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Chapter 14: Managing the Classroom

a presentation by Adia & Erin
by

Erin Parks

on 1 May 2013

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Transcript of Chapter 14: Managing the Classroom

by Adia & Erin Chapter 14: Managing the Classroom Classrooms need to be managed effectively... "The Crowded, Complex, and Potentially Chaotic Classroom" (Walter Doyle 1986, 2006) Getting off to the right start... Make careful use of the first few days and weeks of school
Engage in advanced planning
Communicate your rules and procedures
Get students engaged Management & Strategies: Help students spend more time on learning and less time on non-goal-directed activity.
Prevent students from developing problems Principles of Classroom Arrangement Reduce congestion in high-traffic areas
Make sure all students are visible
Make materials and supplies accessible
Make sure all presentations are visible to students Please turn to page 486 in your textbook . . . Personalizing your classroom Minimalist Creating a Positive Environment Authoritative Permissive
Authoritarian Classrooms are multidimensional. Activities occur simultaneously. Things happen quickly. Events are often unpredictable. There is little privacy. Classrooms have histories. Do you think it is more effective to guide and structure classroom activities or emphasize a disciplinary role? Seating Arrangement Styles Homey Rules and Procedures What are some effective ways to get students to abide by classroom rules?
How would you develop a positive relationship with students?
What are some good ways to get students to share and assume responsibility?
How do you reward appropriate behavior? Good Strategies Nonverbal Communication Reading your students Giving students enough time to reflect The Importance Of . . . "No matter how well you have planned and created a positive classroom environment, problem behaviors will emerge." (Santrock) Minor
nonverbal ques
keep activity moving
move closer to student
redirect behavior
provide needed instruction
directly and assertively tell the student to stop. Moderate
withhold privileges
isolate or remove student
impose a penalty Interventions Outside Resources
peer mediation
parent-teacher conferences
principal or counselor
find a mentor Bullying . . . Unorganized http://www.pacer.org/bullying/?gclid=CLK2oLLRy7YCFegWMgodomIA8A http://www.apa.org/pubs/journals/releases/spq-25-2-65.pdf
Bullying has been conceptualized as a distinct type of aggression characterized by a repeated and systematic abuse of power (Olweus, 1999; P. K. Smith & Sharp, 1994). In addition to acts of deliberate physical aggression, bullying also includes verbal aggression (e.g., name calling and threats), relational aggression (e.g., social isolation and rumor spreading), and cyber-aggression (e.g., text messaging and e-mailing hurtful messages or images), a new venue for inflicting harm in an increasingly electronic youth culture (Williams & Guerra, 2007). Because bullying involves a bully and a victim, early research tended to dichotomous children into one of these two mutually exclusive groups. However, there also appears to be a third group of bully victims who both bully and are bullied by others. Erin's mom, Dr. Linda Gray Smith, provided us with some tips about creating, teaching, & maintaining rules.
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