PPR. COMPETENCY 006. CLASSROOM MANAGEMENT. Strategies for creating an organized and productive learning environment and for managing student behavior.

Redirecting

A behavior management strategy used to manage off-task or inappropriate behavior using the least intrusive means. Example: Because the student was off task the teacher whispered a direct correction to the child. Her redirecting got the child engaged in the work again. Comp. 006 - Classroom Management

Accountability

A concept in which the school system, and especially teachers, are held responsible for the quality of instruction and the progress of their students. Example: At the end-of-year conference of the teacher with the principal, the teacher's test result were discussed as one measure of accountability. Comp. 006 - Classroom Management

Contingency contracting:

Also known as the "Premack principle" or "Grandma Law," this technique is based on the concept that a preferred behavior that frequently occurs can be used to increase a less preferred behavior with a low rate of occurrence. In short, performance of X results in the opportunity to do. Y, such as getting 10 minutes of free time for completing the math assignment with 85% accuracy. Contingency contracts are a process that continues after formal schooling and into the world of work and adult living. Contingencies can also be simple verbal contracts, such as the teacher telling a child that he or she may earn a treat or special activity for completion of a specific academic activity. Contingency contracts can be simple daily contracts or more formal, written contracts.

No Child Left Behind 2002

An education reform plan with sweeping changes to the elementary and secondary education act changing the fed govts role in education from K-12

Routine

Is a procedure that has been practices so that it works automatically.

Identity Achieved

Marcia's term for deciding on an occupational identity after a period of exploration

Identity Diffused

Marcia's term for neither deciding on an occupational identity nor undergoing any exploration

Apprenticeship vs. Work Paralysis

One of seven conflicts the Erikson believed occurs during an adolescents. Search for identity. Tries out various occupations before making vocational decision.

Reality Therapy

Teachers help students make positive choices by making clear the connection between students behavior and consequences class meeting clearing communicated rules and use of plans and behavior contracts are featured.

Boys Town Education Model Discipline Programs

Teaching philosophy that integrates a social skill curriculum a crisis intervention process and a motivation system

TIVA

an acronym that brings together presentation with text images (pictures and graphics), video and audio for more complete concept and linguistic development in teaching and learning

wait time

it refers to pausing after asking a student a question to give him or her time to think about the question and the answer. this approach usually result in better quality, higher level answers from students

What are some steps/tips teachers can take to promote appropriate and ethical behavior?

- communicating high expectations for behavior - modeling appropriate interactions - having the students help develop classroom rules and procedures - holding students accountable for their choices - providing clear consequences for breaking the rules -consistently enforcing these consequences in a fair manner - encouraging students to monitor their own behavior and to become self-managers of their behavior - teaching conflict management skills - rewarding improvements and success - responding appropriately to misbehavior

Consequence

A condition that follows a behavior, designed to weaken or strengthen the behavior. Example: The student had been rude to the teacher's assistant. As a consequence the teacher had the student write an apology letter. Comp. 006 - Classroom Management

Homogeneous Grouping

A method of grouping in which students with a relatively high degree of abilities, interests, achievement levels, and backgrounds are grouped together. Example: The teacher used homogeneous grouping during reading time. That way the small groups could read texts at similar levels. Comp. 006 - Classroom Management

Procedure

A sequence of steps and activities that have been designed to lead to the acquisition of learning objectives. Example: The science teacher taught the students the procedure necessary to complete the experiment. Comp. 006 - Classroom Management

Withitness

A teacher's complete awareness of what is going on throughout the learning environment at all times and to communicate non-verbally this awareness to students; useful in behavior management. Example: The teacher had such withitness that students thought she had eyes in the back of her head. She saw everything. Comp. 006 - Classroom Management

Token Economy:

A token economy mirrors our money system in that the students earn tokens )money) that are of little value in themselves but can be traded for tangible or activity rewards, just a currency can be spent for merchandise. Using stamps, stickers, stars, or point cards instead of items like poker chips decrease the likelihood of theft, loss, and noise in the classroom. About four to six classroom rule should be posted where students can easily see and read them. These rules should be stated positively, and describe specific behaviors so they are easy to understand. When the teacher clarifies and models the expected behavior for the students, she is stating the behavior that is expected from students in the classroom. These clear expectations are an excellent way to effectively manage conduct, as well as enhance a positive learning environment. As the students demonstrate the behaviors, the teacher should provide reinforcement and corrective feedback. Periodic review of the rules, as well as modeling and practice, may be conducted as needed, such as after an extended school holiday. Students should be involved as much as possible in the formulation of the rules and discuss why the rules are necessary. When students get involved in helping establish the rules, they will be more likely to assume responsibility for following them. Once the rules are established, enforcement and reinforcement for following the rules should begin right away. The teachers should never promise a reward that cannot be delivered and should follow through with the rewards as soon as possible. Consistency and fairness is also necessary for rewards to be effective.

