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Effective Classroom Management

Effective Classroom Management

David Herndon

on 29 July 2016

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Transcript of Effective Classroom Management

by David L. Herndon Effective Classroom Management Disciplinary Interventions Effective
Classroom Management David L. Herndon
EDA 701
The University of Southern Mississippi Rules and Procedures Rules and Procedures Identify specific rules & Group work
Seat work & teacher-led activities in the design
of rules & procedures 1. Rules and Procedures
2. Disciplinary Interventions
3. Teacher-Student Relationships
4. Mental Set 1. Rules and Procedures
2. Disciplinary Interventions
3. Teacher-Student Relationships
4. Mental Set 1. Rules and Procedures
2. Disciplinary Interventions
3. Teacher-Student Relationships
4. Mental Set Teacher-Student Relationships Chaotic
Class Effective Teacher Personalities Where are you? ? Are good classroom managers born or made? "Good classroom managers are teachers who understand and use specific techniques." procedures for your classroom buy-in consensus discussion application "The guiding principle for disciplinary interventions is that they should include a healthy balance between... Source: Classroom Management That Works negative consequences for inappropriate behavior and positive consequences for appropriate behavior." Appropriate Behavior

Positive Consequences = Praise Thumbs up "catch a student being good" Teacher Reaction Positive Tangible Recognition "concrete symbols of appropriate behavior" Group Contingency "rewards for groups of students" competition among classes physical rewards academic
awards Home Contingency Positive phone
call Home visit Positive note "making parents aware of positive behavior" "to acknowledge and reinforce acceptable behavior" P.B.I.S school store school-wide expectations positive referrals positive
teacher-student interactions behavior lesson plans Inappropriate

Negative Consequences = Teacher Reaction "subtle, proactive cues" Eye contact
Finger to lips
Shaking head Non-verbal cues Verbal cues State appropriate behavior
Stimulus cueing Direct Cost "explicit and direct consequence
for negative behavior" "time out" "overcorrection" Make a mess? Clean the whole room! Group Contingency Home Contingency Peer pressure Phone calls
Report cards
Home visits "Establish clear limits
for unacceptable behavior... ...and an effective system to record these behaviors." defined limits

defined consequences simple & easy documentation check marks seating chart digital records "If a teacher has a good relationship with students, then students more readily accept the rules and procedures and the disciplinary actions that follow their violations." Dominance vs. Cooperation High Dominance Low Dominance High
Opposition Low
Opposition Optimal
Relationship Source: Classroom Management that Works Establishing Dominance Appropriate Levels of Assertive Behavior Body language
Eye contact
Facial expressions
Tone of voice
Following through Clear Learning Goals "strong leadership in classroom behavior and content" Rubrics
Providing feedback Cooperation Appropriate Levels of Flexible Learning Goals Personal
Students Equitable
Behaviors Responding
Appropriately to
Incorrect Answers Different Types of Students "classroom managers are aware of the unique needs of individual students" Passive Fear of relationships
Fear of failure Aggressive Hostile
Covert Attention
Problems Hyperactive
Inattentive Perfectionist Socially
Inept 1. Rules and Procedures
2. Disciplinary Interventions
3. Teacher-Student Relationships
4. Mental Set Mental Set "With-it-ness" Emotional "a heightened sense of situational awareness... ...and a conscience control over one's thoughts and behaviors" "a heightened awareness
of students' actions in the class" React Immediately Scan constantly
Peripheral vision
"Eyes in the back of your head"
Eye contact with each student
Circulate each quadrant Forecasting/predicting Problems "mentally review what might go wrong" Observing a Master Teacher Looking for Reasons Why
(Reframing) It's not personal
Understanding students' motives
Reframing Monitoring Your Own Thoughts Don't hold grudges
Imagine "problem" students succeeding
Replace negative emotions with positive
Keep in mind expectations Taking Care of Yourself Start fresh each day
Stress relief
Sense of humor
Reward yourself Objectivity "avoidance of emotional extremes when dealing with students" General classroom behavior
Beginning of school/class Transitions and interruptions
Use of materials and equipment Involve students "The Dictator" Impact of Teacher Effectiveness
on Student Achievement Source: Journal of Personnel Evaluation in Education (1997) References Marzano, R. (2003). Classroom Management that Works:
Research-Based Strategies for Every Teacher. Alexandria, VA: ASCD. Wong, H. & Wong, R. (2009). The First Days of School: How
to Become an Effective Teacher. Singapore: CS Graphics Pte. Ltd. Wright, S. P., Horn, S. P. & Sanders, W. L. (1997). Teacher
and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11, 57-67.
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