!! Students may not enjoy consequences of inappropriate behavior but they will respect your decisions if they know that you are fair and apply discipline/consequences fairly

15 FAB 15…NUMBER 3 ACCENTUATE THE POSITIVE

16 POSITIVE IS A PLUS Build a positive, PROFESSIONAL rapport with students Establish a positive classroom environment…greet students at the door everyday with a smile Model the positive behaviors and attitude you desire in your students

17 FAB 15…NUMBER 4 “IF YOU DO NOT HAVE A PLAN, THEN YOU ARE PLANNING TO FAIL!!” BENJAMIN FRANKLIN

18 PLAN, PLAN, PLAN Planning engaging, purposeful lessons is one of the best recipes for a smooth, orderly classroom Over plan your lessons to minimize down time…down time is every teacher’s worst enemy Plan lessons that address multiple learning styles and allow all students to experience success

19 FAB 15…NUMBER 5 THE BOY SCOUTS SAID IT BEST…

20 BE PREPARED!! Be organized Be on time Be prepared for changes to your even the “best laid plans” Have a plan B Have a plan C Anticipate possible hiccups in your lessons and activities In other words…winging it is not an option!!

21 REFLECTIVE PLANNING

22 DEVELOP EFFECTIVE BEHAVIOR CUES Focus attention on entire class Don’t talk over student chatter Silence can be effective Use softer voice so students really have to listen to what you’re saying Raise your hand

23 FAB 15…NUMBER 6 “TIME IS OF THE ESSENCE”

24 Transition vs. Allocated Time Allocated time: the time periods you intend for your students to be engaged in learning activities Transition time: time periods that exist between times allocated for learning activities –Examples Getting students assembled and attentive Assigning reading and directing to begin Getting students’ attention away from reading and preparing for class discussion

25 Transition vs. Allocated Time The Goal: –Increase the variety of learning activities but decrease transition time. Student engagement and on- task behaviors are dependent on how smoothly and efficiently teachers move from one learning activity to another

26 FAB 15…NUMBER 7 K.I.S.S.

27 KEEP IT SIMPLE SUGAR Make classroom rules simple Keep classroom procedures simple Give clear and simple instructions during classroom activities Remember that even adults can only process 3-4 instructions at a time effectively!!

28 FAB 15…NUMBER 8 EDUCATOR “FENG SHUI”

29 CLASSROOM ARRANGEMENT Make sure all students can see and hear clearly (and you can see them clearly) Arrangement is determined by learning activity (lecture, class discussion, small group work, etc.) Allow room and easy access for proximity control Think through class procedures and learning activities and arrange the room in the best possible way

30 FAB 15…NUMBER 9 “WITH-IT-NESS”

31 WITH-IT-NESS Withitness refers to a teacher’s awareness of what is going on in the classroom

32 A teacher has “with-it-ness” if: When discipline problems occur, the teacher consistently takes action to suppress the misbehavior of exactly those students who instigated the problem When two discipline problems arise concurrently, the teacher deals with the most serious first The teacher decisively handles instances of off-task behavior before the behaviors either get out of hand or are modeled by others

33 With-it-Ness (continued) When handling misbehavior – make sure all students learn what is unacceptable about that behavior Getting angry or stressed does not reduce future misbehavior Deal with misbehavior without disrupting the learning activity

34 FAB 15…NUMBERS 10 & 11 “ACTIONS SPEAK LOUDER THAN WORDS”

35 PROXIMITY AND BODY LANGUAGE Eye contact, facial expressions, gestures, physical proximity to students, and the way you carry yourself will communicate that you are in calm control of the class and mean to be taken seriously. Be free to roam Avoid turning back to class

36 DEVELOP EFFECTIVE BEHAVIOR CUES Focus attention on entire class Don’t talk over student chatter Silence can be effective Use softer voice so students really have to listen to what you’re saying Raise your hand

37 FAB 15…NUMBER 12 “THE BEST DRIVERS ARE DEFENSIVE DRIVERS”

38 PROACTIVE VS. REACTIVE The best teachers use all of the Fab 15 strategies already mentioned and more to ensure that their classroom runs like a well-oiled machine. By using proactive teaching and classroom management strategies, more time is spent on teaching and learning and less on reacting and putting out fires. Being proactive means paying it forward before class starts but receives huge dividends in the end!!

