Classroom Management
Providing Feedback
"I saw..." " I noticed..." " I heard people saying please and thank you"
Individual Behavior Plan
(behavior contract) a set written agreement with a student about rewards for specific behavior
Faculty Handbook
**blend of district and law you are responsible for the welfare of your students, you cant hold children responsible for behavior that is beyond their control as a result of a medical condition, info about your students is strictly confidential, you cannot lower a students grade because of their misbehavior, protect student's identity,report **diff communities have diff norms and behaviors
Getting organized (promotes good classroom management)
**saves instructional time centralize your materials and label everything three ring binder: class lists, proposal, daily schedule, expectations, roster, weekly plans, lists to do, school procedures **do everything after school like sharpen pencils etc (Lunch count needs a system)
Why is CM more difficult than ever?
1. More children living in poverty 2. We educate more of the people 3. Rising violence in schools 4. Multiage classrooms 5. More pressure to succeed 6. Culture of violence
Raise Your Hands Please...
1. don't respond to someone who does not raise their hand if that is the behavior you want to see 2. ** begin with "raise your hand if you can tell me" 3. smile and make eye contact with students who have hands raised 4. don't rely only on raised hands as a means of response 5. thank you for raising your hand 6. "I can only call on people who are silent and sitting with their hand raised 7. when you must move on to something else say " I wish we had more time to listen to all your comments, maybe you can tell me later"
CL approaches
1. student to student interaction 2. positive interdependence 3. individual accountability 4. group process skills
Drug Prevention
1. younger children are more affected by the school interventions even though they probably wont abuse until they are older 2. programs need to address all forms of drug abuse and tailor to their audience 3. schools need to enhance protective factors and diminish risk factors **classroom management is a deterent from drugs
Wait time
2/3 of the hands in the air (count to 5 slowly)
Bullying
50% admitted to bullying other students **82% increase in school violence in the past 5 years (starts as teasing and escalates, is a form of abuse, creates secondary victims school causes - lack of teacher attachment, lack of parental involvement, unsafe and negative school climates , low standards **could do an antibullying pledge
Diversity Stats (race)
60 % are white 17% are black 17% are hispanic 4% asian 1.2% Native American 36% eligible for free or reduced price meals
Diversity Stats (mental illness)
ADHA, ODD, Depression, Bi-polar, Autism, Anxiety, Schizophrenia, OCD 5% abused each year 5% ADHD 8% mood disorders (depression/anxiety) 2% mood disorders **20% have a mental illness, 80 - 90% treatable but only 1/3 will get help
Verbal Communication Skills
Active Listening Conference Techniques I message, You/We message Humor Leading Paraphrase Pauses I wish Delay PNP (+-+) Offer a choice, Alpha and Beta
What are the Management Profiles?
Authoritarian, Authoritative, Laissez-fair, Indifferent
"Good classroom management is the single most significant contributor to..."
High achievement
HOTS
Higher Order Thinking Skills (critical thinking) Eval Synthesis Analysis App. Understanding Knowledge
Research tells us that...
Teacher stress over poor classroom management, 40% of teachers leave the profession because no on backs them up, classrooms are more inclusive, there are challenging students
rapport
a friendly and positive relationship
signaling
a set noise or sign that signals students during a lesson that a behavior is required ( a bell could be a signal to start class)
assertive discipline
a strategy of behaviorism, rules, concept of choice
desist
a teacher behavior that makes a negative student behavior stop
teacher-centered
a teaching method that emphasizes information and teacher talk (student centered is a method of teaching that is discovery based)
engagement strategies
activities that help keep students engaged in the lesson (i.e pair share) **authors chair, birthday crown
authentic assessment
assessing students on activities that apply to the real world
Room awareness
being able to be aware of what is going on all over the room when teaching
Classroom Traditions
birthdays, holidays, morning, fridays
what do parents want in a teacher?
