1. Classroom Management (CM)

2. Control The primary issue of the classroom management is the teacher’s control. Movement/ navigation control Voice control Routine control Habit and manner control Time control

3. Critical incidences Abusive behavior – push or reprimand others Resisting to cooperate Not paying attention Being unprepared Being lazy Being disrespectful Multi-tasking Chewing gum

4. What May Cause CM Troubles? They are bored. It’s too easy. They fall behind. It’s too hard or challenging. There are too many exciting activities going around. Someone gets emotional. They have too much to do but too little time. They are given choices of fun and not-so-fun things to work on.

5. Issues Should I be nice to my students? Or should I be stern/ strict to begin with? Should I praise them or not? How about rewards? Should I stop an undesired behavior immediately after I see it? Bad behavior and attitude seem to be contagious. Can I send the “bad” students to the principal’s office? When and how should I discipline my students?

6. Important CM Principles Be firm and fair. Be their friends but not their buddies. Make the regulations easy to follow. Enforce the regulations consistently. Let them know about the consequences but don’t threaten them. Give them the attention they deserve. Students perform their best in a positive, constructive, and enjoyable environment. They enjoy things that they can do well.

7. Show Your Students That You Care Are you feeling all right? Would you let me know if you need my help? Have a seat, please. I’d like to chat with you a little bit. Can I offer you anything to calm you down? Can you tell me what’s bothering you?

8. Assertive Discipline Aggressive Discipline Assertive Discipline Students should assume responsibilities for their own work. Encourage students to take initiatives for things they can do well. Praise them for their accomplishments.

9. Signal System Raise hands before calling out “Put your hand on the head if you hear me.” The V sign. Voucher system Traffic light system Use team leaders to remind their team members to pay attention. Practice the signal systems.

10. Attention Span Normally the younger the graders, the shorter the attention span. Shift tasks every so often so that they can have opportunity to refocus. Provide interesting tasks. Arrange the sequences of the tasks so that they feel engaged at all time. Let them stand up and stretch once in a while. Play a movement game.

11. Good CM Indicators Good amount of quality learning time – student accomplish much in a day Reduced number of disruptions -- class proceeds smoothly An environment conducive to learning – students are eager to participate and learn Pleasant and positive atmosphere – students are happy

12. The Reality Therapy Model – William Glasser (www.glasser.com) Establish involvement with the students Focus on behavior. The student must accept responsibility for the behavior. The student should evaluate the behavior. Develop a plan. The student must make a commitment to follow the plan Follow up and follow through.

13. Involve Students in Classroom Management Emphasize that good CM is everyone’s business. Establish and revisit the class rules. Group leaders, paper passers Assign specific responsibilities to student leaders. Rotate roles so that all students get a chance to be leaders.

14. Focus on classroom rules and policy “Let’s talk about how each and everyone of you should behave. We need some rules and policies. We will decide what to follow and what consequences should be for those who break the rules.” “This is your class. I want all of you to be part of it. We will decide the rules together and we will enforce the rules together.” “Let’s put the rules down on the board.” “Let’s write down the rules on the poster paper and I want all of you to sign your name on the paper; that is to say that you are going to honor the class rules.” “We should think of the classroom environment, orders, participation, work, treating each other with respect, and special responsibilities, etc.

15. Discipline Punishment is the last resort. Remind students of the consequences. Taking away privileges Contacting parents Have a conference with the “bad” students to get them to admit what they did wrong. Have students write a reflection about what happened and how they would improve. Use it as a binding contract.

16. Activities to Improve CM Hold a whole Class Meeting to discuss rules. Collaboration and cooperation to build up the team support (Play a relay game) Practice time management: Counting from 10 to 1 for students to accomplish certain tasks. Train students to be attentive and observant. Teach them how to whisper.

17. ST Dilemmas/ Challenges Am I a guest in the classroom? Can I assume authority in the classroom? What if my coop ridicules me or corrects me in front of my students? What should I do if my students don’t respect me? If I noticed a bad situation on a student, what should I do?

18. Scripts Call the group’s attention. “John, can you wait a second? I don’t think everybody is listening.” “Boys and girls, let’s show your respect to your classmate and let him talk.” “It’s not polite to interrupt other’s talking. I am going to wait until you are ready.” Threaten students with lost privilege. “I DO need you to pay attention and remain quiet so we can continue our activities. Or we will go back to work on your math worksheet.”

19. Resort to a moral request. “Please be respectful to your classmates.” “Please do NOT hurt other people’s feelings. When you interrupt your classmates’ talking, you hurt their feelings.” Use negative examples. “When you are asked a question, should you call out “Me, Me, Me?” Set time limit. “I’ll give you 15 seconds to put aside your science text and take out your journal. Now. 15, 14, 13, ….” Scripts

20. Cases – How do you manage 1.A student failed to turn in assignments for three days. 2.A student accused another student for stealing money. 3.A student shared a secret that another student was abused at home.