39 FAB 15…NUMBER 13 “LAUGHTER IS THE BEST MEDICINE”

40 USING HUMOR Use humor when appropriate Be able to laugh at yourself NEVER use sarcasm Sarcasm puts students on the defensive and damages your relationship

41 FAB 15…NUMBER 14 A STELLAR PERFORMANCE

42 EVERY PERFORMER NEEDS A STAGE Confrontation gives students a “stage” to perform Avoid power struggles…no one wins Give students a dignified way to get out of a bad situation Pick your battles Address behavior issues in private whenever possible

43 FAB 15…NUMBER 15 DEVELOP A THICK SKIN

44 IT IS NOT PERSONAL Kids make poor choices…that is what they do! Kids misbehave…that is their job! Kids test boundaries and limits…it is a natural part of growing up! Kids don’t always do what we want them to…no matter how much they like us! DON’T TAKE IT PERSONNALY!!

45 THE HONEYMOON IS OVER!! Dealing with Misbehavior

46 Functions of Behavior Every behavior has a function Four primary reasons for disruptive behavior in the classroom –Power –Revenge –Attention –Want to be left alone (i.e., disinterest or feelings of inadequacy)

47 Functions of Behavior Many misbehaviors exhibited by students are responses to a behavior exhibited by the teacher Do not tolerate undesirable behaviors no matter what the excuse Understanding why a person exhibits a behavior is no reason to tolerate it Understanding the function of a behavior will help in knowing how to deal with that behavior

48 Dealing with off-task behaviors Remain focused and calm; organize thoughts Either respond decisively or ignore it all together Distinguish between off-task behaviors and off-task behavior patterns Control the time and place for dealing with off-task behavior Provide students with dignified ways to terminate off-task behaviors Make specific references to behaviors, do not make it a personal attack

49 Dealing with off-task behaviors Remember that continuing with classroom instruction is always the main priority!! Avoid playing detective Utilize alternative lesson plans Utilize the help of colleagues Communicate and enlist the help of parents/guardians

50 Power Seeking Behavior Power-seeking students attempt to provoke teachers into a struggle of wills In most cases, the teacher should direct attention to other members of the class

51 Attention Seeking Behavior Attention-seeking students prefer being punished, admonished, or criticized to being ignored Give attention to this student when he or she is on-task and cooperating “Catch them being good!” – and let them know you caught them

52 Behavior: Rambling -- wandering around and off the subject. Using far- fetched examples or analogies. POSSIBLE RESPONSES: o Refocus attention by restating relevant point. o Direct questions to group that is back on the subject o Use visual aids, begin to write on board, turn on overhead projector. o Say: "Would you summarize your main point please?" or "Are you asking...?"

53 Behavior: Talkativeness -- knowing everything, manipulation, chronic whining. POSSIBLE RESPONSES:  Acknowledge comments made.  Give limited time to express viewpoint or feelings, and then move on.  Make eye contact with another participant and move toward that person.  Give the person individual attention during breaks.  Say: "That's an interesting point. Now let's see what other other people think."

54 Behavior: Sharpshooting -- trying to shoot you down or trip you up. POSSIBLE RESPONSES:  Admit that you do not know the answer and redirect the question the group or the individual who asked it.  Acknowledge that this is a joint learning experience.  Ignore the behavior.  Speak to the student in private…take the stage away  KNOW YOUR CONTENT!!

55 Behavior: Grandstanding -- getting caught up in one's own agenda or thoughts to the detriment of other learners. POSSIBLE RESPONSES:  Say: "You are entitled to your opinion, belief or feelings, but now it's time we moved on to the next subject," or  "Can you restate that as a question?" or  "We'd like to hear more about that if there is time after the presentation."

56 Behavior: Overt Hostility/Resistance -- angry, belligerent, combative behavior. POSSIBLE RESPONSES:  Hostility can be a mask for fear. Reframe hostility as fear to depersonalize it.  Respond to fear, not hostility.  Remain calm and polite. Keep your temper in check.  Don't disagree, but build on or around what has been said.  Move closer to the hostile person, maintain eye contact.  Always allow him or her a way to gracefully retreat from the confrontation.

57 Behavior: Overt Hostility/Resistance -- angry, belligerent, combative behavior (continued) POSSIBLE RESPONSES: o Allow individual to solve the problem being addressed. He or she may not be able to offer solutions and will sometimes undermine his or her own position. o Ignore behavior. o Talk to him or her privately during a break. o As a last resort, privately ask the individual to leave class for the good of the group.

58 Behavior: Griping -- maybe legitimate complaining. POSSIBLE RESPONSES:  Point out that we can't change policy here.  Validate his/her point.  Indicate you'll discuss the problem with the participant privately.  Indicate time pressure.

59 Behavior: Side Conversations -- may be related to subject or personal. Distracts group members and you. POSSIBLE RESPONSES: o Don't embarrass talkers. o Ask their opinion on topic being discussed. o Ask talkers if they would like to share their ideas. o Casually move toward those talking. o Make eye contact with them. o Standing near the talkers, ask a near-by participant a question so that the new discussion is near the talkers. o As a last resort, stop and wait.


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