1. Science Innovators institute Presented by: Marzieh Ranjbar November 2014

2.  It is the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students.lessonsdisruptive behavior students  It implies the prevention of disruptive behavior  It is possibly the most difficult aspect of teaching for many teachers.  It is one of the most prevalent reasons for job burnout and attrition of first-year teachers;

3.  Both novice and Experienced teachers considered classroom management to be a high priority and an area of concern

4.  D: strives to replace an unwanted behavior with a desirable behavior  P: takes away a behavior by force, but replaces it with nothing  D: Is firm and consistent, but peaceful  P: inflicts harm in the name of good  D: Positive behavioral change is expected  P: The worst is expected, and the worst is often received

5.  D: May make the youth angry at fist, but calls for self-evaluation and change rather than self-degradation  P: Agitates and often causes anger and resentment on the part of the child (which may have caused the behavior in the first place)

6.  D: Takes time and energy but consequences are logical and encourage restitution  P: Is immediate and high-impact but is hardly ever logical

7.  D: Allows child to rebuild self- esteem  P: Damages fragile self-esteem

8.  D: Is not threatening, dangerous or abusive  P: Can be physically and emotionally dangerous  D: Allows for reflection and restitution  P: Does not allow the child to make up for his/her behavior

9.  Rules  Procedures  Routines

10.  Keep the number to a minimum (approx. 5).  Keep the wording simple.  Have rules represent you basic expectations  Keep the wording positive, if possible.  Make your rules specific.  Make your rules describe behavior that is observable.

11.  Make your rules describe behavior that is measurable.  Assign consequences to breaking the rules.  Always include a “compliance rule”.  Keep the rules posted.  Consider having rules recited daily for first two weeks then periodically..

12.  Raise your hand and wait for permission to speak.  Sit in your seat unless you have permission to leave it.  Walk, don’t run, at all times in the classroom.

14.  Classroom management is about ways of organizing the resources and pupils so that teaching and learning can proceed in an efficient and safe manner.

15.  The action and strategies teachers use to solve the problem of order in classrooms (Doyl,1986).

16.  …all of the things that a teacher does to organize students, space, time and materials so that instruction in content and student learning can take place. Two major goals… 1.To foster student involvement and cooperation in all classroom activities 2.To establish a productive working environment.

17.  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...

18.  According to Evertson and Weinstein(2006), classroom management has two distinct purposes: “It not only seeks to establish and sustain an orderly environment so students can engage in meaningful academic learning, it also aims to enhance student social and moral growth” (p. 4).

19.  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

20.  Deal with disruptive behaviors but also manage to minimize off-task, non- disruptive behaviors  Teach students to manage their own behavior  Students learn to be on-task and engaged in the learning activities you have planned for them

21.  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  Direct your instruction so that students know what is going to happen  Monitor groups of students to check progress  Move around the room so students have to pay attention more readily  Give students non-verbal cues  Engage in low profile intervention of disruptions  Make sure classroom is comfortable and safe

22.  Over plan your lessons to ensure you fill the period with learning activities  Come to class prepared  Show confidence in your teaching  Learn student names as quickly as possible

23.  Students are deeply involved with their work  Students know what is expected of them and are generally successful  There is relatively little wasted time, confusion, or disruption  The climate of the classroom is work- oriented, but relaxed and pleasant  It has a task oriented environment and predictable environment  The teacher is ready and waiting for students

24.  Take advantage of the first days of class  Establish an environment in which achieving specified learning goals takes priority over other concerns  It is much easier to establish this environment from the beginning rather than later

25.  If you don’t plan, the student will plan for you!!  The more you plan, the more effective the lesson and delivery…the less problems with discipline. “IF YOU DO NOT HAVE A PLAN, THEN YOU ARE PLANNING TO FAIL!!” BENJAMIN FRANKLIN

26.  Make a good first impression.  Come in with enthusiasm and show you are excited to be there.

27.  Address problem behavior directly and immediately.  Addressing a problem early lessens the chance that it will expand.

28.  Know the power of proximity  You can accomplish more through your body language than through your voice.  Put your body next to problems.  Put your body in-between students who are disruptive.  Know how to work one-on-one with students while not turning your back on the rest of the class.  Model behaviors you expect from the students: mutual respect, active listening, interest in learning, subject enthusiasm, open mindedness, positive attitude  Make your lessons relevant and interesting to your students. Use examples that interest students.

29.  Non-Verbal Cuing.  Non-verbal cues can be effective to show the class that the noise level is too high.  Tell the student up-front what is your cue, and use it throughout the presentation.  Cues can be a bell, a clicker, flipping the light switches.  They can also be facial expressions, body posture and hand signals

30.  Decide upon a signal you can use to get students’ attention.  Teach students to respond to the signal by focusing on you and maintaining complete silence.  Example: The “Hand Raise” Say: “Class, your attention please.”  At the same time, swing right arm in a circular motion from the 9:00 position to the 12:00 position.  This prompts all students to stop, look at you and raise hand.

31.  Focusing. Be sure you have the attention of everyone in your classroom before you start your lesson. Don’t attempt to teach over the chatter of students who are not paying attention.

32.  The physical and emotional climate of the child's home and neighborhood  The amount of stability and consistency in the child’s family  the positive and negative role models available to the child  The child’s exposure to violent media  The child’s emotional and physical health

33.  Attention from peers or adults  Attain power/control  Revenge or Retaliation  Feels Good/Play  Fear of Failure  Getting something (Sensory Input)  Imitation

34.  They are bored.  They don’t know the purpose of your presentation.  They don’t understand how the information that you are delivering applies to them.  Instruction is uninteresting  The pace of the instruction is incorrect (too fast, or too slow).  Not enough interaction between and among peers.

35.  Student misbehavior isn't just an annoying disruption --- it's a secret message the student is (unwittingly) trying to convey to you.

36.  Aggressive (the hyperactive, agitated, unruly student)  Resistant (the student who won’t work)  Distractible (the student who can’t concentrate)  Dependent (the student who wants help all the time)

37.  Approximately 70% of the school day is geared for academic engagement. (5.2 hrs.)  Begin each activity on-time.  Budget your academic time

38.  Arrange desks to optimize the most common types of instructional tasks you will have students engaged in.  Make sure you have access to all parts of the room.  Feel free to assign seats, and change at will.  Minimize the disruptions caused by high traffic areas in the class.

39.  Teachers who are ready maximize student learning and minimize student misbehavior.