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Classroom Management:

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Riccardo Rodriguez

on 20 November 2014

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Transcript of Classroom Management:

Classroom Management:
Guiding Education

Classroom Management Systems
How to Structure the Classroom Environment to Impact Student Learning
Code of Ethics and Principles of Professional Conduct
Differentiated Instruction for Diverse Learners
Education Associations
The Five Big Ideas.
Glasser's Classroom management model.
Applications of these theories in Corrective Actions.
Application in Reward Based Systems.
Desired Goals
Classroom
Management Systems
After reading about the different Classroom management models I believe Dreikurs and Glasser are most in line with how I hope my class to function, Democratically.
According to these theorist, humans are naturally social being and have an innate desire to be accepted. It is this idea that supports his Democratic Classroom Model.
I believe the reward for good behavior and good decision making should be Trust, Freedom, and Autonomy.
Likewise the consequence for Misbehavior and Poor Judgement should be Swift, Logical, and Equivalent.
If students have a say in creating rules and are actively part of their development, they are more likely to abide by the establish rules.
In order to keep this idea in line with the teacher's expectation the teacher must be fully accepting and follow them as well.
Mis(taken)Behavior
According to Dreikurs a child misbehavior often is not due to their desire to do wrong, but a mistaken attempt to gain some form of attention.
And so the corrective action should be design to not only address the actions, but to also curb future actions. Such as alternative was to express themselves or gain positive attention.
perhaps by displaying good grades, or allowing them to read well written stories, to the class.
Power Seekers
In other cases the motivation for a child's action are to test or exact power.
These actions of defiance, passive aggression, or confrontation should
not
be met with high energy; avoid confrontation.
Instead, make it necessary for wayward children to confront the whole class in the quest for power. This will make their desire for power conflict with their desire to be accepted.
As a teacher you can also positively nurture this behavior by assigning them leadership roles.
This theory is based on the idea that students are capable of rational thought and self-analysis.
Children can be trusted
to make good behavioral decisions and teachers should help to reinforce those good choices.
For this model to function properly the teacher must: "establish working teacher-student relationships, recognize students’dignity, and exhibit realness,
trust, acceptance, and empathy".
One of Glasser's most critical understandings is that: All behavior is Total Behavior and is made up of four components: acting, thinking, feeling and physiology.
Recognizing and addressing each aspect will lead to effective corrective actions.
The main purpose of this approach is to help children develop self-disciple and to guide teachers away from using external rewards as a means to maintain control of the classroom.
In my classroom, I intend to establish a sort of classroom constitution of rules developed by the students. This will include consequences for infractions.
Students who exhibit power seeking behavior may be given leadership roles and given responsibility for their groups success and behavior.
Students who "Act Out" may be asked to write a story in which the main character behaves similarly. They will be guided over time to apply realistic consequences to the character. If the story is well written and interesting they will be
welcomed to read their work to the class.
Similar to Corrective actions students will be given Alternative rewards for good behavior and more importantly good Effort.
In the early part of the year rewards will be tangible and immediate (coloraful pencils, and funny erasers). Over time they will transition into freedoms and privileges (choosing to read inside or outside, or the ability to use a calculator on tests).
My intention is to make students not only aware , but also accountable for their actions; While maintaining a positive relationship with each student.
I hope to curb misbehavior while, simultaneously putting emphasis on good academic effort.
Lastly I hope to make the logistics of the work easier, as a reward for exemplary effort. For example with so many math homework assignments completed, students will be allowed to use calculators on tests. This will save
them time, which could be used however they want.
How to Structure the Classroom.
Each wall will be dedicated to one of three aspects: Classroom rules and behavioral conduct, Long/Short Term props (word walls/pair pear trees), and
Academic Progress and Artworks.
Seating Arrangements
Seating can be arranged in two ways: individual seating or in small groups.
I see many benefits for both. Individual seating can reduce unsanctioned discussion and distractions, which leads to better attention. Also no one would be positioned with their backs to the board or teacher.
Small groups would facilitate class discussion, while promoting unity and good social behaviors.
For these reasons I hope to have Individual desks that also have the mobility to be arranged into groups of 2, 3, and 4.
Free Seating can also be used as a reward.
Classroom Spaces
Classroom space can be dedicated to many different purposes, such as computer centers, class libraries and reading centers, or small group intervention centers.
I intend to use the classroom to reinforce my theme of freedom and student autonomy. For example, early in the school year a bookcase may be flat against a wall so that the whole room is visible, but as the year progresses, and students show good judgment, I may move the bookcase to divide the room. This may give the students a place to be independent and feel trusted.
Classroom Walls
Classroom walls are to be designated individually.
The front wall will be Goals, Conduct, And Disciplinary charts.
The second and third walls will be decorated with temporary and permanent props such as a Pair/Pear Tree, Math Charts, or Graphic Organizers.
The forth wall at the back of the class will be left open for Students to decorate, with art or good grades.
I want there to be a sense of growing respect and trust. The better the class behaves, the more freedom they will get. The end goal is to promote self-disciplined students, and a self-governing class.
My desk
may be set in the front of the class facing the students, and over time I'll rearrange until it's in the back facing away.
Upon entering class there will be homework collection bins.
