1. If a doctor, lawyer, or dentist had 40 people in his[/her] office at one time, all of whom had different needs, and some of whom didn’t want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he[/she] might have some conception of the classroom teacher’s job. Donald Quinn

2. Management Profile Add your responses to statements: Add your responses to statements: 1+3+9= Authoritarian Style 1+3+9= Authoritarian Style 4+8+11= Authoritative Style 4+8+11= Authoritative Style 6+10+12= Laissez-faire Style 6+10+12= Laissez-faire Style 2+5+7= Indifferent Style 2+5+7= Indifferent Style Scores range from 3-15. High Score indicates Strong Preference Scores range from 3-15. High Score indicates Strong Preference

3. Styles Authoritarian: Absolute obedience to authority Authoritarian: Absolute obedience to authority Authoritative: Mediated authority (Just authority) Authoritative: Mediated authority (Just authority) Laissez-faire: Non-interference Laissez-faire: Non-interference Indifferent: You’re teaching because of the summers Indifferent: You’re teaching because of the summers

4. Management Profile Add your responses to statements: Sadler Add your responses to statements: Sadler 1+3+9= Authoritarian Style5 1+3+9= Authoritarian Style5 4+8+11= Authoritative Style15 4+8+11= Authoritative Style15 6+10+12= Laissez-faire Style7 6+10+12= Laissez-faire Style7 2+5+7= Indifferent Style5 2+5+7= Indifferent Style5 Scores range from 3-15. High Score indicates Strong Preference Scores range from 3-15. High Score indicates Strong Preference

5. What does my score mean? Not much Not much BUT it encourages you to focus on your strengths, weaknesses, tolerances and goals when considering classroom management decisions. BUT it encourages you to focus on your strengths, weaknesses, tolerances and goals when considering classroom management decisions. You will have to individualize a plan that meets your needs & style while conforming to the parameters set by your school/district. You will have to individualize a plan that meets your needs & style while conforming to the parameters set by your school/district.

6. Many management issues can be solved before they start Set clear expectations for students (including behavior, class involvement, work, etc.) Set clear expectations for students (including behavior, class involvement, work, etc.) Form classroom rules & procedures Form classroom rules & procedures Tardies Tardies Food/Drink Food/Drink Excusing sts. from class Excusing sts. from class Turning in HW Turning in HW Initiating the class Initiating the class Consequences (No idle threats) Consequences (No idle threats)

7. What to do when planning doesn’t work? Don’t take things personally (even when student behaviors are clearly personal). Don’t take things personally (even when student behaviors are clearly personal). Remain level-headed. Remain level-headed. Don’t respond emotionally. Don’t respond emotionally. Be prepared to differentiate between students goofing off and malicious/defiant behavior. Be prepared to differentiate between students goofing off and malicious/defiant behavior. Call parents. Call parents.

8. Document, Document, Document! Document, Document, Document! Remove students from the site of the problem or distraction. Remove students from the site of the problem or distraction. For minor issues: proximity & eye contact For minor issues: proximity & eye contact In those rare but very volatile situations, stand back, make sure other students are safe and let the chips fall. In those rare but very volatile situations, stand back, make sure other students are safe and let the chips fall.

9. General Suggestions Give students respect if you expect to be respected. Give students respect if you expect to be respected. Feel out the administrative patterns. Feel out the administrative patterns. Avoid making assumptions about your students. Avoid making assumptions about your students. Don’t meet with a single student alone. (At least keep the doors open.) Don’t meet with a single student alone. (At least keep the doors open.) Don’t put students into a position from which they cannot back down. Don’t put students into a position from which they cannot back down.

10. You are not in the school to make friends with your students!! You should try to earn your students’ respect and trust, but not necessarily their friendship. You are not in the school to make friends with your students!! You should try to earn your students’ respect and trust, but not necessarily their friendship. It is easier to lighten up on expectations than become more strict. It is easier to lighten up on expectations than become more strict.

11. What should you do if… Consistently talks while you are addressing the class? Consistently talks while you are addressing the class? Eats in class? Eats in class? Walks out of class? Walks out of class? Sleeps during class? Sleeps during class? Refuses to comply with a direct request? Refuses to comply with a direct request? Is always late? Is always late? Mutters (just loud enough for the rest of the class to hear), “this is stupid?” Mutters (just loud enough for the rest of the class to hear), “this is stupid?”

12. Calls you a racist? Calls you a racist? Pushes you? Pushes you? Plays games on a required calculator OR is texting OR using phone…? Plays games on a required calculator OR is texting OR using phone…? Cusses in class? Cusses in class? Skips class (and you know s/he is at school)? Skips class (and you know s/he is at school)?