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Classroom Management

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by

Nikki Richburg

on 2 November 2015

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Transcript of Classroom Management

Classroom Management
Classroom Management
is among top concerns for many teachers
can cause teacher stress and burnout
Fuller’s “survival stage”
teacher stages of development and concern

has to do with order
order: associated with group

discipline: more of an individual matter

order has to do with establishing and maintaining cooperation of students (according to Doyle)

don’t expect that students are able to endure lulls in lessons without misbehaving

Goals of Effective Classroom Management
1) promoting a positive classroom climate
positive classroom climate refers to an environment in which learners feel physically and emotionally safe, personally connected to both their teacher and their peers

2) making the classroom a learning community
learning community is a place in which the teacher and all the students work together to help everyone learn

3) developing student responsibility, where teachers explicitly teach responsibility and emphasize the reasons for rules and procedures, and students obey rules because they understand that order is important for learning and that rules promote that order

4) maximizing time available for learning, because the more time productively spent on learning activities, the more students learn

Classroom Management: Keeping Boats Afloat
Dimensions of Classroom Time
Allocated time: amount designated for a particular topic or subject

Instructional time: amount left for teaching after routine management and administrative tasks are completed

Engaged time: time students actually spend actively involved in learning activities

Academic learning time (ALT): amount of time students are both engaged and successful

rules should be few in number; minimize the number of rules
about 3 – 5 rules

rules should be fair and reasonable

rules should fit the growth and maturation of students

rules should be applied consistently and impartially

rules should be stated positively
interrelatedness of:
instruction
management

After considering students’ developmental level, teachers create a system of procedures and rules that will guide the students’ behavior throughout the year (and keep boats afloat)

Rules:
typically posted (serves as visual reminder for students and reference point for teachers and substitute teachers)

typically have a consequence for violation of them

should keep some basic principles in mind when setting expectations via rules

Rules and Procedures
Basic principles for setting expectations via rules:
Procedures
typically a “do” versus a “don’t”

aimed at accomplishing something rather than at prohibiting something

if student fails to do procedure, given reminder

when rehearsed they become routines

Procedures
useful in terms of preventative management

should teach procedures and rules (teach them like you would academic content)

can be extremely useful; preventative management at its finest so to speak

useful during unstable periods

Unstable Periods
times when order is most difficult to achieve and maintain

order: cooperation of students (according to Doyle)

three unstable periods

opening class: first few minutes of class time

transitions: change in activity

closing class: last few minutes of class time


Unstable Periods
opening class
Greet students at door
Enlist student helpers
Instructions on board/visual
Bellwork for students

We have lots to do (e.g., attendance; responding to student questions/requests)

Students transitioning (life happens in the halls)

Unstable Periods
Transitions

cuing and signaling systems

Cue: verbal; e.g., You have 5 minutes left

Signal: many possibilities

light flashing; countdown method; echo clapping; etc.

Unstable Periods

closing class
Let students know you dismiss them, not the bell (Wong’s suggestion)

Give students “pack up time”

Leave time at end of period for activities like paper collection
Side pass method
Bin or box at door (with label)

vectors and alternate vectors can be graphically represented via arrows

vector
when an activity has smoothness and forward momentum

alternate vector

causes vector to lose smoothness and forward momentum; derails original vector
typically seen as a negative (e.g., student misbehavior) although can be positive such as a “teachable moment”

Vector and Alternate Vectors
Full transcript