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Classroom Management

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Theresa de Souza

on 4 January 2016

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Transcript of Classroom Management

Classroom Management
Classroom Management Myths
What is a myth? A myth is a common misconception that seems true but is
not true!

Activities: Jigsaw within the group the myth section of the reading.

Present within your group what the myth you read and whether you ‘fell’ for the myth previously.

Small groups will present their findings on the myths to the larger group.
1. 3-4 things the group found surprising
2. Ways to combat those myths within our own classrooms

Creating the Physical Environment
Rules and Routines
Develop your own Plan!
Ideal Classroom Management
Goal Setting
Ideal Classroom Management
Large Group Rule Setting
What rules and expectations can we all agree on so that the workshop is:
a) successful
b) enjoyable?

Overview of Classroom Management
Classroom management can be defined as: actions taken to create and maintain a learning environment conducive to successful instruction.
Classroom Management Plan

 Personal Theory
 Classroom Environment
 Rules, Routines, and Procedures
 Instructional Strategies
 Positive and Negative Consequence Continuum
 Evaluation and Assessment

Think about what you think is the ideal classroom.

Write Responses to the following questions:
1. Identify the best teacher you ever had. What made that teacher the best?
2. What is one strategy that teacher used for classroom management?
3. What is one classroom management strategy you feel works within your classroom?
4. What does your ideal classroom look like? What does it sound like?

Share findings in small groups.

Management Style and
Take the classroom management survey and
tally your results.
Classroom Management
The authoritarian teacher places firm limits and controls on the students.
Students will often have assigned seats for the entire term.
The desks are usually in straight rows and there are no deviations.
Often, it is quiet. Students know they should not interrupt the teacher.
This teacher prefers vigorous discipline and expects swift obedience.
In this classroom, students need to follow directions and not ask why

One Middle-school pupil reacts to this teaching style:
I don't really care for this teacher. He is really strict and doesn't seem to want to give his students a fair chance. He seems unfair, although that's just his way of getting his point across.

The authoritative teacher places limits and controls on the students but simultaneously encourages independence.
This teacher often explains the reasons behind the rules and decisions.
If a student is disruptive, the teacher offers a polite, but firm, reprimand.
The authoritative teacher is also open to considerable verbal interaction, including critical debates.
This environment offers the students the opportunity to learn and practice communication skills.

A student reacts to this style:
I like this teacher. She is fair and understands that students can't be perfect. She is the kind of teacher you can talk to without being put down or feeling embarrassed.

The democratic teacher places few demand or controls on the students.
"Do your own thing,” describes this classroom. This teacher accepts the student's impulses and actions and is less likely to monitor their behavior.
It is difficult for students to learn socially acceptable behavior when the teacher is so permissive.

A Middle School student says:
This is a pretty popular teacher. You don't have to be serious throughout the class. But sometimes things get out of control and we learn nothing at all.
The laissez-faire teacher is not very involved in the classroom.
This teacher places few demands, if any, on the students and appears generally uninterested.
This teacher simply won't take the necessary preparation time.
Sometimes, he/she will use the same materials, year after year.
Also, classroom discipline is lacking. This teacher may lack the skills, confidence, or courage to discipline students.

According to one student:
This teacher can't control the class and we never learn anything in there. There is hardly ever homework and people rarely bring their books

Group Roles and
When we come back from break: Each participant will introduce themselves and their survey results (posted on the Padlet!).
Activities: Reflection Questions (Discuss in your small groups.)

After learning about management styles, address the following questions:

1. Were you surprised by your defined style? Why or why not?
2. Which style do you feel will work the best inside your classroom? Why?

Management Types and
Do Now
What will you ‘get’ from this workshop?

Write down one issue within your classroom that you deal with personally. We will try to address all the concerns you write down.