COOPERATIVE LEARNING

Are formed heterogeneously, with differences in mind. • The purpose is to provide an opportunity or vehicle for students of various groups or level to learn from each other. • Often, lower-achieving and higher-achieving studies are grouped together. There are five basics elements associated with collaborative learning. Face to face interactions It is important that students begin to form working relationships with their peers. This closeness also helps reduce the noise level of talking Positive interdependence Which means that students must learn to depend on each other to complete a project or achieve goal. Provide set of resources or one answer sheet. Provide incentives, such as extra points on individual tests if everyone in the group makes at least 80 percent. Individual accountability This mean that each student in the group is held accountable for everything that is to be learned. Althoug students work and study together, each must pass a test for himself. This encourages interdependence because students hold each other accountable. Social skills The effective teacher has two types of objectives for collaborative learning: cognitive (content area) and affective (social skills that are necessary for students to be able to function in their groups). Assigning different roles for students. Group processing Students reflect on how well their group worked together. Determine what they can do to function more effectively during the next group assignment. Students learn to set goals for their collaborative groups, in terms of achievement and products. Some examples of cooperative learning include: • Centers • Writer´s workshops • Three-step interview • Think- Pair-Share • Literature Circles • Round Robin.

Positive Approach to Discipline

Based on Glasser's Reality Therapy and is grounded in teachers respect for students and instilling in them a sense of responsibility. Components included developing and sharing clear rules, providing daily opportunities for success and in school suspension for non compliant students.

With-it-ness

Being aware of behaviors in the classroom at all times

Culture

Characteristic features or behaviors typical of a group. Example: Some children behave in a manner consistent with their culture. Although some behaviors are acceptable at home, they are not acceptable at school. Comp. 005 - Safe and Positive Environment

Reasons to Send to Principle

Conduct could be punishable as a felony, contains offense of assault or terrorist threat, sells gives or delivers to another person or possesses or uses or under the influence of a controlled substance. sells gives or delivers to another alcoholic beverage, etc. Engages in conduct that contains elements of an offense of public lewdness or indecent exposure, aerosol paint or abusable glue or contains elements of the offense of retaliation against any school employee

Discipline Programs Consistency Management & Cooperative Discipline

Developed by HJ Freiburg, is a program that builds on shared responsibility for learning and classroom organization between teachers and students. Emphasizes prevention rather than intervention, shared responsibility between teacher student and value based discipline

Assertive Discipline Discipline Programs

Developed by Lee Canter, well respected and widely used program. Focuses on the right of the teacher to define and enforce standards for student behavior. Clear expectations followed by a set of consistently followed consequences are major features. Rewards for the achievement of good behavior are established ahead of time and are also consistently applied

Teacher Effectiveness Training

Differentiates between teacher and student owned problems and proposes different strategies for dealing with them. Students are taught problem solving and negotiation techniques

ROUTINES AND TRANSITIONS

Effective teacher have the students start class immediately, often by putting instructions for a short activity on the board or the overhead as the class enters the room. Effective teacher plans all transitions ahead o time, then clear instructions and a time limit for students to make the move Teachers should incorporate learning centers into their daily class schedules promote student independence, which causes students to become more responsible, through self-discovery. This also allows time for teachers to work one on one with students or in small groups as well.

Identity vs. Confusion

Erikson's stage in which adolescents ages 12-18 consciously struggle to find out who they are in terms of their values, abilities, beliefs, goals, etc.

Modeling

In order for modeling to be effective, the child must first be at a cognitive and developmental level to imitate the model. Teachers are behavior models in the classroom, but peers are powerful models as well, especially in adolescence. A child who does not perceive a model as acceptable will not likely copy the model´s behavior. This is why teachers should be careful to reinforce appropriate behavior and not fall into the trap of attending to inappropriate behaviors.