An important aspect of my class will be the keeping of time. Blocks will be separated by distinct bells, and timer will be used as often as possible.
I hope to be able to decorate each center within the classroom in different coloras. The idea is to make it clear that one are is for reading another for writing and so on.
Lastly, I loved the idea of having yoga balls, in place of seats. I love the intention and I love that students would love them as well. I hope to use them as one of my expensive rewards, and would certainly introduce them early in the year.
Earning points will be based on good behavior, however, students will earn double points for completed homework.
Students will not only be able to use their points to gain rewards, but they can also use them to avoid other consequences. For example, a student who does all his homework but looses recess due to misbehavior can buy back lost recess time.
Rules should always be visible,
Academic charts should surround the students, and the last wall should promote hard work and the value of Art and Effort.
Glasser's Classroom management model.
Applications of these theories in Corrective Actions.
Application in Reward Based Systems.
Desired Goals
This theory is based on the idea that students are capable of rational thought and self-analysis.
Children can be trusted to make good behavioral decisions and teachers should help to reinforce those good choices.
For this model to function properly the teacher must: "establish working teacher-student relationships, recognize students’dignity, and exhibit realness,
trust, acceptance, and empathy".
Axioms of Glasser's
Choice Theory
One of Glasser's most critical understandings is that: All behavior is Total Behavior and is made up of four components: acting, thinking, feeling and physiology.
Recognizing and addressing each aspect will lead to effective corrective actions.
The main purpose of this approach is to help children develop self-disciple and to guide teachers away from using external rewards as a means to maintain control of the classroom.
In my classroom, I intend to establish a sort of classroom constitution of rules developed by the students. This will include consequences for infractions.
Students who exhibit power seeking behavior may be given leadership roles and given responsibility for their groups success and behavior.
Students who "Act Out" may be asked to write a story in which the main character behaves similarly. They will be guided over time to apply realistic consequences to the character. If the story is well written and interesting they will be welcomed
to read their work to the class.
Similar to Corrective actions students will be given Alternative rewards for good behavior and more importantly good Effort.
In the early part of the year rewards will be tangible and immediate (coloraful pencils, and funny erasers). Over time they will transition into freedoms and privileges (choosing to read inside or outside, or the ability to use a calculator on tests).
My intention is to make students not only aware , but also accountable for their actions. While maintaining a positive relationship with each student.
I hope to curb misbehavior while, simultaneously putting emphasis on good academic effort.
Lastly I hope to make the logistics of the work easier, as a reward for exemplary effort. For example with so many math homework assignments completed, students will be allowed to use calculators on tests. This will save
them time, which could be used however they want.
Earning points will be based on good behavior, however, students will earn double points for completed homework.
Students will not only be able to use their points to gain rewards, but they can also use them to avoid other consequences. For example, a student who does all his homework but looses recess due to misbehavior can buy back lost recess time.
Code of Conduct
Differentiated Instruction.
Be a role model
Be on time
Respect the beliefs and values of others
Social media etiquette
Use proper speech and verbal skills with students
Be a good listener
Maintain a healthy and professional relationship with the family
Be vigilant
Dress appropriately
Teachers should not reveal confidential information concerning students, unless required by law.
Teachers should strive to protect the student from conditions detrimental to learning, health, or safety. Be vigilant of bullies, and supportive toward victims.
Teachers should always handle conflicts,with or between student, fairly and swiftly. Always seek to resolve problems calmly, and in agreement from all parties.
Teachers must maintain the dignity of the profession by demonstrating personal integrity.
Teachers should be mindful of maintaining the sound mental health, physical stamina, and social grace necessary to perform their duties.
Teachers should mindful of his or her performance and continually strive to demonstrate positive virtues.
Teachers should be mindful to communicate to parents all information that should be revealed in the interest of the student.
Teachers should always strive to understand and respect the values and traditions of all the diverse cultures from all of walks of life.
Teachers should carry themselves in a positive demeanor and maintain an active role in school/community relations.
Between Teachers and Students
Model good behavior
Within the community
Universal Design Learning
Be aware of students showing signs of unique learning styles.
This idea stems from the Universal Design Movement
The essence of this Idea revolves around application of three main principles:
Principle I: Provide Multiple Means of Representation (the “what” of learning)
Principle II: Provide Multiple Means of Action and Expression (the “how” of learning)
Principle III: Provide Multiple Means of Engagement (the “why” of learning)
The First Principle
states that academic contents should be presented several ways simultaneously.
e.g. Number expressions, Square unit manipulative, and interactive boards.
I also take this to mean that the direct education method used to teach, multiplication for example, should begin simple and straight forward -yet still rich in visuals. Students who understand can be dismissed to begin the independent work, mean while student who need a different means of representation can filter into a smaller group.
The Second Principle
relates to the idea that student have special ways of expressing themselves and so a teacher must be open to communication through multiple means.
Some students are more skilled in verbal communication, while others express best with objects and manipulative. Being open and attentive can help teachers uncover where confusion lies and even how to assess comprehension.
The Third Principle
centers around creating an engaging method of presentation. Know how to motivate learning and self-regulation. Effective motivation must balance challenging and discouraging.

