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Essential Skills for Classroom Management

ESCM 1: Establishing Expectations

My Journey to the ESCMs

ESCM 2: Instruction Giving

  • Dad is a principal of an indigenous school in NT
  • Met Mark Davidson at a conference where he was talking about classroom profiling
  • Asked if it work in a school like his
  • He became a profiler
  • Values it so much that all his teachers are now profilers
  • Sent me to the course in Brisbane a couple of weeks ago
  • It is important to have clear boundaries for social behaviour so that everyone is clear about what is, and what is not, regarded as responsible and safe in a particular context
  • Best to work out rules/consequences (+ve & -ve) in a class meeting
  • Publish the rules and consequences where students can see them
  • Have positive descriptors with the rules, avoid "don't" or "no"
  • Refer to the rules often
  • Model, model, model
  • Greet your students formally or informally before you begin instruction and when you're dealing with late students. Remember greet them, deal with the lateness at an appropriate time.
  • Clear, short instructions help students understand what you expect them to do
  • Use instructions for "have to" tasks. Give choices for optional tasks
  • Make your curriculum and behaviour expectations clear when giving instructions
  • What it is you expect
  • Why it is important
  • And how they are going to achieve your expectation
  • Use "thanks" rather than "please" at the end of an instruction for a crisper, less question like tone

What are the ESCM's about, and what is a profiler

Process of Instruction Giving

1. Attention getting (non-verbal directional action or oral directional phrase)

2. Give the instruction

3. Wait and scan

4. Descriptively encourage 2 students

5. If necessary, move towards a student who is not ready and in close proximity warn/give choice

6. If necessary follow through

  • The ESCM's are a set of skills to employ in your classroom that will help to maintain overall classroom management
  • A profiler is someone who observes what is going on in a class and takes real data
  • The data is both student behaviours and teacher strategies
  • It also looks at gender to see if there is a balance in the class
  • Works from preschool to senior high school levels

ESCM 4: Cueing with Parallel Acknowledgement

ESCM 3: Waiting & Scanning

ESCM 7: Selective Attending

  • It avoids unintentionally reinforcing off-task of disruptive behaviour. It decreases the likelihood that this behaviour will be repeated.
  • Gives you time to think of how to handle the behaviour
  • Gives you time to attend to those on task
  • Do it when the student is choosing off-task behaviour that is not seriously disturbing to others
  • Gives the students time to process the direction
  • Prior to waiting and scanning, securing students attention is important, how?

Hints

  • If students are not following many of your instructions, evaluate your waiting and scanning
  • You may perceive the time spent waiting is longer than it is
  • Don't be concerned with "wasting time" using this
  • If students aren't following your instructions you are wasting time anyway
  • If you do not wait and scan your instructions a likely to be ignored
  • It cues other students to match the behaviour that is being acknowledged
  • More effective with younger students can still work in secondary
  • Scan the group regularly. When students are off task, choose to acknowledge someone in close proximity who is on task
  • Acknowledge that person with a descriptive encourager in a loud enough voice for the others to hear
  • I like the way that...
  • Look at...
  • I love the way that...
  • This group...
  • That group...
  • Non-verbal language of parallel encouraging, raise hand when asking a question
  • Michael is writing
  • Ben he is staying in his seat reading
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