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Transcript of Classroom Management
Smith, R. (2004). Conscious classroom management. San Rafael, CA: Conscious Teaching Publication.
Springer, S, & K. Persiani-Becker. (2011). The Organized Teacher's Guide. New York, NY: McGraw-Hill.
Wong, H. K, & R. Wong. (2004). The First Days of School: How. ( Bruce. F. Emmer, Ed.). Mountain View, CA: Harry K. Wong Publications, In.
Mcleod, J Fisher, J & Hoover, G. (2003). The Key Elements of Classroom Management. Alexandra, VA: ASCD
Sadker D, Zittleman K. (2009). Teachers Schools and Society. New York, NY: Mcgraw Hill. Floor space When organizing your classroom, don't forget yourself! You are an extremely important part of the learning environment! Keep your briefcase, handbag, keys and other valuables in a safe location.
Have emergency materials handy (make a teacher stash of tissues, soap and a first-aid kit).
Obtain a teacher's manual for each
textbook you will use in class. Strategies to Help Be Successful in Your First Years . Have students working throughout the day.
Start the day with "wake-up" work to keep them busy while silently taking role from your desk.
Divide students into groups: Have some doing independent reading while working with a reading group and rotate the groups until you have worked with all students. Take the first few days up to the first week and show the students: Establish procedures and rules at the beginning of the year instead of addressing them as they occur. Share with trusted teachers any frustrations or successes that you have. Keep students engaged! Hands-on tasks with teacher guidance help keep students on track. Inner authority
Asking for help
Recognizing bad patterns in classroom
Maintaining the students' attention Establishing good habits from the moment students enter the classroom, even before the bell rings, will help teachers manage the class more effectively. What is expected of them
What the principles, policies and rules of the school/classroom are and their consequences
What they do when they walk into the classroom
Where to find their morning work and to start it right away Limit the number of
key rules to 5 or 6 Make friends with your coworkers. Ask seasoned coworkers for their help and opinions on situations that occur in your classroom both good and bad. Chances are they've experienced it or know another teacher who has and can offer advice or share the experience that worked for you. Work Area Student Area Wall Space Teacher Area Bookcases Count the number of seats needed
Face the seats towards teacher
Keep high traffic areas clear
Have a strategic location ready for students who need to be isolated Have enough chairs and desks/tables to seat your roster plus a few for new students coming in through the year. Seats should face the area from which you teach the majority of the day. Students shouldn't face your desk if you don't teach from there. Avoid placing desks, chairs and tables near doors, water fountains, sinks, and pencil sharpeners. Keeping the classroom organized can be a great way to help teachers manage their classrooms. Assertive Discipline Developed by Lee and Marlene Carter Clear rules and regulations for students' behavior are taught. It is the teacher's responsibility to enforce them through clear consequences. Discipline with Dignity Developed By Richard Curwin and Allen Mendler Treat students with respect regardless of their behavior. Keep students engaged and use positive reinforcement as a tool to keep students on track. Plan for an area where students can put their belongings Developing Inner Control and Discipline Developed by Barbara Coloroso Provide space for binders, backpacks and other essentials they bring to school so they are out of the way but accessible when needed. Students learn to take responsibility for their behavior. The student is in charge of their actions. Collaborative Decision Making and Belonging Developed by Rudolf Dreikurs Identifying the motivation behind poor behavior and redirecting it in a positive way. Communications Developed by Haim Ginott Lead by example. Treat students with the respect they are expected to give. Focus on the tasks instead of the misbehavior. Student Satisfaction Developed by William Glasser Teacher and students collaborate to decide behavior rules and curriculum. Though students are held to higher standard, their sense of involvement and independence increases. Discipline as Control Developed by Thomas Gordon Involve students in the rule making process. Students identify issues and work to resolve them as a group. Behavior Modification Developed by B.F. Skinner Use positive reinforcement to reward good behavior while ignoring undesirable behavior. Engagement and Supervision Developed by Jacob Kounin Develop a lesson that engages the students. Misbehavior is reduced by engaging lessons. The teacher constantly monitors activity to keep students focused. Use tote trays, boxes and other containers to store materials students will need and arrange around the room where they are easily accessible. Age Education History Teacher's Experience as a Student School Location Class Size Personal Upbringing Test any electrical or mechanical equipment before you actually use it to make sure it works or if you have to get replacement. Be sure to have enough of the materials necessary for each type of work area. Examples in the Classroom Misbehavior in classroom leads to either detention, referral to administrator or parent teacher conference. Clearly setting these guidelines will reduce classroom disruptions.
Create a number of coupons that students can earn by leading discussions, assisting the teacher or making improvements in their class work. Once earned, these coupons can be redeemed for a free late pass for a homework assignment or a homework free weekend. Any student who completes all of their homework assignments in a timely and satisfactory manner for the week is able to choose to replace a low score on a weekly quiz with the average grade from their homework assignments for that week. This includes both the teacher's and students' ages. The areas where students work include their desks, areas for centers, computers and even the rug for younger children Wall space can be used in a variety of different ways. Be Creative! Be sure to post anything the school requires you to. Have a blank bulletin board decorated and ready to display student work. Display discipline plan in a prominent place the first week. Once students know the procedure, it can be moved. Have a consistent place for listing the assignments for the day or week. Place bookcases and display walls where they won't obstruct any lines of vision. These are great resources for students but can quickly become a distraction if not placed correctly Keep all books and other loose materials away from exits and in their place so the don't easily disappear or get damaged. "A teacher's discipline problems are directly proportional to the teacher's distance from the students." Make sure the teacher's desk, filing cabinet and other items don't block the flow of traffic Do not create a barrier between yourself and the students. The placement of the desk should allow the teacher to easily monitor students when at the desk. Place the desk away from the door to deter theft of items on or in the desk. If you choose to keep your desk and items treated as personal property, make this clear when you teach the classroom procedures. Organize your files and worksheets. Keep extras handy in case of accidents, for absences and for students who need extra help. Have basic materials ready for the first week of school. These include markers or chalk for the board, rulers glue and other similar items. Organizing your materials ahead of time can help you stay focused and manage the classroom better "Change Your Color" A color coded management tool that that utilizes different degrees of consequences. Green Where the students begin everyday. The 3rd consequence. Usually signifies a phone call home or being sent to another teacher's classroom or to an administrator's office. Students who are "on green" the whole week earn a reward like a toy from the "treasure box." Red Yellow Orange The 1st consequence. Received for a minor infraction after a warning has been given. Usually results in missing 5-10 minutes of recess or something similar. The 2nd consequence. Received for a larger infraction or repeat of a minor infraction in the same day. Results in complete loss of recess. Group Technique Consequences for Misbehavior Classroom Coupons Low Grade Replacement A method that may be used for the whole class would be, provided the whole class turns in their homework on time, the entire class may have the last five minutes of the period for free time. Class size determines how teachers interact with students. Good techniques and methods can be translated to your classroom while techniques that weren't successful can be avoided. Title I schools vs other level schools affect the methods used in the classroom. How a teacher was raised and by whom can affect their ability to relate to the students. Teachers must have a Bachelors, Masters, Doctorate or Teaching Certification. Group Dynamics Developed by Fritz Redl and William Wattenberg Observe student interactions. Arrange and group students in a way that minimizes distractions and maximizes productivity.