1. 1 CHAPTER 12 Classroom Management

2. 2 1.1 Classroom Management Issues Class size: –the number of students in a given classroom –Smaller class size is beneficial for children from low SES backgrounds –Difficult to accurately describe the effect of class size on student outcomes Pupil-teacher ratio: –the number of students in a school divided by the number of certified teachers in the school

3. 3 1.3 Starting Right During the first few days of school students learn procedures, policies and expectations that frame the whole year Take time to outline rules and procedures explicitly, and get students’ cooperation following them Show your students you care about their success Be clear and consistent in establishing and enforcing rules, boundaries and consequences

4. 4 1.4 Effective Classroom Management Two main goals: 1.To help students spend more time on learning and less time in non-goal- directed activity. Only 40% of the school day can be described as “instructional time.” Instructional interruptions often include assemblies, announcements, fundraisers, etc. It is important to maximize instruction time. 2.To prevent students from developing academic and emotional problems. Engage students in tasks that keep them absorbed, motivated, and challenged.

5. 5 1.5 Teaching Strategies for Increasing Academic Learning Time Maintain flow between activities –Complete one activity before starting another Minimize transition time –Misbehaviours occur twice as frequently during transitions - plan to prevent this –Establish transition routines Hold students accountable –Help students establish goals and plans, and monitor their progress

6. 6 2.3 Establishing and Maintaining Rules and Routines 4 principles for teachers: 1.Rules should be reasonable and necessary. 2.Rules should be clear and comprehensible. 3.Rules should be consistent with instructional goals. 4.Classroom rules should be consistent with school rules.

7. 7 2.4 Student Responsibility To encourage students to share and assume responsibility in the classroom: –Solicit students’ input. –Do not accept excuses. –Provide adequate time. –Allow students to generate solutions.

8. 8 4.2 Classroom Arrangement “Action Zone” Students in these seats are more likely to interact with the teacher, ask questions, and initiate discussion.

9. 9 5.1 Problem Behaviours Classroom management should use prevention, rather than intervention Teachers should: Reflect on their assumptions about problem behaviours, why students misbehave and what the goals of punishment are. View misbehaviour on a continuum With the help of students, develop a code of conduct Invite community members with special skills to classroom Recognize that some cases of misbehaviour can signal other difficulties in a student’s life, e.g. mental health disorders

10. 10 5.2 Interventions Minor Interventions: for problems that are not too disruptive –Use nonverbal cues –Move closer to students –Keep activity moving –Redirect the behaviour –Give needed instruction –Directly and assertively tell students to stop –Provide students with choices

11. 11 5.3 Interventions Moderate Interventions: for problems that disrupt other students’ work –Withhold a privilege or desired activity –Create a behavioural contract –Isolate or remove students –Impose a penalty –Impose a detention

12. 12 5.4 Interventions Serious Interventions: for problems that represent serious concerns –Consult with others –Know the law –Suspension and expulsion –Prepare for the students’ re-entry

13. 13 5.5 Aggression and Bullying In Canada: –Aggressive and violent incidents have increased by 40% over the past 10 years –Only 39% of Gr. 8 and 58% of Gr. 12 students report feeling safe at school –In a B.C. study, half of the teachers reported experiences with violence, and in 81%, teachers experienced violence as victims.

14. 14 5.7 Teaching Strategies for Reducing Bullying Develop an identification system –Recognize signs of bullying –Identify who holds and who lacks power Implement an anti-bullying program –Develop codes of conduct for the school and the classroom Provide alternative activities –Offer a diverse selection of extracurricular activities

15. 15 5.8 Teaching Strategies for Conflict Resolution Create a supportive environment –Do not focus on changing an individual’s behaviour, but rather on transforming the school environment. Reduce in-school factors –Promote a sense of belonging for all Teach students how to resolve conflicts –Teach negotiation and mediation strategies –Provide instruction to as many students as possible