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Classroom Behavior Management

This presentation is designed for pre-service teachers.
by

Carl Liaupsin

on 6 November 2014

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Transcript of Classroom Behavior Management

What Goes Into A Well Organized Classroom Environment?
Physical Organization
Procedures
Expectations
Planned Transitions
Acknowledge
Appropriate Consequences
Engaging Curriculum
Start Here
Materials and tools in low traffic area
Pre-assigned area to leave completed work
Pre-assigned location for materials
Classroom noise level is appropriate
Independent work in quiet areas
Small group areas allow students to interact
No hidden areas
What positive physical organization changes could you make to the space that you are in right now?
Routines for getting, using and returning materials
Routines for students who finish planned activity
Greet students at door
Start up activities
Routines for collecting student products
Routines for leaving supervised areas
Group procedures
Activity procedures
Hallways
Bathrooms
Library
Transitions Outside the Classroom
Transitions Inside the Classroom
Areas
Activities
Between:
Consider:
Songs
Content
PBIS Examples
Vail School District, AZ
Wharton, TX
What are the characteristics of good classroom rules?
Short and clear
Positively stated
Fewer is better
How do you develop classroom rules?
Based on school expectations
Consider needs for success
Consult students
Consult staff
How do you teach classroom rules?
Directly
Model
Peers
Process Interactions
Which of these are good classroom rules?
What are some practical ways to acknowledge behavior?
Thank them quietly
Thank them publicly
Post their work
Leave them alone
Let them leave the group
Provide quiet time
Preferred individual activity
Lunch with peers
Social interaction during class
Music
Video
Quiet space
Noise Canceling Head Phones
Lunch alone
Lunch in room with specific peers
Leave class early
Why should you acknowledge behavior?
How should you acknowledge behavior?
What are some other ways you could acknowledge behavior?
Behavior that is acknowledged happens more frequently
Students model successful peers
Fairness, ethics, positive climate
During
Immediately after
Specifically
Often
Honestly
What kinds of problems have you seen as students transition from activity to another?
What strategies have you seen teachers use to prevent problems during transitions?
Walk your way through the presentation. As you come across questions, make notes about possible answers
Students who are engrossed in an engaging curriculum...
...are not likely to be engaged in off-task behavior!
What are some elements of an engaging curriculum?
What are some procedures that we use in this class?
We need classroom procedures to help our environment run smoothly.
The types of procedures that are useful for your classroom will depend on a range of factors.
But some common procedures include...
Regardless of how well we organize our classroom, there will be situations in which students "break rules".
What should you do?
Prompt appropriate behavior and reinforce it immediately!
Know what comes next; have a plan; don't say something you can't "backup"
Use consequences that are relevant and logical
Be consistent
What will have the biggest payoff for the students and you?
Why?
Spending time developing consequences for problem behavior.
Spending time developing an organized classroom.
How could you rewrite the rules that are not good?
Raise your hand and wait to be called on
Good
Look for rules that are positive, specific, brief, and success oriented.
No comic books
Keep your hands and feet to yourself
Behave appropriately
Don't lean back in your chair
Good
Not Good
Not Good
Not Good
This study was conducted by a former University of Arizona doctoral student.
Guardino and Fullerton offered to help teachers make some of the following research-based environmental changes in their classrooms.
Guardino and Fullerton observed changes in classroom behavior after reorganizing the classrooms
OR
Full transcript