Classroom Management 1. Creating an environment conducive to learning What is the number one concern for new teachers? What can derail a well- planned.
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Presentation on theme: "Classroom Management 1. Creating an environment conducive to learning What is the number one concern for new teachers? What can derail a well- planned."— Presentation transcript:
Creating an environment conducive to learning What is the number one concern for new teachers? What can derail a well- planned lesson faster than any other factor? What is a top factor in student achievement?
Arranging the Classroom Minimizing distractions –Traffic patterns –Doorways –Materials Facilitating teacher-student interactions –Students close to teacher Facilitating (or not) student- student interactions –What message are you sending? Surveying the entire class
Types of Room Arrangements What is the message? Rows Tables U-shape others
Classroom Climate Overall psychological atmosphere of the classroom. –Safe and secure –Learning a high priority –Willing to take risks, make mistakes –Willing to laugh
Forming and Maintaining Productive Teacher-Student Relationships Show you care about education and about the students. Communicate high, realistic expectations and support student accomplishment. Include students in decision making and evaluations of their work. Acknowledge “bad days” and don’t hold it against them.
Establish a Businesslike, Nonthreatening Atmosphere “I’m not mean, I just mean business.” We are in school to get certain things accomplished. Hold students accountable for achieving instructional objectives. Admonish them for their misbehavior but not hold it against them.
Communicating Messages about School Subject Matter Meaningful, authentic activities. Focus on improvement. Positive attitude
Giving Students a Sense of Control Give notice of upcoming assignments and activities. Create regular routines. Allow students to set some of their own deadlines. Provide opportunities for students to make choices.
Promoting a Sense of Community and Belongingness Not too much competitition –Use “coopetition” Teacher and students have common goals. Students believe they are an important and valued member of the classroom. How can you foster this attitude?
Setting Limits Establish initial rules and procedures. –Follow through on consequences of noncompliance. Present rules and procedures as information. Review existing rules and procedures –Community circles Acknowledge students’ feelings Enforce rules consistently and equitably.
Activities that Keep Students on Task Keeping students productively engaged Choosing tasks at an appropriate level Providing structure Planning for transitions –routines
Monitoring what students are doing –Withitness Modifying instructional strategies –Excitement –How can I make the instruction more engaging? Taking individual and developmental differences into account.
Dealing with Misbehaviors What is Misbehavior? –Action that has the potential to disrupt students’ learning and planned classroom activities. How do we handle misbehavior effectively in the classroom?
Ignoring behavior is the best option when: Behavior is a rare occurrence and likely won’t be repeated. Behavior is unlikely to spread to other students. It is an unusual circumstance. Behavior is typical for age. The natural consequence is an adequate deterrent. Behavior is not serious enough to affect classroom learning.
Cueing Use of signals to indicate that a certain behavior is desired or that a certain behavior should stop. –State what should be done. Be more direct with younger students –Turn off lights –Audible signals –Others?
Discussing a problem privately with a student Questioning –What did you do wrong? –Why? What is going on? –How can I help? –What do you need to do differently Contracts –Student directed
Conferring with parents Parents are concerned about their children and will usually be a strong ally if communication is consistent. –Don’t communicate only when there is a problem. –Work on the problem together, don’t dump it in their lap. –Call early and often!
Classroom Management Theorists In a group of two, select one theorist to present to the class Include –Basic philosophical underpinnings of the plan –Structure of the plan What does the teacher do What do the students do –Elements that you would like to incorporate into your own classroom management plan Use Handout and Internet