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Classroom Management "A hundred years from now, some things won't matter; how much money was in my bank account, the size of the house in which I lived,

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Presentation on theme: "Classroom Management "A hundred years from now, some things won't matter; how much money was in my bank account, the size of the house in which I lived,"— Presentation transcript:

1 Classroom Management "A hundred years from now, some things won't matter; how much money was in my bank account, the size of the house in which I lived, or the kind of car I drove around...but the world may be a better place because I was important in the life of a child.

2 Jamie Whelan Northern Arizona University 202-n College of Education Educational Specialties Special Education

3 The TRUTH How well you manage student behavior is crucial to your success as a teacher. The behavior that is exhibited in your classroom affects how administrators, colleagues, kids, parents, and YOU view your competence as a teacher.

4 Good News? "Problems with discipline" is the number one reason that administrators fail to rehire teachers or award tenure. It is the main source of career-related stress as reported by teachers, and the number one reason that former teachers report for having left the profession. the typical teacher has received little or no practical guidance in this area that is so vital to teaching success and satisfaction

5 Activity- The Roundtable Get into small groups One piece of paper One pen/pencil First student writes a response, saying it out loud He/she passes the paper to the left where a second student writes a response, etc. Students may say pass

6 The Question… What are the reasons for the increase of frequency and intensity of behavior problems?

7 Stage 1 NEW TEACHER The idea of wanting to be different than those teachers ! love our students,...and they will love us. We want to provide a nurturing, supportive, and productive learning environment.

8 Stage 2 What Now!? After an initial two or three day "honeymoon" period, the students' behavior starts to take a turn for the worse. Rules are being tested. Where are the limits ? How strict you are going to be?

9 There will be days like this!

10 Stage 3 The Disciplinarian You're doing things you never imagined you would ever do to kids: exacting polite and respectful behavior in impolite and disrespectful ways; demanding appropriate behavior via inappropriate actions. You're doing things that you won't allow your kids to do (e.g., yell, berate, touch in a non- respectful manner).

11 Your choice… or not… the qualities of a positive and effective classroom Order, limits, firmness kindness... "Discipline is a series of little victories, not something that occurs overnight." Ginnott

12 The strategies that BEHAVIOR MANAGEMENT is made  Always do what is in the students' best interests.  Seek solutions, not blame.  Model tolerant, patient, dignified, and respectful behavior.  Always treat students with respect and preserve their dignity.  Use the least intrusive intervention possible.  Connect with your students and build strong personal bonds with them.  Instill HOPE for success  NEVER do anything disrespectful, illegal, immoral, ineffective, bad for health/safety  NEVER give up on a student. Be perturbed with the actions of a student, not them  CATCH students BEING GOOD...

13 Activity- Three Step Interview A interviews B for the specified number of minutes, listening attentively and asking probing questions. At signal, reverse roles with B interviewing A At another signal, each pair turns to another pair, forming a group of four Each member introduces their partner, highlighting the most interesting points of their discussion.

14 The Questions What is the difference between classroom management and discipline? Discuss a definition of "behavior/classroom management". What does it encompass? What is it's purpose(s)? What are the components? If you are presently teaching, in what stage or stages of development do you find yourself? What's your plan for progressing higher?

15 Become an Effective Behavior Manager Use interventions that BUILDS self discipline  Gain RESPECT by giving it Gain RESPECT by giving it Catch them being GOOD  Managing behavior with your INSTRUCTIONAL STYLE Managing behavior with your INSTRUCTIONAL STYLE Manage the behavior of GROUPS  Promote POSITIVE PEER PRESSURE Promote POSITIVE PEER PRESSURE FOCUS ON YOUR GOAL

16 The Solution- research and learn Assertive Discipline Transactional Analysis Cooperative Learning (Allowing students to learn in structured teams) Cooperative Learning Creating your own Behavior Management System Posting the rules and enforcing them Good-Natured Humor (Using wit to manage behavior) Good-Natured Humor Inclusion/Mainstreaming (of students with behavior disorders) Inclusion/Mainstreaming Weaning kids from rewards and developing internal motivation Weaning kids from rewards and developing internal motivation

17 Assess and measure behavior A way to understand Behavioral Recording (A way to accurately measure behavior) Behavioral Recording Sociograms (A way to assess student interaction) Sociograms Functional Behavior Assessment (as per IDEA97...figuring out the reason for the behavior) Functional Behavior Assessment Manifestation Determination (as per IDEA97...Was that action related to the disability?) Manifestation Determination

18 Some scenarios You have an effective class management system whereby free time is earned for completing assigned class work. John never gets his work done and therefore never gets free time. You feel badly, but a rule is a rule. John and you are both frustrated. What do you do?

19 What do you think? You teach a lesson and then give a follow- up worksheet to be completed by all pupils while you conduct individual student conferences. You are frequently interrupted with questions, and are unable to give your undivided attention to specific students during the individual discussion sessions. You find yourself increasingly angry at the class. What do you do?

20 Jane angrily enters your classroom. She has just been scolded by another teacher for "fooling around" and has had the privilege of eating lunch outside at the picnic tables revoked for the rest of the week. In your class she is refusing to do work, calls out and continues the behavior from the other class, adding to it her complaints of unfairness. The class is in danger of not earning the class reward of an extra recess period for having completed all of your assignments. What do you do?

21 You have carefully implemented a respectful way of talking to the youngsters in your class (see the first link on the home page of this web site). You are assigned a full time classroom aide who frequently becomes angry with the children and takes it upon herself to harshly correct behaviors you choose to overlook. She thinks you're "too soft" and don't fully understand that the kids need "discipline." She was "whupped" (spanked) while growing up and thinks that's what the kids need now

22 Wrap up! What is the difference between management and discipline? As a beginning teacher, what steps might you take in order to plan your classroom management strategy? Do you have any other questions or concerns?

23 Resources; Adapted from Mcintyre, Thomas, (2005). Behavior Management Site. Retrieved on February 1, 2006 from


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