One last important aspect to these theory is the vigilance in reducing barriers both in the class and in the students.
By reducing physical, cognitive, intellectual, and organizational barriers to learning, teachers can facilitate student comprehension by helping students focus on simply "digesting" the information.
For Example: Maintaining a quite learning environment, by exercising control over outspoken students, should be the goal of a teacher; However teaching other students to "tune out " these distractions can help instill useful virtues of self-discipline and patients. This may even prove to reduce distracts, as outspoken students may not get the attention they are looking for.
National Council of Teachers of Mathematics
www.NCTM.org
National Science Teacher's Association
www.NSTA.org
National Education Association
NEA.org
And while these organizations are ready and willing to assist every class, we as educator must take the first step and involve ourselves in this shared effort.
Which is now as easy as registering for a newsletter.
This organization was created to facilitate the education of mathematics by designing more effective resources for the classroom, such as textbooks and manipulative. However, they are not limited to that. They also maintain pintrest boards for various grade levels, have annual conventions, as well as offer access to current research and reports.
This Association is dedicated to the growth of science in the classroom. Their website offers text resources, interactive videos and activities, as well as fun experiments and lessons for the class.
Florida Art Education Association
www.FAEA.org

This association is dedicated to providing visual art educators in Florida with the knowledge, skills and support that will ensure the highest quality instruction possible to all students in Florida
This is the largest association of teachers in the United States. Their goal is to make news and up-to-date research easily available to all teacher, as well as offer ideas and resources to help make the classroom a more effective learning environment.
Fin
Be sensitive of language barriers.
Be proactive and engaging.
Axioms of Glasser's
Choice Theory
http://aaeteachers.org/index.php/about-us/aae-code-of-ethics
http://www.ascd.org/publications/classroom-leadership/sept1998/A-Democratic-Approach-to-Classroom-Management.aspx
http://www.ascd.org/publications/books/112007.aspx
http://www.udlcenter.org/aboutudl/whatisudl/3principles
http://www.udlcenter.org/aboutudl/whatisudl/3principles
http://www.udlcenter.org/aboutudl/whatisudl/3principles
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