1. Introduction to Classroom Management with Elementary Youth Jason Schwalm & Kristen Coe Public Health Management Corporation

2. Learning Objectives Participants will be able to identify youth needs Participants will be able to select classroom management strategies that meet youth needs. Participants will understand the impact effective planning and preparation on classroom management. Participants will consider the relationship between classroom culture and the agency mission.

3. Ice Breaker Think of a child you work with & draw him/her. Think about his/her: Age Cognitive Needs Emotional Needs Physical Needs Social Needs

4. Needs of Elementary Youth Basic health and safety needs Academic or social skill building To have caring relationships with peers/adults To explore and understand their world within safe boundaries

5. What is Classroom Management? A method that seeks to establish and sustain an orderly environment for students to engage in academic learning, as well as enhance student social and moral growth. Source: Kratochwill, 2013

6. Positive Relationships Since positive relationships with adults is a key developmental need… …any classroom management strategy should foster positive relationships.

7. Listening Activity With a partner, have one person tell a short story about a caring adult from his/her childhood while the other person listens. The listener will list good relationship building strategies that the story touches on.

8. Positive Relationships Listen (& remember) Show the students you are a real person Use humor Observe youth to learn more about them Attend/chaperone school events Meet the important people in their life

9. https://www.teachingchannel.org/videos/tea cher-student-relationship Video: Positive Relationships

10. Positive Relationships Individual connections with youth are key: One-on-one Projecting warmth to the group Two-way communication in the group

11. Positive Relationships But it’s not just about relationships with YOU…

12. Positive Relationships - Styles The grandma The big sister The coach

13. Structure As the facilitator/group leader you need to: Clearly define expectations in your own mind Clearly communicate expectations to youth Create systems that enforce/encourage/ incentivize those expectations – Rules & Routines – Enforcing Expectations

14. Rules Guiding principles of the classroom Rules should be few in number & clear Positively stated vs. negatively stated rules Don’t assume students understand what a rule means in practice

15. Routines Practiced way of doing things in the classroom Routines are more concrete than rules Routines must be taught

16. Activity: Routines Read Scenario Discussion Questions – What routines did you notice? – How were those routines taught/reinforced? – Were there additional opportunities to create routines to help with classroom management?

17. Distributing snack Cleaning up after snack or activities Getting students’ attention Transitioning between activities Lining up Walking through halls Distributing materials Retrieving materials after activities Leaving the classroom Signing in and out Starting activities in each classroom space Entering the gym or outdoor space Opportunities for Routines Clearly state expectations for:

18. (Re)-Enforcing Expectations Expectations are not just what you say, but what actually happens in the room. Proactive Intervention – Strategies to encourage/discourage behaviors before they’ve happened Reactive Interventions – Strategies that are used in response to a behavior

19. (Re)-Enforcing Expectations Examples Proactive Designing your classroom to promote teamwork & minimize distractions Reactive Giving a chatty student a job to do to keep him busy

20. Proactive Interventions Change the pace of a lesson or activity such as introduce a competition Provide a “time out” or break Grouping students or planning room layout Refocus attention through responsibility or “special tasks” Prepare thoroughly for limited “down time”

21. Reactive Interventions Teacher attention Any type of reward (praise, sticker, etc.) Adjacent peer reinforcement Planned ignoring The Teacher/Mom/Robert Deniro Look The Hover Calling on the Student Humor Direct Appeal/The Warning

22. Consequences No “free time” No computer time Call home Peer intervention Loss of incentive Student – Teacher conference Suspension from program Discharged from program (last resort)

23. Activity: Positive vs. Negative PositiveNegative Proactive Sharing that the plan for the day includes a game if homework gets finished Assigning seats Reactive Praising a student for sharing a toy Name on the board

24. Tips on Effective Discipline Policies Discipline action steps should be part of your program culture Use nonverbal interventions first Keep verbal interventions private and brief when possible – Do not yell Speak to the behavior, not the student Avoid belittlement and sarcasm The punishment should fit the crime Be consistent and follow through Give students a choice on how to react Encourage peer mediation

25. Group vs. Individual PositiveNegative Proactive Sharing that the plan for the day includes a game if homework gets finished Assigning seats Reactive Praising a student for sharing a toy Name on the board

26. Planning & Preparation How can good planning prevent problems? Clear schedule makes the date predicable Keeps youth busy in fun activities (not bored) Appropriate space for the activity Sufficient supplies Transitions are smooth (minimal down time)

27. The Loose Schedule ABC Program Daily Schedule 3:09 – 3:45 Sign-in & Snack 3:45 – 4:15 Gym 4:15 – 5:15 Activity Time 5:15 – 5:45 Homework 5:45 – 6:00 Games

28. The Specific Schedule ABC Program Daily Schedule 3:09 – 3:45 Sign-in/Snack Sign-in by 3:15 Bathroom/Wash Hands by 3:20 Snack done by 3:35 3:45 circle games/clean-up crew 3:40 line-up in groups 3:45 arrive at gym/playground

29. The Specific Schedule ABC Program Daily Schedule 3:45 – 4:15 Gym Dodgeball (Mr. Chris) Hula Hoops (Ms. Michelle) Free Play (Mr. Marcus)

30. The Specific Schedule ABC Program Daily Schedule 4:15 – 5:15 Activity (Mr. Chris) Transition/Bathroom by 4:20 Floor Meeting/Agenda by 4:25 Finish yesterday’s craft by 4:40 Read Aloud & Discussion by 5:00 Class pet budget activity by 5:15 Transition to homework at 5:15

31. Establishing Classroom Culture Example Setting the Tone from Day One https://www.teachingchannel.org/videos/setting -classroom-tone?fd=1 Peace Table Video

32. Classroom & Program Culture What does it feel like to go to your program? Why does it feel that way? Is it consistent?

33. Program Culture Agency & Program Missions ? Actions (not just words) Expectations Actions Who is included Program Activities Peer Relations Staff – Youth Relations

34. Questions? Jason Schwalm jschwalm@phmc.org Kristen Coe kcoe@phmc.org