Items for Classroom Design
Basic Shape
Room Furniture
Basic Shapes
Student Desks
On 1/2 page of paper, draw your current classroom arrangement.
On the other half of your paper, draw your ideal classroom arrangement. Change things up!
Possible Classroom Arrangements
Traditional Rows
Student Groups
U Shaped
Discussion Group Format
In your small groups, choose an arrangement you feel is 'best' for your age group. Post to the Padlet above.
Which is 'best'?
Look at the Padlet to see ideas from different groups. Discuss the other tables' designs in your age group.
Are those designs better than yours? Why or why not?
Can you incorporate a combination of designs?
Greet students when they walk through the door.
Write an agenda on the board EVERYDAY.
Use specific times and time cues
Circulate while students are working and while you are teaching.
Use a Do Now when class begins.
Limit transition times - always have materials ready and accessible.
Use an Attention Signal
Establish day to day routines (missing work, absences, restroom breaks, entering/exiting the classroom).
Rule Examples
Test your rules:
 My rules are observable and measurable.
 My rules are positively stated.
 I have only 3 to 5 rules.
 My rules convey the expected behavior.
 I have a compliance rule
Creating Rules
Consistent with school rules.

. Rules must be stated so that students clearly understand what is meant.

Rules should be easily monitored and not require excessive classroom time to hold students accountable.

Rules must be such that students are capable of following them.

Always applicable.
Rules should be consistent across situations; they should not vary or change.

Stated positively.
Stating rules positively encourages the desired behavior.

Stated behaviorally.
Rules are easily understood and monitored when defined with action statements beginning with a verb.
Establishing Caring
Relationships and Engaging

Show Students You Care!
How do you show students you care about them?

Come up with 1-2 ideas to share with your small group about ways you personally show students you care.

Share with the group. Choose 2-3 strategies you can implement in your very next class.
Engaging Instruction
Share with the group 1-2 unique lessons you feel work well with your age group.

Choose 2-3 lesson ideas you can add to your own classroom.

List specific lessons and units you can implement these strategies into.
Addressing Discipline
Consequences for "repeat offenders" should start at the top of the hierarchy and move to more intrusive consequences. Major rule violations should receive more severe consequences than minor rule violations.

When developing negative consequences, make sure that they are (1) logical, (2) natural to the classroom environment, (3) connected to classroom rules and (4) educative, not vindictive.
Level 1: Class rule reminder
Level 2: Individual rule reminder
Level 3: Environmental modification (e.g. change seat)
Level 4: Parent contact
Level 5: After school detention
Level 6: Office referral
1. Identify ways you can use positive consequences in the classroom.
2. Develop a negative consequence continuum for your classroom.
3. Complete a matrix for these continuums.
4. Share the continuums with your small group.
5. Reflection question: What will you do in a crisis?

Complete the following areas of the classroom management plan:

Personal Theory;

Classroom Environment;

Rules, Routines, and Procedures;

Instructional Strategies;

Positive and Negative Consequence Continuum;

Evaluation and Assessment
Rules should be:

 Consistent with school rules.
 Understandable
 Doable.
 Manageable.
 Always applicable
 Stated positively
 Stated behaviorally
Classroom management can be defined as: actions taken to create and maintain a learning environment conducive to successful instruction.

Rules in the classroom should be stated behaviorally because rules are easily understood and monitored when defined with action statements beginning with a verb.
When creating a physical environment in the classroom, the teacher should consider where to place: teacher’s desk, student desks, and learning centers.
Personal Theory and
Personal Theory
What? A purpose statement is one that makes clear the major goals or mission of the classroom. Why? It lays the foundation for the rest of the management plan; it makes essential the elements of the reason for the teacher to be teaching and the students to be learning. When? It should be completed before implementing other components of the behavior management plan. How? It should be written to meet three criteria:

 focused
 direct/ clearly understood
 jargon-free

Example: “Our classroom will provide a safe, positive learning environment, which promotes cooperation, creativity and academic success. All students will be active participants in the educational process in order to achieve their full potential.”
Paired desks (facing front)
Paired desks (facing each other)
Groups of three (facing front)
Back to rows

Choose the best arrangement for your
age group and change to that formation.
To score your quiz,
Add your responses to statements
1, 3, and 9
. This is your score for the

4, 8 and 11
refer to the

6, 10, and 12
refer to the

2, 5, and 7
refer to the
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