Classroom Management Kid whispering!

QCT Standards Standard 1 Design and implement engaging and flexible learning experiences for individuals and groups Standard 2 Design and implement learning experiences that develop language, literacy and numeracy Standard 3 Design and implement intellectually challenging learning experiences Standard 4 Design and implement learning experiences that value diversity Standard 5 Assess and report constructively on student learning Standard 6 Support personal development and participation in society Standard 7 Create and maintain safe and supportive learning environments Standard 8 Foster positive and productive relationships with families and the community Standard 9 Contribute effectively to professional teams Standard 10 Commit to reflective practice and professional renewal

Five strategies you have seen or experienced that have worked?

What are we managing? bLmADNqc

Glasser’s choice theory The only person whose behavior we can control is our own. All we can give another person is information. All long-lasting psychological problems are relationship problems. The problem relationship is always part of our present life. What happened in the past has everything to do with what we are today, but we can only satisfy our basic needs right now and plan to continue satisfying them in the future. We can only satisfy our needs by satisfying the pictures in our Quality World. All we do is behave. All behavior is Total Behavior and is made up of four components: acting, thinking, feeling and physiology. All Total Behavior is chosen, but we only have direct control over the acting and thinking components. We can only control our feeling and physiology indirectly through how we choose to act and think. All Total Behavior is designated by verbs and named by the part that is the most recognizable.

Glasser’s CHOICE THEORY Seven Deadly HabitsSeven Caring Habits 1. Criticizing, 2. Blaming, 3. Complaining, 4. Nagging, 5. Threatening, 6. Punishing, 7. Bribing or Rewarding to control 1. Supporting, 2. Encouraging, 3. Listening, 4. Accepting, 5. Trusting, 6. Respecting, and 7. Negotiating differences

Key factors BEHAVIOUR Acting, thinking, feeling and physiology. NEEDS Survival (food, clothing, shelter, breathing, personal safety and others) Belonging/connecting/love Power/significance/competence Freedom/autonomy, and Fun/learning

Glasser strategies 1.Warm, supportive classroom environment. 2.Students should be asked to do only useful work. 3.Students are always asked to do the best they can do. 4.Students are asked to evaluate their own work and improve it. 5.Quality work always feels good. 6.Quality work is never destructive. What are you doing? What should you be doing? What will you to do to make that happen?

The 10 Essential Skills for Classroom Management Essential SkillDescription 1. Establishing expectationsMaking rules 2. Giving instructionsTelling students what to do 3. Waiting and scanningStopping to assess what is happening 4. Cueing with parallel acknowledgment Praising a particular student to prompt others 5. Body language encouraging Smiling, nodding, gesturing and moving near 6. Descriptive encouragingPraise describing behaviour 7. Selective attendingNot obviously reacting to some bad behaviour 8. Redirecting to the learningPrompting on-task behaviour 9. Giving a choiceDescribing the student’s options and likely consequences of their behaviour 10. Following throughDoing what you said you would

What the dog saw Withitness Leader of the pack JbglcusA&feature=related

Power – control – compliance Do we allow for students to make real choices and have a sense of ownership of their learning? What decisions are they able to make in any one day? Do we really consider individual difference? Or just different strategies for convincing children to comply?

Term planning – engaging in different levels of planning Teachers engage in long, mid and short term planning – you need experience in all these levels Long term plans – School Curriculum Plan, Year Plan, Semester or term plan, unit plan Why a term plan – so you know the scope of the learning intentions for the whole of the planned curriculum (for the 10 weeks) and know what kind of data you need to collect

Classroom Management Plan Should complement the School Responsible Behaviour Plan & build on work with Essential Skills It’s about thinking through specific strategies, having a range of strategies and practicing them so you don’t get lost ‘in the heat of the moment’ It’s about a staged approach – all the different things you can do before reaching ‘corrective’ strategies

Preventive Management Strategies (Adapt these and add specific examples) This includes strategies and documentation which focus on: Clarifying and communicating expectations and requirements (including displaying these) Involving students in clarifying/revisiting rules and consequences Class routines (entrances etc) Physical organization and layout Teaching expected behaviours for the term/unit/learning experience Modelling expected behaviours Effective instruction giving Establishing a positive and supportive classroom environment Designing learning experiences that are engaging for students, using a variety of strategies and ways to involve them Providing incentives and acknowledging student learning and progress

Supportive Strategies This includes strategies and documentation which focus on: Non-verbal communications – list specific things you can do to reinforce desired behaviours and address inappropriate behaviours Verbal reinforcement/reminders (list specific things you could say) Redirecting behaviours (least obtrusive means) Focussing on curriculum matters Preparing for smooth transitions between activities Invoking consequences – in least intrusive ways Preventing escalation Follows plan – reminding, encouraging, acknowledging positive behaviours/developments

Corrective Strategies This may include strategies and documentation which focus on: Providing behavioural choices to the classroom student Follow through on expectations and consequences Stimulus change (appropriate environmental change to change the context/situation) Conferencing as relevant Individual behaviour plan/contract Progressive steps in School Behaviour Plan This work draws on the following resource: Hutson, S (2005) Managing Student Behaviour: A Workbook for Teachers Maroochydore, Qld: unpublished manuscript