Prompt. BEHAVIOR MANAGEMENT TECHNIQUES

Is a visual or verbal cue that assists the child through the behavior shaping process. In some cases, the teacher may use a physical prompt such as guiding a child´s hand. Visual cues include signs or other visual aids. Verbal cues include talking a child through the steps of a task. The gradual removal of the prompt as the child masters the target behavior is called fading.

Transition

Is moving from one activity to another or from one desk arrangement to another. Transition Strategies • Provide students with clear ending and beginning times. • Provide students with a warning that transition is soon to occur • Have clear routines and procedures. • Pay attention to students who have special needs or who do not handle transition well. Take measures to help and prevent issues for these students. • Post and adhere to schedules. • Have clear rules and expectations, and review these frequently • Follow an active endeavor with a quiet activity /such as, read for five minutes after you return from lunch.

Time Management

It refers to the ability to manage classroom time using a range of skills, tools and techniques to maximize academic learning time - the time students are actively engaged and experiencing success. Example: A classroom with poor time management is easy to spot: Time is wasted in non-instructional matters, students must wait for a teacher's attention, instructional groups are off-task, materials are not at hand, and transitions are confused, all of these factors increase the potential for misbehavior. Comp. 006 - Classroom Management

Foreclosure

Marcia's term for deciding on an occupational identity without exploration. The decision is usually influenced by the adolescent's caregivers

BEHAVIOR MANAGEMENT TECNIQUES

Most behavior issues can be prevented. These proactive methods can Ward off most behavior challenges: • Arrange seating and group students based on Emotional and social needs as well as academic needs. • Adjust schedules to balance between highly structured activities and lively activities. • Preplan and organize for success. Pay close attention to transitions. Keep your room and supplies organized. • Establish a group plan for behavior, including consequences. • Consistently enforce expectations. • Monitor student interactions. Move among groups and create an expectation of oversight • Avoid overstimulation of students. Keep disruptive activities to the end of the day. • Show empathy and respect for all students • Create a relationship of mutual respect • Much misbehavior is geared toward gaining attention or power. • Promote and reward positive behaviors • Always be consistent and fair. • Avoid correcting of praising students publicly. Instead, correct or praise behaviors privately • Keep students busy.

Adlerian Approaches Discipline Programs

Named for psychiatrist Alfred Adler umbrella term for a variety of methods that emphasize understanding the individuals reasons for maladaptive behavior and helping misbehaving students to alter their behavior while at the same time finding ways to meet their needs

BEHAVIOR MANAGEMENT THEORIES

One of the more influential behavior management theories is from B.F. Skinner´s theories have been put into practice in school systems in an assortment of ways. However, parents and teachers both have rewarded students for good behavior long before B.F Skinner´s theories were well-known. Skinner believed immediate praise should be offered to students, instantaneous feedback, should be given, and rewards given to encourage proper behavior in the classroom. Teachers wanting go put into action a reinforcement system in their classrooms might possible use strategies such as a "token economy" as an incentive for positive behaviors. A secondly theory that is often used in today´s classroom is the student-centered approach. This theory encourages independent thinking in order that students choose their own appropriate behavior for the situation. Another behavioral management theory is the moderate approach. In this approach are the combinations of humanist and behaviorist belief system. Students need to have a sense of belonging and feel important in their environment. This will increase their sense of self-worth in order to improve their behavior, and ultimately their academic achievements. A final theory is the assertive discipline approach which has a positive discipline system. This system has a clear indication of the rules, frequent reminders of the rules, and clear indication of consequences. This behavioral management method aspires to create a positive discipline system that reinforces the teacher´s authority to teach and control in order to guarantee a safe setting which is the best possible environment for student learning.

Effective Classroom Management

Teachers who maximize academic learning time; teachers who use the least intrusive intervention to stop or redirect inappropriate behavior; teachers whose intervention techniques ensure that the dignity of the student, even the seriously disruptive student, is preserved; teachers who create a safe and orderly environment. Example: The teacher was able to maintain effective classroom management through a positive relationship with the class. Comp. 006 - Classroom Management

classroom management

Techniques used to maintain a healthy learning environment, relatively free of behavior problems.

Competency 006:

The teacher understands strategies for creating an organized and productive learning environment and for managing student behavior.

