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CLASSROOM MANAGEMENT

Essential Techniques*

*from masterteacher.net

What is CM?

What Is Classroom Management?

  • A variety of skills for implementing classroom rules and discipline
  • A process for ensuring that a lesson plan runs smoothly
  • A process for instituting rules and procedures to reduce disruptive behavior
  • WHY is Classroom Management critical? What is the "objective" of CM?
  • Particularly in an after school program?

Topics for Today:

  • Starting Strong
  • Managing Work & Students
  • Keys for a Strong Finish
  • Overcoming Potential Pitfalls
  • Breakout Session: Sharing Classroom Management Ideas

STARTING STRONG

Starting Strong

Only the Teacher has the power to start the class. So let's begin:

  • Have. Something. To. Do. And. Be. On. Time.
  • You are operating on a limited timeline
  • Encourage being in place and on time and have something for them to do when they get there
  • Lead by example!
  • Why should they show up on time when you don't?
  • It is your responsibility to make sure that your students have something to do
  • Be Prepared
  • Have everything you need ready to go
  • Coffee, cables, music, etc.
  • Again - lead by example

Discussion:

  • Okay, fine, we're all here, we're on time, what next?!?
  • Great question. What kind of things can you (as a private instructor, as an ensemble instructor, etc.) have your students do when they arrive?

Ideas for Getting Student's Attention:

Even the best of routines will fail at some point:

  • Being "louder" than the students rarely works. Instead try:
  • Write instructions on the board
  • Walk around quietly and ask a few key students to get ready
  • Try the ol' Quiet Statue technique: Remain motionless at the front of the class until everyone is quiet.
  • Have an attention grabber.
  • Any other ideas?

MANAGING WORK & STUDENTS

Managing Work & Students:

Ensuring that each student is a successful student:

  • Make meaningful work the star of each lesson
  • What is "meaningful" work?
  • Have a Plan
  • Having a plan helps keep two groups of people on track:
  • 1.) The Students
  • 2.) YOU
  • Note: You are not required, at PCM, to have an official, written lesson plan. This doesn't, however, mean you shouldn't have A PLAN.

Managing the Whole Class

Not Getting Bogged Down:

  • Don't sacrifice instructional time for individual issues
  • Real World Examples?
  • Who has had a student "not get it" while others did?
  • What do you do?!?
  • Interruptions are part of teaching:
  • Your reaction is MORE important than the interruption itself
  • Taking a "moment":
  • We've all been there: everyone (including you) is tired, the glazed over eyes, anxiousness
  • WHAT DO?!?

A STRONG FINISH

A Strong Finish:

The Key Classroom Management:

  • If a class simply "fades" out then the class becomes a "distant memory"
  • Finishing power allows you to put the punctuation mark on the material you've just covered.
  • Again - Have a plan.
  • It makes sure the lesson "means" something
  • But what about when your lesson "ends early"?

Discussion

There is no one on this green earth that enjoys "BUSYWORK". So let's avoid it:

  • First: How should we handle a student "finishing early"?
  • Second: What are some "lesson plan" strategies for making sure a lesson:
  • A.) Doesn't end early?
  • B.) Doesn't "slam shut" at the end?

POTENTIAL PITFALLS

Overcoming Potential Pitfalls:

Avoiding Hazards:

  • 1.) You may damage your relationship with students if you don't separate attitude from behavior
  • Attitude and Behavior are TWO separate behaviors
  • Is the student doing what you want? Then maybe the attitude doesn't matter.
  • 2.) Student motivation may suffer if you don't use rewards and reprimands in the right ways
  • Rewards should have purpose and be genuine
  • Reprimands will always be negative. So they should be used to correct behavior rather than punish.

Overcoming Potential Pitfalls:

Hazards Cont.:

  • 3.) Students may not get a fair shake from you unless you learn how to make exceptions and avoid making assumptions
  • Rules are important but rules must be flexible.
  • Assumptions (particularly negative assumptions based on socioeconomic and/or cultural stereotypes) can lead to a dangerous precedent for student achievement.
  • 4.) You may lose credibility with students unless you learn how to wisely make promises and avoid threats
  • Promises have a motivational value
  • Including both students and teachers
  • But you HAVE to make good
  • Threats are a poor substitute for CM
  • Most die as soon as you say them anyway. So instead focus on consequence and choice.

BREAKOUT!

Breakout Session:

  • Break in to groups of 3 or 4:
  • Discuss:
  • A.) A moment where a classroom management technique worked for you and how you utilized it.
  • B.) A moment where maaaaaaaybe you could have done a better job of classroom management and what you will do differently next time.*

*judgement free zone!!!

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