1. Dr. Walid Hawana Annur Islamic School Schenectady, New York 1-22-10

2. Classroom Management It is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies the prevention of disruptive behavior.

3. Eight Skills Skill # 1 Teach students your expectations Skill # 2 Get and keep students on task Skill # 3 Maintain a high rate of positive teacher/student interaction

4. Skill # 4 Respond non-coersively (without force) to inappropriate significant behavior Skill # 5 Maintain a high rate of risk-free student response opportunities Skill # 6 Serve problem-behavior students in the primary learning environment

5.  Skill # 7 Avoid Being Trapped in: 1. Criticism: finding fault 2. Sarcasm: making fun of a student through ridicule 3. Threats: warning students of some hostile action by the teacher

6. 4. Questioning: asking students to explain why they misbehave 5. Logic: trying to reason with students in an attempt to improve behavior 6. Arguing: trying to convince students that the teacher is right, student wrong

7. 7. Force: meaning to punish, shout, etc. to make students behave 8. Despair: portraying a sense of hopelessness Skill # 8 Manage student behavior professionally & “scientifically"

8. Good CM  High level of student involvement  Clear student expectations  Little or no wasted time/no confusion  Work oriented with pleasant climate

9. Teachers (1)  Effective Teacher: Students are quietly working & teacher is supervising  Ineffective Teacher: Teacher is working while students are not engaged

10. Teachers (2)  Students know that assignments & tests are based on objectives  Teacher says: “Read chapter 3 and know the materials”  Teacher say: “I will give you a test covering everything in chapter 3”

11. Teachers (3)  Teacher has a discipline plan  Teacher starts class immediately  Teacher has assignments posted  Teacher makes up rules & punishes according to mood  Teacher takes rolls & dallies  Students ask for assignments repeatedly

12. Teachers (4)  Teacher invested time in practicing the classroom procedures to become routines  Teacher knows how to bring the class to attention  Teacher knows how to praise & motivate student  Teacher doesn’t rehearse procedures  Teacher flicks the light switch or yells  Teacher uses generalized praise or none at all

13. Good CM Steps & Procedures  1. Get off to a good start  The first "honeymoon" encounter between the teacher & the students is when they formulate their impression of the teacher. Students sit quietly, raise their hands to respond & are generally well behaved. The teacher is just thinking that this is an ideal class & may relax their alertness.

14.  2. Learning School Policies  Prior to meeting the class for the first time, the teacher should become familiar with school policies concerning acceptable student behavior & disciplinary procedures.

15.  3. Establishing Rules  Establish a set of classroom rules to guide the behavior of students at once. Discuss the rationale of these with students to ensure they understand & see the need for each rule. Keep the list of rules short. The rules must often involve: paying attention, respect for others, noise, completion of assignments, etc.

16.  4. Over-planning Lessons  "Over-plan" the lessons for the first week or two. It is important for the teacher to impress students from the outset that he or she is organized & that he/she is confident of their ability to get through the syllabus.

17.  5. Learning Names  Devise a seating arrangement whereby students' names are quickly learned. Calling a student by his/her name early in the year gives the student an increased sense of well being. It also gives the teacher greater control of situations: “Ahmad stop talking and finish your work" is more effective than "Let us stop talking and finish our work".

18. Back to Basics 1) Students who perceive that you care about them will perform academically better, are less likely to have behavior problems, and are more likely to be motivated. 2) Keep your classroom management plan simple.

19. 3) Build a caring, trusting relationship with your students, by taking interest in who they are and what they like, & by listening to them. 4) When positive relationships are in place it is much easier to resolve problems & maintain a good working relationship.

20. 5) Stand near your classroom door to greet students using their first names. This way you show you are personally welcoming students to class: a short but meaningful interaction that tells students that they are a part of your class, & you are glad to see them. 6) Initiate activities & unique experiences in your classroom that build traditions & routine.

21. 7) Everything you do in the classroom - tone of voice, facial expression, body movements, and stance - sends a message to students. When you call a student by first name, respond with a "please" and "thank you," or greet students with a smile, you send a positive message that this is a friendly, inviting environment.

22. 8) Cluttered rooms can cause students to trip or become frustrated. You need to rearrange the room or provide students with a space for their possessions. 9) Be proactive by arranging the tables or desks with enough space for students to walk easily & freely.

23. 10) Place yourself in an area where you can see & reach all students. You need to be able to make eye contact with all of students as a form of communication, & be able to reach all students quickly if they need help or need to be disciplined. 11) Locate your desk outside of the main teaching area. Effective teachers don't teach from behind their desk.

24. 12) State rules positively to show students how to behave instead of how not to behave. Negative statements indicates that students are doing something wrong. 13) Keep the number of rules short. Teachers & students won't be able to remember more than five rules. If no one can remember the rules, how can they follow the rules?

25. 14) Hold students accountable for their behavior with consistent consequences. If you are not consistent, you lose your credibility & students will try to "beat the system". 15) Involve students in establishing rules. Students who are involved in making the rules are less likely to violate them because of their ownership.

26. 16) Make a list of procedures before school begins that you need to explain, demonstrate, & practice. Plan how & when you will introduce each procedure. Examples of procedures include:  How to enter the room  How to leave the class  How & where to get supplies  Where to put completed assignments, etc.

27. 17) Insisting students be on time for class. If a period is forty minutes of prime instructional time, every minute does count. Students arriving late cause disrupts in the flow of the lessons. 18) Your classroom consist of actors & actresses: A drama queen who thinks every moment is a crisis, or the class clown who will try to draw attention. Don't feed personalities. Focus on their strengths, & deal with any disruptive behavior.

28. 19. Designate an area where you can confer with students about their behavior outside of the main instruction area. To respond to misbehavior, take the student to this are a to minimize disruption.  20) "I hear & I forget" "I see & I remember" "I do & I understand"

29. Building Positive Relationship  Greet every child at the door by name  Have a conversation over snack  Home visits  Listen to a child's ideas & stories & be appreciative  Send positive notes home

30.  Praise & encouragement  Share information about yourself & find something in common with the child  Go to an extracurricular activity with the child  Acknowledge a child's for accomplishing tasks  Tell a child how much they were missed when they miss a day of school

31.  Shake a bad mood before entering the classroom. Snapping at the students is not the best way to begin your day or a class.  Respect is mutual. If you are interacting with a students by name, taking interest in what they do, & staying calm through difficult situations, you are demonstrating respect.

32.  Learn ways to build trusting relationships between school, community, & families. Trust takes time & credibility.  Don't bad mouth students to other teachers. Realize that you are a professional. No matter how frustrated you are, try to solve the problems without demeaning a student.

33. Dr. Walid Hawana Annur Islamic School Schenectady, New York

34. 1) Never smile before the first quarter ends 2) Prepare your class rules ahead of time but engage students to finalize them 3) Fairness is the key 4) Deal with disruption with as little interruption as possible 5) Avoid confrontation in front of students

35. 6) Say your expectations to students & repeat them before activities 7) Over plan to cut on class free time 8) Be consistent or you will lose students’ respect 9) Write rules that are understandable, so check for comprehension! 10) Be positive – (self-fulfilling prophecy)