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A proactive & positive approach to classroom management

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Kaleena Roman

on 2 April 2014

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Transcript of A proactive & positive approach to classroom management

A proactive & positive approach to classroom management
Historical Perspective
Behavior and discipline have always been a problem and frustration for educators.
management has
typically consisted
of trying to "make"
students behave.
Do you have students who . . .

Talk too much or too loudly or about the wrong things?
Demand attention by following you around or calling out?
Do math when they should be working on science?
Socialize when they should be cleaning up?
Wander around the room when they should be listening?
Monopolize conversations or don't participate at all?
Disrupt lessons or sit and do nothing during work time?
-is an adjective meaning "tending to remain unemotional, especially showing admirable patience and endurance in the face of adversity."
Our Agenda: To Be S.T.O.I.C. Educators
There are five variables that staff can manipulate to increase the chances that students will behave in a safe and civil manner.

-organize all school settings for success
-students how to behave responsibly in those settings
-students behavior (supervise!)
-positively with students
-irresponsible behavior calmly, consistently, and immediately in the setting in which the infraction occurred
A Decision-Making Template
The book includes sets of decisions that teachers need to make about their own classroom.
Each teacher's management plan should take into account the following factors:
personal style
students' need for structure
research-based practices
What will you gain?
-students will have more available instructional time
-students will function more independently
-teachers will have more
time to devote to
Defining CHAMPS
Acronym CHAMPS reflects the "categories" or "types" of expectations that teachers need to clarify for students about every major classroom activity and transition.
Management Plan
Teach Your Expectations
before the activity or transition begins
Observe Student Behavior
by circulating and
visually scanning
Provide Feedback
during and immediately
after the activity
Begin the cycle again for the next activity
Three-Step Communication Process
High-Structure Lessons
-tell TS the type of activity that is coming next
-tell TS what you expect & show the CHAMPS expectations
-Model behaviors you expect to see (emphasize Participation)
-Have some students demonstrate expectations
-Model some things not to do
-Model the correct way one more time
-Verify TS understand appropriate/inappropriate behavior
-Review all positive expectations and re-model right way
-Have TS get started on activity/transition
"re-CHAMP" expectations at least every 3-4 weeks
Medium-Structure Lessons
T-Chart activities/transitions

Looks Like Sounds Like
-Tell TS the type of activity that is coming next
-Tell TS what you expect and show the T-Chart
-Model the behaviors you expect to see
-Have some students demonstrate expectations
-Review positive expectations and re-model the right way
-Have TS get started on activity/transition
*primary level can use pictures in place of sentences
Low-Structure Lessons
May only need 3-4 specific expectations for each major activity/transition

-print on 8.5" x 11" paper and display on tabletop display portfolio
-can't display as much information
-talk TS through your expectations & explain what it takes to be successful in classroom
Remember--structure is also about teacher's needs, not just students

Consider tolerance for noise, movement, & interruptions
(research says you do!)
Teach Expectations
Where do I find the time?? The initial investment of thoroughly teaching your expectations will actually save time in the long run--with fewer disruptions and better on-task behavior for the rest of the year!
Observe Student Behavior
1) circulate among students
2) visually scan all parts of the classroom
Provide feedback
age-appropriate praise when TS meet expectations
calmly, immediately, & consistently when they are not meeting or have not met expectations
-gives TS specific information about what they are doing correctly
-gives adult attention when behaving responsibly
-serves as prompt for misbehaving students or those on the verge
-lets TS know you are observing their behavior
-communicates you are serious and will be consistent about expectations
Full transcript