Classroom Management

The teacher's system of establishing a climate for learning, including techniques for preventing and redirecting or stopping student misbehavior. Example: The classroom management system included procedures for when pencils could be sharpened so as not to interrupt instruction. Comp. 006 - Classroom Management

Monitor

To oversee. Example: The teacher listened to monitor the conversations of the groups to make sure that the students were staying on topic. Comp. 006 - Classroom Management

Teacher Centered Teaching Styles

Traditional, task oriented, subject centered, autocratic, formal, prescriptive, transmissive, top-down instruction

Transactional Analysis Discipline Programs

Within the context of counseling programs students with behavior problems use terminology and exercises to identify issues and make changes. Has student, adult and parent components.

RESOLVING CONFLICT

a. The students should immediately be removed from each other and from harm´s way. b. The teacher or another third party can the encourage the students to work out their conflict by creating a safe and non-threatening environment, where the problem can be discussed calmly and discreetly. c. Students should be reminded of the school rules that under no circumstances will type of behavior be allowed or condoned on school property. Students need to learn that when they are trying to resolve conflicts, it helps to have a plain in order to solve the problem. Thera are three basic steps that need to be followed in order to develop strong resolutions skills. a. Student need to define the problem. T b. They can them brainstorm possible solutions for fix the problem. c. Choosing the best possible answer and the action on it is final step. Verbal techniques, which may be effective in modifying student behavior and setting the classroom tone, include simply stating the student´s name, explaining briefly and succinctly what the student is doing that is inappropriate, and what the student should be doing. Verbal technique for reinforcing behavior include both encouragement and praise delivered by the teacher. In addition, for verbal techniques to positively affect student behavior and learning, the teacher. It is also helpful for the teacher to prominently display the classroom rules. This will serve as a visual reminder of the students 'expected behaviors,

classroom management and special education students

allow extra time for assignments; provide information in a variety of ways; give work in segments (chunking) to prevent overwhelming the student; allow the student to move when neccessary, group the student with supportive, patient students; allow "wait time"; provide a place for the students to calm down

workstation

an instructional approach that established instructional areas where students work individually or in small groups to work independently on instructional tasks and projects

values-centered curriculum

are places that special emphasis on moral and ethical issue. it more popularly known as character education

Why is important to create an environment that encourages questioning ?

because without a classroom that encourages inquiry and risk-taking, little critical, creative, or higher level thinking can take place

time out

is a disciplinary technique in which a child is separated from other people and removed from social reinforcement and interaction for specified time (usually one minute for each year old the child's age)

sensory memory

is a place in the mind where information recieved from the sense is briefly stored if no attention is paid to it then the information is lost

vertical teaching

is joint planning and decision making across grade levels by teachers and other district employees whose focus is school - and/or district wide effectiveness

transfer

is occurs when student connects the new knowledge being presented to familiar concepts

What is the most important aspects of classroom management?

is setting the tone and teaching students how to behave in an appropriate and ethical manner

Bloom's Taxonomy

is the classification of higher order thinking skills where students demonstrate and apply what they have hierarchical models used to classify educational learning objectives into levels of complexity and specificity 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create

school board

is the governing body of a school district responsible for the development or approval of educational policies, approval of the budget, hiring of the superintendent and other personal matters

vicarious learning

is the learning that results from seeing someone else's behavior either rewarded or punished

tracking

is the process of monitoring a child's achievement over a period of time usually years. this information is often used for placement and instructional purposes. it can also refer to the process of placing students in specifically focused educational programs

time on task

is the time spent actively engaged in learning the task at hand

What are the benefits of having environment that encourages questioning?

it provides the teacher with feedback to both teacher and the learner teacher can utilize feedback to evaluate: - effectiveness of their teaching - the level of understanding the students have gained -what remedial measures are necessary to assure that all students obtain mastery of the lesson's objectives

vertically

knowledge that builds from grade to grade

behavior management

most behavior issues can be prevented by: - includes arranged seating; consequences; and oversight adjust schedules to balance highly structured activities and lively activities; pre-plan and organize for success; establish a group plan for behavior; consistently enforce expectations; monitor student interaction; avoid over-stimulation of students and show students empathy

visual modality

receives and represents information based through sight

Advance Organizer

technique usually used at the beginning of a lesson in which the teacher provides students with the structure overview and nature of the content of the upcoming learning experience

CLASSROOM MANAGEMENT AND SPECIAL EDUCATION

• Allow extra time for assignments • Provide information in a variety of ways. • Give work in segments (Chinking) to prevent overwhelming the student • Allow the student to move hen necessary • Group the student with supportive, patient students • Allow "wait time" a few moments to thing before answering questions • Provide a place for the student to calm down.

