classroom management

Attention Seeking Behavior

1. Attention-seeking students prefer being punished, admonished, or criticized to being ignored 2. Give attention to this student when he or she is on-task and cooperating 3. "Catch them being good!" - and let them know you caught them

Components of Disclosure Statement

1. Basic Course Outline 2. Grading Procedures 3. Include procedures for making up missed work, extra credit, homework expected, etc. 4. Attendance Policies (should be consistent with school policy) 5. Other class rules, policies, procedures 6. Safety considerations as necessary 7. Accommodation for disabilities statement 8. Signature of student and parent/guardian

principles for classroom management

1. Deal with disruptive behaviors but also manage to minimize off-task, non-disruptive behaviors 2. Teach students to manage their own behavior 3. Students learn to be on-task and engaged in the learning activities you have planned for them a. It is more natural to be off-task than on

Functions of Behavior

1. Every behavior has a function 2. Four primary reasons for disruptive behavior in the classroom Power Revenge Attention Want to be left alone (i.e., disinterest or feelings of inadequacy)

4 stages of teaching

1. Fantasy 2. Survival 3. Mastery 4. Impact

techniques for a better classroom

1. Focus attention on entire class 2. Don't talk over student chatter 3. Silence can be effective 4. Use softer voice so students really have to listen to what you're saying 5. Direct your instruction so that students know what is going to happen 6. Monitor groups of students to check progress 7. Move around the room so students have to pay attention more readily 8. Give students non-verbal cues 9. Engage in low profile intervention of disruptions 10. Make sure classroom is comfortable and safe 11. Over plan your lessons to ensure you fill the period with learning activities 12. Come to class prepared 13. Show confidence in your teaching 14. Learn student names as quickly as possible

Classroom Rules For Conduct

1. Formalized statements that provide students with general guidelines for the types of behaviors that are required and the types that are prohibited 2. A few rules are easier to remember than many rules 3. Each rule in a small set of rules is more important than each rule in a large set of rules

Policies you'll need to be aware of as a teacher

1. Internet/Email use policies 2. Family Educational Rights and Privacy Act (FERPA) 3. Policies 4. Policies regarding the reporting of abuse, neglect, suicide threats, etc. 5. Emergency procedures 6. Fire, earthquake, bomb threat, intruder, etc. 7. Field Trip policies 8. Accident reporting procedures 9. Reporting academic progress 10. Purchasing guidelines 11. Substitute teachers 12. Requests for, planning, etc. 13. Use of videos, movies, and instructional materials

classroom management

1. It's effective discipline 2. It's being prepared for class 3. It's motivating your students 4. It's providing a safe, comfortable learning environment 5. It's building your students' self esteem 6. It's being creative and imaginative in daily lessons

Room/lab arrangement

1. Make sure all students can see and hear clearly (and you can see them clearly) 2. Arrangement is determined by learning activity (lecture, class discussion, small group work, etc.) 3. Allow room and easy access for proximity control 4. Think through class procedures and learning activities and arrange the room in the best possible way

Functions of Behavior

1. Many misbehaviors exhibited by students are responses to a behavior exhibited by the teacher 2. Do not tolerate undesirable behaviors no matter what the excuse 3. Understanding why a person exhibits a behavior is no reason to tolerate it 4. Understanding the function of a behavior will help in knowing how to deal with that behavior

Necessary classroom rules of conduct

1. Maximizes on-task behaviors and minimize off-task (esp. disruptive) behaviors 2. Secures the safety and comfort of the learning environment 3. Prevents the activities of the class from disturbing other classes 4. Maintains acceptable standards of decorum among students, school personnel, and visitors to the school campus

Be familiar with school policies from the start!

1. Policies relating directly to students: 2. Attendance/Tardy Policy 3. Academic/Grading Policies 4. Telephone use (school phones, cell, pagers) 5. Student Dress and Grooming Policies 6. Safe School Policies 7. Weapons, fighting, intimidation, verbal abuse, etc. 8. Alcohol, Tobacco, and Drug Policies 9. Sexual Harassment Policy

Power Seeking Behavior

1. Power-seeking students attempt to provoke teachers into a struggle of wills 2. In most cases, the teacher should direct attention to other members of the class

