1. Chapter 3: Management I Classroom Management is a primary concern for beginning teachers Classroom Management is a primary concern for beginning teachers School Administrators often equate good classroom management with effective teaching School Administrators often equate good classroom management with effective teaching Classroom Management and Classroom Discipline represent different focuses Classroom Management and Classroom Discipline represent different focuses

2. Common Advice About Discipline Show them you’re the boss Show them you’re the boss Don’t smile until Christmas Don’t smile until Christmas You’re their teacher not their friend You’re their teacher not their friend You must keep school to teach school You must keep school to teach school Discuss rules the first day Discuss rules the first day Be consistent Be consistent Keep rules simple Keep rules simple Over plan – Have plenty for them to do Over plan – Have plenty for them to do Emphasize your respect for them and their respect for others Emphasize your respect for them and their respect for others

3. Management Vs. Discipline  Management focuses on: –Communicating clear expectations –Keeping the class actively involved in learning –Eliciting students’ cooperation and involvement  Discipline focuses on: –Reacting to and controlling behavior

4. Preventing Management Problems Review Classroom examples…..pg. 73 ESSENTIAL TEACHER ATTITUDES 1) Establish good personal relationships 2) Be credible: Words must match actions 2) Be credible: Words must match actions 3) Your own behavior must be consistent with your enforcement of your expectations 3) Your own behavior must be consistent with your enforcement of your expectations

5. Modeling as a Classroom Management Tool Instruct through modeling classroom routines Instruct through modeling classroom routines (i.e., how to use the pencil sharpener) Explain the rationales underlying your decisions and rules Explain the rationales underlying your decisions and rules (Helps students link causes to their consequences) (Helps students link causes to their consequences)

6. Modeling Social Interactions Model respect for others by treating students pleasantly Model respect for others by treating students pleasantly Ideal group climates feature Ideal group climates feature friendliness and cooperation, not destructive competition, sarcasm, friendliness and cooperation, not destructive competition, sarcasm, playing favorites or rewarding such actions as tattling such actions as tattling

7. Students are likely to follow rules they understand and accept. Students are likely to follow rules they understand and accept. Discipline problems are minimized when students are engaged in meaningful activities geared to their interests and aptitudes. Discipline problems are minimized when students are engaged in meaningful activities geared to their interests and aptitudes. Management should focus on establishing a productive learning environment, rather than control of misbehavior. Management should focus on establishing a productive learning environment, rather than control of misbehavior. Your goal is to develop students’ inner self- control, not your control over them …( cont’d) Your goal is to develop students’ inner self- control, not your control over them …( cont’d)

8. General Management Principles (cont’d) 1) Plan rules and procedures in advance 2) Establish clear rules and procedures where needed. 3) Let students assume responsibility. 4) Engender teacher-student cooperation. 5) Minimize disruptions and delays. 6) Plan independent activities as well as organized lessons.

9. Jacob Kounin Contributions to Discipline Contributions to Discipline J Identified specific teaching techniques that help AND hinder classroom management J Showed that technique, not teacher personality, is most crucial in classroom control

10. Kounin’s Variables $ RIPPLE EFFECT- Teacher corrects a student, effect ‘ripples out’ & causes others to behave better $ WITHITNESS- Know what is going on in all parts of classroom at all times!

11. Kounin (cont’d) $ OVERLAPPING- Attending to two or more issues at the same time, such as: * Conducting small group while directing independent seatwork * Directing work on various independent projects simultaneously * Correcting misbehavior in one part of the room while working in another the room while working in another

12. Kounin (cont’d) $ SMOOTHNESS- Absence of abrupt changes that interrupt the flow of lesson Dangles- start & leave in midair Dangles- start & leave in midair Intrusions- Flip-Flops-start a new activity, stop & return to previous one

13. Kounin (cont’d) $ MOMENTUM- Absence of behaviors that slow down the pacing of lesson Behavior overdwelling Behavior overdwelling Content overdwelling Content overdwelling Fragmentation- groups when don’t Fragmentation- groups when don’t need to use groups need to use groups

14. Kounin (cont’d) $ Group Alerting & Accountability  GROUP ALERTING- includes 1) getting students’ attention and active participation and 2) informing quickly of what they are supposed to do, EXAMPLES: “All eyes on me.” “I have a question. Who can….?” “I have a question. Who can….?” “Thumbs up when you hear…” “Thumbs up when you hear…”

15. Kounin (cont’d) o ACCOUNTABILITY- holding each student responsible for active involvement in lessons by: Asking all students to write an answer, Asking all students to write an answer, then calling on two to respond then calling on two to respond Circulating and observing students at Circulating and observing students at work work

16. Kounin (cont’d) $ VARIETY & CHALLENGE IN SEATWORK  Providing tasks that are familiar and easy enough to do successfully  Providing challenging and varied work that sustains motivation

17. Practice using Positive Language Change negative to positive language: x Don’t slam the door. x Stop fighting over the crayons. x That’s not how to clean up! x Don’t make so much noise.

18. Effective Praise { Key to effectiveness lies in its quality rather than its frequency! { Effective when delivered as spontaneous, genuine reaction to student accomplishments GUIDELINES: 1) Simple and direct in a natural voice 2) Declarative sentences that specify the accomplishment or recognize noteworthy effort

19. Getting and Holding Attention ( Focus attention when beginning lessons. ( Keep lessons moving at a good pace. ( Monitor attention during lessons. ( Stimulate attention periodically via variety, transitional signals, voice inflections, and challenging questions. ( Maintain accountability. ( Terminate lessons that have gone on too long. too long.

20. Summary practice: 1) Creative but erratic Linda turns in a composition that contains exciting content but is written sloppily with many spelling errors. 1) Creative but erratic Linda turns in a composition that contains exciting content but is written sloppily with many spelling errors. 2) Randy asks a question that is relevant to the topic and indicates interest and good thinking on his part, although he would have known the answer if he had read the assignment. 2) Randy asks a question that is relevant to the topic and indicates interest and good thinking on his part, although he would have known the answer if he had read the assignment. 3) One of your slowest students eventually succeeds in doing relatively well on a math problem at the board in front of the class. 3) One of your slowest students eventually succeeds in doing relatively well on a math problem at the board in front of the class.

21. Application Item #1 In a small group, develop a two-week “beginning of the year” classroom management plan aimed at creating an effective learning environment. Use concepts, principles and research findings from the text. Prepare an overview of the plan to share with the class. In a small group, develop a two-week “beginning of the year” classroom management plan aimed at creating an effective learning environment. Use concepts, principles and research findings from the text. Prepare an overview of the plan to share with the class.

22. Application Item #2 In a group, using the text as a reference, discuss different perspectives on the use of rewards, punishments and reinforcements. In a group, using the text as a reference, discuss different perspectives on the use of rewards, punishments and reinforcements. Develop a position statement about rewards, punishments and reinforcements that can serve as guide to your day-to-day teaching practices. Develop a position statement about rewards, punishments and reinforcements that can serve as guide to your day-to-day teaching practices.