PROMOTING APPROPRIATE AND ETHICAL BEHAVIOR

• Communicating high expectations for behavior • Modeling appropriate interactions • Having the students help develop classroom rules and procedures • Holding students accountable for their choices. • Providing clear consequences for breaking the rules • Consistently enforcing these consequences in a fair manner • Encouraging students to monitor their own behavior and to become self-managers of their behavior. • Teaching conflict management skills • Rewarding improvements and successes • Responding appropriately to misbehaviors

Young children: ROUTINES AND PROCEDURES

• Developing collaborative skills. • Aware of their limited ability to work in group, and their need to learn collaborative skills • Include opportunities to work with others. • Provide rewards of some sort for working together effectively. • Are brief and to the point • Do not penalize students who are developmentally not ready for collaboration. • Offer opportunities for those whose collaborative skills are still developing to gain assistance or perform in a alternate way.

• routines

• Introductory Commentary Students learn best in an atmosphere in which routines are present and procedures are well established, therefore, one proactive strategy is for teachers to adopt consistent classroom routines and procedures. A routine helps to simplify a complex environment and inform students exactly what to expect, what is expected of them, and what is acceptable behavior Essentially, once taught, routines are daily activities which accomplish three objectives (a) students have more opportunity to learn, (b) builds positive behqvior and (b) teachers can devote more time to instruction. Consistency is of the utmost importance in the implementation of a classroom management plan. When repeated enough procedures become routines.

Older students

• Older children should be able to work productively in teams, though developmental delays still exist at this age. • Students should work collaboratively to research concepts, explore ideas, define goals and assessment criteria, and solve problems. Learning to work with others is a critical life skill, group work is an expectation for all subjects areas.

MATERIALS AND TIME MANAGEMENT STRATEGIES

• Provide structure and routine. • Encourage students to solve problems with minimal teacher involvement. • Assign the student who struggles a classroom buddy. • Encourage the use of checklists. • Teach the students memory aides. • Model the way to approach a project or assignment. • Require students to use a three ring binder. • Have students use a container for small items • Have students keep their work in folders. • Teach students how to keep a neat desk. • Build desk-cleaning time into the class schedule. • Encourage students to be responsible for their material • Have a class discussion in which students, share their ideas about keeping organized. • Praise and reward students for improved organization. • Have classroom jobs and assigned roles • Use routines and procedures particularly for lining up, emergency situations, distributing or collecting materials

Correcting students

• The best way to correct students is usually privately. • The teacher moves close to the student, calls him or her by name, looks the students in the eye makes a statement of what behavior needs to stop and what behavior needs to begin, thanks him or her, then moves away. • Effective teacher also avoid falling into the trap or arguing with students.

CLASSROOM DISCIPLINE

• The effective teacher realizes that having an interesting, carefully planned curriculum is one the best ways to prevent most discipline problems. • Another way is to have a discipline system of classroom rules, consequences, and rewards, which are applied consistently to every student. • All classroom rules, consequences and rewards must be in compliance with campus requirements. • The goals of a classroom system of discipline are that students become self-disciplined and that all but the most serious misbehavior is handle in the classroom by the teacher. • The effective teacher limits rules to four or five essential behaviors by determining the conditones that have to be in order for learning to take place. • The effective teacher knows what the rules will be before students come to the first class, or develops them with the students during the first couple of days. • One the rules have been determinated, the teacher makes sure that each students understand each rule, the consequences for breaking a rue, and the rewards for keeping the rules. • Rewards also help maintain discipline. They can include verbal praise, stickers, and positive notes home, free time Friday, listeng to radio while doing class work, accumulate points to "win" a class reward at en of the six weeks. • After the system of rules, consequences, and rewards has been determined, the teacher should put them on a poster in the room and give students copies for their notebooks. • Teacher asks students and a parent or guardian to sign a copy and return if for his a or herfiles, to ensure that both the student and parents understand what type of behavior is expected. • One key to effective discipline is consistency.

• scope and sequence

• The scope and sequence of the curriculum are important elements in the design of effective teaching and learning. Scope relates to what should be taught and learned. Sequence relates to when different parts of the curriculum should be learned with respect to the other parts of the curriculum. Teachers decide how to sequence the material as they follow the state curriculum simple to complex; easy to difficult; chronological, developmental, prerequisites first, whatever the option, it must progress in a logical sequence and support stated instructional goals.