Dealing with off-task behaviors

1. Remain focused and calm; organize thoughts 2. Either respond decisively or ignore it all together 3. Distinguish between off-task behaviors and off-task behavior patterns 4. Control the time and place for dealing with off-task behavior 5. Provide students with dignified ways to terminate off-task behaviors 6. Avoid playing detective 7. Utilize alternative lesson plans 8. Utilize the help of colleagues 9. Utilize the help of guardians 10. DO NOT USE CORPORAL PUNISHMENT 11. A form of contrived punishment in which physical pain or discomfort is intentionally inflicted upon an individual for the purpose of trying to get that individual to be sorry he or she displayed a particular behavior

Beginning a new year

1. Take advantage of initial uncertainty 2. Ride your "fences" 3. PLAN for a favorable beginning 4. Classroom/lab organization 5. Ongoing routines 6. Use learning activities with easy-to-follow, uncomplicated directions 7. Use a disclosure statement

A Businesslike Atmosphere

1. Take advantage of the first days of class 2. Establish an environment in which achieving specified learning goals takes priority over other concerns 3. It is much easier to establish this environment from the beginning rather than later

5 steps

1. Take advantage of the new school year or term to set the stage for cooperation 2. Be particularly prepared and organized 3. Minimize transition time 4. Utilize a communication style that establishing non-threatening, comfortable environment 5. Clearly establish expectations for conduct

99% of off-task behaviors take one of several forms

1. Talking out of turn 2. Clowning 3.. Daydreaming 4. Moving about without permission a. Antisocial, dangerous behaviors make up a fraction of the time students spend off-task

classroom management is different for teachers

1. Teaching Styles 2. Personality/Attitudes 3. Student population 4. Not all management strategies are effective for every teacher

importance of classroom management

1. Teaching Styles 2. Personality/Attitudes 3. Student population 4. Not all management strategies are effective for every teacher

Modifying off-task behavior patterns

1. Use the principle of "Extinction" 2. Whenever the positive rein forcers for a person's voluntary behavior pattern are removed or cease to exist, the person will begin to discontinue that behavior 3. Specify the exact behavior pattern to extinguish 4. Identify positive reinforcers for the behavior 5. Plan to eliminate positive reinforcement 6. Establish a realistic time schedule 7. Implement the plan 8. Evaluate the effectiveness by observing behavior 9. Use the principle of "Shaping" 10. Reinforce behaviors that are similar to the behavior to be learned 11. Subsequent actions that are more like the behavior to be learned than previous actions are reinforced 12. Subsequent actions that are less like the behavior to be learned than previous actions are not positively reinforced

Disclosure Statement

1. Used to clearly communicate expectations to students and parents 2. Refer back to the guidelines throughout the term 3. Not a legally binding document

Cooperation through communication

1. Verbalize descriptions of behaviors and never value judgments about individuals 2. Verbalize feelings but remain in control 3. DO NOT USE SARCASM 4. Do not place labels (good or bad) 5. Do not get students hooked on praise 6. Praise the work and behavior - not the students themselves 7. Speak only to people when they are ready to listen

A teacher has a witness if...

1. When discipline problems occur, the teacher consistently takes action to suppress the misbehavior of exactly those students who instigated the problem 2. When two discipline problems arise concurrently, the teacher deals with the most serious first 3. The teacher decisively handles instances of off-task behavior before the behaviors either get out of hand or are modeled by others 4. When handling misbehavior - make sure all students learn what is unacceptable about that behavior 5. Getting angry or stressed does not reduce future misbehavior 6. Deal with misbehavior without disrupting the learning activity

teacher

1. classroom management 2. learning process 3. home/parents 4. teacher/student relation

effective teacher

1. good classroom management 2. design lessons to reach mastery 3. has positive expectations that students will be successful

learning process

1. how to take notes 2. how to read text 3. how to work in groups

7 things students expect

1. in the right room? 2. suppose to sit? 3. rules? 4. doing this year? 5. be graded? 6. teacher as a person? 7. treated as human beings?

3 R's

1. rigorous 2. relationship 3. relate

If you advise a student group (CTSO):

Be familiar with: 1. Travel policies 2. Fundraising policies 3. Activity absence policies 4. Student organization finance policies

Proximity and Body Language

Eye contact, facial expressions, gestures, physical proximity to students, and the way you carry yourself will communicate that you are in calm control of the class and mean to be taken seriously. Be free to roam Avoid turning your back to the class

effective

do the right things

efficient

doing the right things

allocated time

the time periods you intend for your students to be engaged in learning activities

transition time

time periods that exist between times allocated for learning activities