1. “I have come to a frightening conclusion
“I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized.”
Hiam Ginott

2. Classroom Structure Classroom Management: Behavior Management:
Physical layout of classroom
Manageable room
Accessible materials
Procedures clearly stated and understood by students
Behavior Management:
Rules should be clearly stated and consistently reinforced throughout the year.

3. Historical Perspective
Traditional
Bureaucratic and Monitorial
New England Pedagogy
Progressive
Conservative Restoration

4. Models for Classroom Structure:
Lee Canter
Assertive discipline
Teachers should insist on responsible behavior
Many teachers fail to discipline because they believe that firm discipline is inhumane

5. Assertive Discipline: Teachers
Teachers have three basic rights as educators:
To maintain an optimal classroom setting for learning
Expect appropriate behavior
Expect help form administrators as well as parents

6. Assertive Discipline (students):
Students have three basic rights:
To have teachers who help them develop and grow by limiting self-destructive behaviors
Teachers who support and encourage appropriate behavior
Students should have prior of the consequences of their behavior

7. Canter Model of Classroom Behavior:
The following items are essential to good behavior management
State and clearly teach expectations early
Use “I” messages
Calm voice, eye contact, non-verbal gestures
Repeat the rules when needed
Firm, positive insistence

8. Jones Model of Classroom Behavior Management:
Reduce the loss of instructional time
Statistics:
50% of class time is lost because of misbehavior and being off task
80% is lost due to talking
19% is lost to daydreaming, out of seat and making noises
1% is lost to more serious behavior

9. Focus of Jones Model: Apply effective body language
* Use of body for non-verbal communication
- Eye contact
- Facial expression
- Posture
- Signals and gestures
- Physical proximity
Incentive systems
Individual help

10. Mackenzie Model for Classroom Structure:
Structure is the organizational foundation of the classroom.
Common Misconceptions:
Teaching rules is the parents job
Children should know what to expect
Explaining the rules should be enough
Students resent firm rules and the teacher who makes them
Male teachers are the best disciplinarians

11. Mackenzie’s Setting Limits Program:
Rules in theory
Rules in practice
All rules should be introduced to students the first day
Broad and inclusive rules
Limit rules to three to five

12. Harry K. Wong’s Classroom Structure:
Main characteristics of effective teachers
Classroom management skills
Teaching for lesson mastery
Positive expectations
Classroom management is organization of students, space, time and materials.

13. Classroom Management:
Security
Accessible materials
Manageable room
Highly focused students
Clear expectations
Little wasted time, confusion or disruption

14. Managing Your classroom:
Engaged time
Academic time
Achievement
Predictable environment
Rules-(General and Specific)
Consequences
Rewards