© 2008 McGraw-Hill Higher Education. All rights reserved. 1 CHAPTER 14 Managing the Classroom

© 2008 McGraw-Hill Higher Education. All rights reserved. Learning Goals 1. Explain why classroom management is both challenging and necessary. 2. Describe the positive design of the classroom’s physical environment. 3. Discuss how to create a positive classroom environment. 4. Identify some good approaches to communication for both students and teachers. 5. Formulate some effective approaches that teachers can use to deal with problem behaviors.

© 2008 McGraw-Hill Higher Education. All rights reserved. Managing the Classroom Why Classrooms Need to Be Managed Effectively Management Issues in Elementary and Secondary School Classrooms Management Goals and Strategies The Crowded, Complex, and Potentially Chaotic Classroom Emphasizing Instruction and Positive Classroom Environment Getting Off to the Right Start

© 2008 McGraw-Hill Higher Education. All rights reserved. Things happen quickly Classrooms have histories Events are often unpredictable Classrooms are multidimensional Activities occur simultaneously There is little privacy Classrooms Can Be Crowded, Complex, and Potentially Chaotic

© 2008 McGraw-Hill Higher Education. All rights reserved. Getting Off to the Right Start Establish behavioral expectations and address student uncertainties Ensure students experience success Be available and visible Be in charge

© 2008 McGraw-Hill Higher Education. All rights reserved. Management Goals and Strategies Help students spend more time on learning and less time on non-goal-directed behavior Prevent students from developing problems

© 2008 McGraw-Hill Higher Education. All rights reserved. Managing the Classroom Designing the Physical Environment of the Classroom Principles of Classroom Arrangement Arrangement Style

© 2008 McGraw-Hill Higher Education. All rights reserved. Basic Principles of Classroom Arrangement  Reduce congestion in high-traffic areas  Make sure that you can easily see all students  Make often-used teaching materials and student supplies easily accessible  Make sure that students can easily observe whole-class presentations

© 2008 McGraw-Hill Higher Education. All rights reserved. Classroom Arrangement Styles Auditorium style Face-to-face style Off-set style Seminar style Cluster style

© 2008 McGraw-Hill Higher Education. All rights reserved. The Action Zone “Action Zone” Students in these seats are more likely to interact with the teacher, ask questions, and initiate discussion.

© 2008 McGraw-Hill Higher Education. All rights reserved. An Example of an Effective Elementary School Classroom Arrangement

© 2008 McGraw-Hill Higher Education. All rights reserved. An Example of an Effective Secondary School Classroom Arrangement

© 2008 McGraw-Hill Higher Education. All rights reserved. Managing the Classroom Getting Students to Cooperate Creating a Positive Environment for Learning Creating, Teaching, and Maintaining Rules and Procedures General Strategies

© 2008 McGraw-Hill Higher Education. All rights reserved. Effective classroom managers… Show how they are “with it” Cope effectively with overlapping situations Maintain smoothness and continuity in lessons Encourage students in a variety of challenging activities

© 2008 McGraw-Hill Higher Education. All rights reserved. Teacher Management Styles Authoritative : Encourages students to be independent thinkers, but provides monitoring and verbal give-and- take Authoritarian : Restrictive and punitive with the focus mainly on keeping order rather than learning Permissive : Students have autonomy but little support for learning skills or managing behavior

© 2008 McGraw-Hill Higher Education. All rights reserved. Creating, Teaching, and Maintaining Rules and Procedures CLASS RULES SHOULD BE Reasonable and necessary Clear and comprehensible Consistent with instructional and learning goals Consistent with school rules

© 2008 McGraw-Hill Higher Education. All rights reserved. Getting Students to Cooperate COOPERATION Develop positive student/teacher relationships Reward appropriate behavior Share classroom responsibilities

© 2008 McGraw-Hill Higher Education. All rights reserved. Managing the Classroom Listening Skills Being a Good Communicator Speaking Skills Nonverbal Communications

© 2008 McGraw-Hill Higher Education. All rights reserved. Being a Good Communicator SPEAKING SKILLS Assertive people express their feelings, ask for what they want, and act in their own best interest. “You” messages are undesirable Aggressive messages are often hostile Manipulation makes others feel guilty Passive people don’t express their feelings

© 2008 McGraw-Hill Higher Education. All rights reserved. Being a Good Listener Active Listening Pay careful attention to the person who is talking Paraphrase Synthesize themes and patterns Give feedback in a competent manner

© 2008 McGraw-Hill Higher Education. All rights reserved. Being a Good Communicator NONVERBAL COMMUNICATION FACIALEXPRESSIONS TOUCH SILENCE SPACE

© 2008 McGraw-Hill Higher Education. All rights reserved. Managing the Classroom Dealing with Aggression Dealing with Problem Behavior Management Strategies Classroom- and School-Based Programs

© 2008 McGraw-Hill Higher Education. All rights reserved. Enter the Debate Should teachers withhold recess as a punishment for children who misbehave and/or don’t finish their work? YESNO

© 2008 McGraw-Hill Higher Education. All rights reserved. Management Strategies Minor Interventions Use nonverbal cues Keep activity moving Provide needed instruction Move closer to students Redirect the behavior Be direct and assertive Give student a choice Moderate Interventions Withhold privileges or desired activities Isolate or remove students Impose a penalty or detention

© 2008 McGraw-Hill Higher Education. All rights reserved. Fighting: Emphasize inappropriateness, perspective- taking, and cooperation. Bullying: Develop a school climate characterized by high standards, parent involvement, and effective discipline. Defiance: Diffuse privately and avoid power struggles. Dealing with Aggression

© 2008 McGraw-Hill Higher Education. All rights reserved. Classroom- and School-Based Programs Improving Social Awareness-Social Problem Solving Project Social Competence Program for Young Adolescents Three Cs of School and Classroom Management  Cooperative community  Constructive conflict resolution  Civic values Classroom Organization and Management Program Good Behavior Game Skills for Life

© 2008 McGraw-Hill Higher Education. All rights reserved. Crack the Case The Chatty Student 1. What are the issues in this case? 2. Is removal from the algebra class an appropriate consequence for Darius? Why or why not? 3. Do you think removal from algebra class would have a positive effect on Darius’s behavior? Why or why not? 4. What impact do you think this would have on his motivation in school?

© 2008 McGraw-Hill Higher Education. All rights reserved. 5. How do you think this situation will impact the relationship between Mrs. Welch and Darius? 6. What do you think Darius’s mother will do now? 7. How do you think Mrs. Zaccinelli will react when she hears about the situation? 8. How do you think the principal will react? 9. What should Mrs. Welch do? Crack the Case The Chatty Student

© 2008 McGraw-Hill Higher Education. All rights reserved. Reflection & Observation Reflection: What strategies have teachers used to manage your classrooms? How have these strategies affected the learning environment? Observation: What strategies do the teachers in this video clip use to manage students? How do the teachers’ management strategies differ? Be specific.