1. Think of the best teachers you’ve had in your life… What were they like?

2. Specific Didactics & Practicum UNT

3. What do you consider to be a teacher’s major challenges to effective group management?

4. Am I mad e for this?

6. Let’s find a solution… How about this one?

7. 34% of teachers agreed or strongly agreed that student behavior problems interferred with their teaching. Dissatisfaction with student behavior is the 4th reason for transferring schools and 5th for leaving the profession. CM is a major factor in teacher burnout (Durr, 2008). Teachers spend 50% of their time managing students instead of teaching 70% of teachers report needing to improve their CM

8. 1.Teacher expectations of students do not influence how much students achieve in class (and in their lives). 2.Student behavior will always be a problem in every classroom. 3.“Grumpy” teachers always seem to have more classroom management issues than positive, happy teachers. 4.Teachers who collaborate with other teachers have fewer classroom management issues than teachers who “work on their own”. 5.Focusing on your “subject” is the best way to prevent discipline problems in the classroom. 6.Classroom management has nothing to do with discipline. 7.There are fewer classroom management problems in smaller classrooms. 8.Teachers either “win” or “lose” their classes on the first few days of the school year. 9.A teacher should spend more time covering material than managing their classrooms in the first 3 days of school. 10.Most classroom management problems have nothing to do with students – they are the teacher’s fault. https://allthingslearning.wordpress.com/tag/classroom- management/

9. KEY to the POP-QUIZ: 1-F, 2-F, 3-T, 4-T, 5-F, 6-T, 7-F, 8-T, 9-F, 10-T

11. How many artists are there in the room?

12. Creativity Curiosity Enthusiasm

13. Report the qualities of the best teachers you’ve had…

14. What do we remember about a teacher? Mostly, how good they made us feel…

15. How close is too close between a teacher and a student?

16. Distant enough to be professional… Close enough to be warm…

18. “ I was always at peace because of the way my mom treated me.” Martina Hingis

19. Being warm emotionally vs. Anger management

21. Emotional intelligence the ability to monitor one's own and other people's emotions, to discriminate between different emotions and label them appropriately, and to use emotional information to guide thinking and behavior

22. “I have come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a 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 or humor, 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.” Haim Ginott

23. How would one want to be remembered?

24. Good teachers… 1.…don’t work on CM 2.…are calm – focused 3.…are warm emotionally 4.…have a natural aura of positive authority 5.…are knowledgeable 6.…are passionate

27. “Nothing great was ever achieved without enthusiasm.” Emerson

28. Watch the following video about mirror neurons and discuss its implications for the classroom.

30. Now in what way can we relate mirror neurons with classroom management?

31. Setting the tone Game Competition Music Quotation Anecdote News

32. What kind of behavior would you like your Ss to have?

33. Agree – make Ss understand the reason for any given rule Rehearse – until it becomes a routine

34. Positive Discipline Refer to rules as expectations RESPECT should be the cornerstone value Therefore, respect Ss’ dignity

35. Getting Ss at the door or before class actually begins Positive, non-confrontational Informal chit-chat Reinforce good behavior

36. Dealing with problem kids Separating kids: group/pair work! (Careful: humiliation breeds revenge)

37. Focusing Talk to whole class with EVERYONE paying attention to you. Give clear instructions

38. Monitoring

39. Low profile intervention Proximity Proximity + look Proximity + touch The “are-you-ok” technique The 2-min technique

40. Invest in the relationship with students Emotional connection Get the best of each S – you never know how much good will and talent they may have

42. Assertive I-messages Amnesty and amnesia Act is wrong – not student Move your eyes

44. Labelling students They act as labelled When reading faces, ask yourself why

45. Learn to listen

46. Being in control Ss need to feel they’re in good hands Sending S to the Principal’s office “Withitness”

47. Attention span K: 5-8’ 1-6: 8-12’ 7-12: 12-15’ College: 15-18’ Or 10’ for all Ss?

48. Sequencing vs. pacing Think & jot down own ideas Pair work: quiet talk to share ideas Talk in small group Whole class

49. Correcting Positive Correction Positive

50. Early finishers Help a friend Do homework Journal writing Silent reading time

51. Boredom : best invitation to misbehave

52. Closure activities The rating quiz Question Answer Critique Give me 5 Paper airplanes Cartoon bubbles

54. Avoiding burnout STRESSBURNOUT Over-engagementDisengagement Over-reactiveEmotions are blunted Urgency and hyperactivityHelplessness & hopelessness Loss of energyLoss of motivation, ideas, hope Anxiety disordersDetachment and depression Primary damage is physicalPrimary damage is emotional

55. Handling stress Find a mentor / shrink Learn to say no Get plenty of sleep Try something new Nourish your creative side Create realistic to-do lists Talk to somebody positive Learn Leave teaching at school or set a limit

56. Celebrate what it means to be a teacher Teaching & Learning How-to Subject Expertise Emotional Intelligence