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“Teaching” by Sharleen L. Kato

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1 “Teaching” by Sharleen L. Kato
Chapter 15 Classroom Management

2 Key Terms

3 1. Classroom Management: the steps teachers take to optimize learning by shaping their classroom environment, engaging students in learning and minimizing inappropriate behavior. 2. Authoritarian Style: a management style that seeks to control students’ behavior through many rules, procedures, and consequences.

4 3. Permissive Style: a management style that sets few expectations and rules for students and enforces them inconsistently. 4. Authoritative Style: a management style that seeks to shape students’ behavior through setting high expectations, explanations, and consistent application of consequences.

5  5. School Policies: overall guidelines that generally address major issues such as attendance and dress code. 6. Class Rules: the guidelines for student behavior specific to a class or teacher.

6 7. Classroom Procedures: specific guidelines that translate the class rules into concrete actions expected of students 8. Nonverbal Cues: communication without words using techniques such as eye contact, body language, gestures, and physical closeness

7 Creating the Classroom Environment

8 The arrangement and look for a classroom sets
the atmosphere for: learning Guidelines for arranging the space are: a. ease of student use b. ease of teaching c. ease of supervision

9 Developing a stimulating learning environment
involves: teacher ingenuity and effort along with an understanding of the impact that environment can make. Building a sense of community involves: a. positive relationships b. respect c. student involvement d. class identity

10 Keeping Students Involved in Learning

11 One of the biggest challenges
for teachers is: keeping everyone involved in the learning process When teachers present engaging lessons: students learn and remember more. In addition, students involved in learning are less likely to engage in problem behaviors. Common transition situations that teachers should handle include: ● greeting students ●class start-up assignment ●students who finish early ●transition to small groups ●lesson ends early When teachers commend students for special effort, the desired behavior is: reinforced

12 Managing Behavior

13 behavior directly impacts: how much learning can take place
How well teachers manage classroom behavior directly impacts: how much learning can take place The three general management styles identified by educational researchers are: ●authoritarian style ●permissive style ●authoritative style

14 In developing a personal behavior management
plan, key questions should include: ●What realistic expectations for student behavior should you set? ●How will you reward students for appropriate behavior? ● What steps will you take when inappropriate behavior occurs?

15 When establishing classroom rules and procedures, teachers should:
● Establish class rules during the first few days of class. ●Involve students in setting rules and procedures. ●Keep the rule list short. State rules and procedures in positive terms. ●Define the terms. ●Adjust rules and procedures if they are not working well.

16 Minimizing problem behaviors an be done by
A. Developing personal responsibility in students: having the ability to monitor personal behavior and accept the consequences of misbehavior. B. Utilizing Routines: helping students know what to expect and what is expected of them. C. Assigning Seats: students do not choose their desks. Instead, teachers designate the seating arrangement. D. Monitories the classroom: keeping track of what is happening throughout the classroom, even when involved in an activity. E. Using nonverbal cues: using techniques such as eye contact, body language, gestures, and physical closeness.

17 Handling Problem Behavior

18 The basis for determining how to respond to
problem behaviors is comprised of: a teacher’s behavior management plan, along with school rules, district policies, and class rules and procedures How a teacher reacts when a behavior issue occurs affects students’ attitude toward: the teacher and often shapes their own future behavior

19 A teacher must respond in the same way a particular situation is encountered because: students know that the teacher will follow through with consequences. They also know that consequences will be applied fairly, the same way for every student. Techniques that are usually effective in dealing with common behavior problems included: using nonverbal cues; asking the student a question related to the lesson; inserting the student’s name in the lesson; stating clearly what the student should do and then walking away, taking the focus off the situation

20 In dealing with serious behavioral issues teachers should:
A. Keep Records It establishes that a pattern of misconduct exists and shows its frequency. It helps the teacher remain objective about the situation or student. It helps in analyzing the problem and the effectiveness of the teacher’s responses. It provides a basis for gauging improvement when new strategies or responses are put in place. B. Involve Parents or Guardians: This depends on the severity of the problem and the success (or lack of success) in dealing with behavioral issues in the classroom. C. Utilize School Resources: other teachers, the principal, the dean, school counselors, other designated people

21 Other Notes

22 Minimizing Problem Behaviors
Developing personal responsibility: Utilizing routines: Assigning seats: Monitoring the classroom: Using nonverbal cues

23 Dealing with Serious Behavioral Issues
Keeping records: Involving parents or guardians: Utilizing school resources:

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