caring, enthusiastic, encouraging
Alternatives to Suspensions
class meetings, individual conferences, appropriate tasks, parental involvement, logical consequences, built rapport and relationships, pro-social behavior, problem solve for solutions, behavior contracts, using school resources
Emotional Environment
class meetings, lunch brunch (not trying to discipline just trying to get to know), signals, catchy phrases, riddles, games (simon says, drawing, seasonal games, question game)
Non-verbal communication
communication without words, facial expressions, everything communicates (nonverbal can never be silence) Assertive, congruent, open, positive, encouraging, expressive, proximity **read student's body language
Diversity = ability
could be due to motivation, stress, health, poor teaching, etc **the higher the grade the greater gap of achievement
Fighting in School
do not immediately break up the fight, first send for help, remove possible weapons (students will listen to to verbal commands) separate them to cool down, legally you may restrain or take reasonable physical action, talk to both fighters together
positive inter-dependence
each person gets a job (#1 will be...) **students can set the rules for group work
caring community
emphasizes the ethic of care, nurturing, closeness, emotional attachment, respectful and supportive relationships. students should feel as if they are members of community **inclusiveness
cultural heritage
emphasizes values drawn from the traditions of non-dom cultures hard because teachers then must come from the cultures of the students
The Blame Game
external conditions that affect a given lesson's outcome. Here are some excuses 1. the weather 2. time off from school 3. the personality of the class 4. food of any type 5. lack of authority from the student teacher
Authoritative
fair, understanding, class meetings, limits, polite, opportunity to learn
Laissez-fair
few demands on students, interruptions, no boundaries, concerned with the emotional wellbeing more, permissive, push over
Authoritarian
firm, rules, lecture
ANT (automatic Negative Thought)
focusing on negative in a situation, fortune telling or anticipating the worst, blaming the cause (learn to frame in a positive way)
behavior contracts
for students who have unusual problems conforming to appropriate behavior, time consuming so do not use for general use behavior contracts, positive notes, mystery person
Getting Work Finished
generally speaking avoid penalties for students to turn in their work **be clear, make assignments, several small assignments, put hw away, check for completion, assist students who need help appropriately, beck in work, watch for off task behavior, give students time to clean their desks **praise for work handed in on time
reteach
going back and teaching a lesson again, using a new method, when there is doubt that everyone understood
clarity
has been a number of research studies as the teacher trait having the highest correlation with student achievement and on task behavior
distractions
hearing, touch, sight
engaging
holding students' attention and keeping their attention throughout the lesson
rewards work best
if the recipient is already dependent short term results if not intended to alter attitudes or commitments if already alienated from the task if the task is simple, measured quantitatively
Cooperative Learning
involves groups of 2 + working together, class unity is stressed, build sense of belonging, long term teacher assigned, heterogeneous groups are recommended, start gradually, don't grade group work, goal is the acceptance of differences
social action
justice and compassion guide the curriculum focused on the political nature of society. change can happen by students who think critically and examining unjust situations **students generate ideas, rich academic social and political curriculum **teachers need to allow students to voice their moral concerns
School Law
know school code, drills and alarms, don't lower a students grade for disciplinary reasons, cannot suspend for 10 + days, notify parents if students, cannot share confidential info, terminal disease needs to have writing, be careful in teacher's lounge, can't share political views
LISTENING
look, inquire, summarize, take notes, encourage, neutralize
pacing
moving the lesson along at a speed that suits the attention span of students
Diversity = Gifted Students (5%)
myths: high achievers, self-directors, easy to raise, can accomplish anything, do not have problems, they know where they are headed truths: perfectionists, problem solvers, far ahead from their chronological age mates, some may fear failure, mappers vs. leapers, often think abstractly, unwilling to do things unless promised success. **many programs and text neglect gifted learners
penalties
natural consequences, restitution, arbitrary punishment, changing perception Natural = you make up for what you did Arbitrary = unreasonable Changing Perceptions **don't solve a lot of problems, it gradually loses it's effectiveness over time (sometimes temper kids really don't understand)
types of child abuse
non-accidental physical, sexual abuse, neglect, permitting children to be in porn **clues = wearing lose clothing, bruises, cigarette burns, stories **if you make an erroneous report to HS, as long as it was done in good faith, you are not liable
behaviorism
observing, measuring, and modifying behavior and giving rewards/punishments (training your students) **assertive discipline, contingency management, group rewards, behavior contracts, positive notes, PBIS
constructivist
overall goal of teaching values of cooperation, empathy, community (which are reinforced intrinsically) **need to have full needs met before they engage in class **give reason behind expectations **always begin with the question why **cultivate empathy by explaining the impact of negative behavior **students need information and discussion in order to make their own meaning from a situation **democratic classroom practices **relevant and engaging , less assertive management
climate
overall psychological atmosphere of the classroom
Diversity = temperament
provide structures and consistency, place the students on the outer edge of class
rewards fail
punish when not received rupture relationships ignore reasons/causes discourage risk taking and innovation undermine interests in the rewarded tasks
group rewards
put emphasis on the group's responsibility to prepare their members for the task and provide time for students to help each other
The Management Pyramid
rapport, motivation, routines, clarity, engagement, positive feedback, penalties and rewards
Alfie Kohn: Punished by Rewards
rewards are only effective at producing compliance *increase anxiety and discourage some from making an effort
character education
schooling can shape the behavior of young people by inculcating them the proper virtues. Children need clear directions and good role models
just community
schools become democratic settings that provide students with opportunities to deliberate about moral dilemmas and to participate in cooperative decision making stages of moral reasoning
for-see-ability
should a person have been able to foresee that this might have happened (does the school know it's dangerous?)
