cem well-managed classrooms mat 2009

8/14/2019 CEM Well-Managed Classrooms Mat 2009

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DR. SUSANA A. ESTANISLAO, RGC

Creating Well-

ManagedClassrooms


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Expectation-Setting

1. What motivated you to attend thisseminar-workshop on Classroom

Management?

2. What particular skill/s do you wantenhanced after this seminar-workshop?


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Objectives

1. To identify the concepts, principles, guidelinesand practices in creating well-managedclassrooms or good classroom management;

2. To appreciate ones role as a classroommanager and leader;

3. To share ones experiences as a classroom

manager and to demonstrate the proper waysof managing classrooms.


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Group-Sharing

1. What are your concepts or perceptions of awell-managed classroom?

2. What are your top 5 problems, issues and

concerns in managing your own classroom?3. What are the corresponding solutions and

interventions that you took in addressingthese issues and concerns?

4. What are your recommendations and needs tobetter manage your classrooms?


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Chart Format (for reporting)

Top5 Concepts/Perceptions ofWell-ManagedClassrooms

Problems,Issues andConcerns

Solutions /Interventions Recommendations/ Needs

1.

2.

3.

4.

5.


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Key Concept

Well-managed classrooms exitbecause teachers have clearideas of the types ofclassroom conditions and

student behaviors necessaryfor a healthy learningenvironment. They not onlyhave clear ideas, but theyalso work very hard to create

these conditions (Emmer,Evertson & Worsham,2006).


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Why establish an effective classroommanagement?

Teachers are tasked to:

- develop a smoothly running classroom community wherestudents are highly involved in worthwhile activities thatsupport their learning.

- develop teaching plans to proactively reduce theoccurrence of disruptive behavior in the classroom andthe school (Darch &Kameenui, 2004).

- provide every child a fair chance to be successful in life

guided by the legal, ethical and cultural issues associatedwith classroom management (Vision for what is andwhat is not appropriate management practices) Landau,2004.


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Holistic Approachto Create a Democratic Classroom

Student Cognitive

Abilities (minds

actively engaged in

interesting problems

and meaningfullessons)

Student Emotional

Needs (if not met can

cause rowdy and

disruptive behaviors

want quick, easy

answers)

Teacher ClassroomManagement

Strategies and

Practices

Curriculum Design

(Subject matter

content and

activities,

instruction)


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Basic Principles of Classroom Management

1. The single most important factor in determining thelearning environment is teacher behavior.

2. Teachers have the professional responsibility forassuming the role of instructional leader.

3. Teachers who have clearly developed ideas of (a) therelationship between teaching and discipline; (b) thefactors motivating student behavior; (c) their ownpersonal expectations for student behavior; and (d)a systematic plan to manage misbehavior, haveclassrooms characterized by a high percentage of on-task student behavior.


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Basic Principles of Classroom Management

4. A preplanned decision-making hierarchy ofintervention strategies (knowledge of teachingprocess, understanding of human behavior, etc.,prevention and interventions) increases the

likelihood of appropriate student behavior.5. For effective teaching to take place, teachers must be

competent in influencing appropriate studentbehavior so as to maximize the time spent onlearning. Such teachers enjoy teaching more andhave greater confidence in their ability to affectstudent achievement.


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What are the processes involved?

1. Plan several key areasbefore the school yearbegins.

2. Implement the plan andestablish goodmanagement at the

beginning of the year.

3. Maintain themanagement proceduresthroughout the year.


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Case Study

Ms. Garcia has been teaching grade 4 for the past 3years and never had such a challenging class. Theschool year had barely begun but already she wasdealing with power struggles on a daily basis. Herstudents were largely in the lower socioeconomicbrackets, many had serious family issues, mostlydiverse and did not get along with each other. For thefirst time in her career she felt like she was spendingmore time on discipline than on teaching academiccontent. She conducted diagnostic tests to determinethe reading levels of her students.


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Planning Key Areas

1. Organizing your classroom and materials arrange bulletinboards and walls, floor space, student desks, teachers desk,cabinets, bookcases, etc.

2. Choosing rules and procedures stated expectations

regarding behavior, ex. Be prompt, be prepared and bepolite.

3. Managing student work feedback and monitoringprocedures, communicating assignments and workrequirements (use of forms, accountability procedures grading system and record keeping)


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Planning Key Areas

4. Getting off to a good start Beginning of-classroutine, class rules, introductions, etc.

5. Planning and conducting instruction opening the

period, checking homework, recitation, contentdevelopment, discussion, seatwork, small-groupwork & closing (preventing misbehavior)

6. Managing cooperative learning groups room

arrangement, individual, group attention signals7. Maintaining appropriate student behavior

building a positive climate, recognition, etc.


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Communication Skills for Teaching

Constructiveassertiveness correctedmisbehavior

Empathic responding

listening, reacting tomaintain positiverelationship,encouragement

Problem solving reaching mutualsatisfactory resolutions,plan for change


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Managing Problem Behaviors

A discipline problem is anybehavior that (1)interferes with theteaching act; (2) interferes

with the rights of others tolearn; (3) ispsychologically orphysically unsafe; or (4)destroys property (Levin

& Nolan, 2007).Be responsible for

appropriate behavior.


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5-Step Cooperative Discipline Approach

1. Pinpoint and describe the students behavior.Have objective observations, not on how one feels.

2. Identify goal of misbehavior (seeking attention, power,revenge or avoidance-of-failure)

3. Design specific behavior techniques depending on goal ofmisbehavior.

4. Select encouragement techniques to build student self-esteemas stopgap measures to create sense of belonging.

5. Involve parents as partners for involvement and support.


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References

Darch, C. B. & Kameenui, E. J. (2004). Instructional Classroom Management: AProactive Approach to Behavior Management. Pearson Education Inc., USA.

Emmer E. T., Evertson, C. M. & Worsham, M. E. (2006). Classroom Management forMiddle and High School Teachers. Pearson Education Inc., USA.

Landau, B. M. (2004). The Art of Classroom Management: Building EquitableLearning Communities. Pearson Education Inc., USA.

Levin, J. & Nolan, J. F. (2007). Principles of Classroom Management: A ProfessionalDecision-Making Model. Pearson Education Inc., USA.

cem well-managed classrooms mat 2009

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