positive feedback
specific, positive, task related, show growth, future steps, "I still got it"
Hierarchy of Needs
start --> physiological, safety, love and belonging, esteem, self-actualization (if they don't have beginning they wont have end) **ex: students need to have a sense of where they are **students can only listen for so long
peace education
stems from an ethic of care that extends beyond the classroom. valuing and befriending the Earth, living in harmony with the natural world, recognizing the interrelatedness, living in a culture of peace, conflict resolution, global ed and human rights ed. consumerism, ethical inquiry
Indifferent
students are responsible for their own education, no communication, lazy, no preparation, low achievement, few demands.
ethical inquiry
students engage in "moral conversations" centered on dilemmas, can be added to all academic areas **deliberation promotes development
Diversity = ESL tips
support home language, assess for learning disabilities, foster social interactions, allow translations, check for comprehension, develop pride in cultures, simple directions, encourage participation, assign a buddy, build background knowledge, tie in their culture, reading strategies are universal, help their cognitive skills, be aware of culture shock, provide time outs, learn that name correctly, try to learn new words, teach the textbook backwards
contingency management
systematic reinforcement of desired behaviors Clarify, avoid take aways, logical rewards, group rewards builds community **you are not dealing with the problem, try challenging the students, you are emphasizing external control, you are not modeling moral reasoning **help with transitions
over-dwelling
taking too long or becoming repetitious with explanations that cause students to disengage
tattling
tattling is only tattling if the student involved is hurting no one and the info is only designed to get them in trouble (otherwise if they are hurting themselves or others its reporting)
Learning to Learn
teach the skills, teach the goal, encourage positive self talk, break long term projects into small steps, measure success, involve students in self evaluation (don't assume anything) **students learn best and exhibit their best behavior when not feeling threatened (threats can be intellectual, emotional, physical) **improving threats by encouraging optimist thinking, encouraging communication, feel safe
overlapping
the ability of teachers to spot disruptive behavior and to deal with it without interrupting with the flow of the lesson
redirect
the ability to make changes in a lesson or a students behavior, during the lesson
with-it-ness
the ability to monitor several things all at once while teaching
momentum
the feeling that the lesson is moving at a good pace and students are engaged
Personal Autonomy/ Self-Efficacy
the quality or state of being self-governing, and freedom of moral independence
wait time (think time)
the time between the end of a teacher's question and when she calls on a student. Also called "it is best to count slowly to 5 in order to give students time to think about their answer"
teacher voice
the voice of firmness and authority that a veteran teacher has usually cultivated. Some novice teachers tend to be more tentative and timid and would benefit from finding their own teacher voice
over-planning
the wise strategy to have more activities planned than students will like accomplish
preactive
the work and effort that goes into a lesson before the lesson (planning and organizing)
Moral Education
there are moral worlds *caring communitycultural heritage, peace education, caring community, social action, just community, ethical inquiry
Diversity = African American students are suspended at what proportion in school
twice their proportion **some reasons for the disparity may include cultural misunderstanding and misinterpretation, resistant and defiant, lack of academic and social support **for a positive school climate teach teachers how to de-esculate, levels of inquiry, programs for at risk students, helps students with self management skills
transitions
use signals or noise makers, timing, mystery person, clear engaging directions, call by groups, praise those who follow directions, have consequences, have contingent rewards (marbles for class etc) use music, games, poems
ineffective discipline practices
vague rules, do not ignore student's behaviors, no corporal punishment, avoid out of school suspension, avoid inconsistent treatment
conference techniques
what do they want to happen or change (reasonable)
teacher talk
when a teacher gives students information. The duration of teacher talk needs to limited in order to engage students in the lesson.
Brain Based Learning
window of opportunity, all brains are unique, new neural pathways are created every time we use our brains in thinking, needs a challenge, low threat (the brain is meaning driven, learn by doing)
Physical Environment
worry jar, shout-outs, display work, class pets, therapy dogs, star of the week, bulletin boards
