Classroom ManagementWhat is Classroom Management?Its effective disciplineIts being prepared for classIts motivating your studentsIts providing a safe, comfortable learning environmentIts building your students self esteemIts being creative and imaginative in daily lessonsAnd . . .. . . Its different for EVERYONE!!WHY?Teaching StylesPersonality/AttitudesStudent populationNot all management strategies are effective for every teacherTry different strategies to see if they wor for youWhy is Classroom Management Important?Satisfaction and en!oyment in teaching are dependent upon leading students to cooperate"lassroom management issues are of highest concern for beginning teachersrin!iples for s"!!essf"l !lassroom management#eal with disruptive behaviors but also manage to minimi$e off%tas, non%disruptive behaviorsTeach students to manage their own behaviorStudents learn to be on%tas and engaged in the learning activities you have planned for themIt is more natural to be off%tas than on #e!hni$"es for %etter Classroom Control&ocus attention on entire class#ont tal over student chatterSilence can be effective'se softer voice so students really have to listen to what youre saying#irect your instruction so that students now what is going to happen#e!hni$"es for %etter ClassroomControl(onitor groups of students to chec progress(ove around the room so students have to pay attention more readily)ive students non%verbal cues*ngage in low profile intervention of disruptions(ae sure classroom is comfortable and safe#e!hni$"es for %etter Classroom Control+ver plan your lessons to ensure you fill the period with learning activities"ome to class preparedShow confidence in your teaching,earn student names as -uicly as possible#ransition &s. 'llo!ated #imeAllocated time. the time periods you intend for your students to be engaged in learning activitiesTransition time. time periods that e/ist between times allocated for learning activities*/amples)etting students assembled and attentiveAssigning reading and directing to begin)etting students attention away from reading and preparing for class discussion#ransition &s. 'llo!ated #imeThe )oal.Increase the variety of learning activities but decrease transition time0Student engagement and on%tas behaviors are dependent on how smoothly and efficiently teachers move from one learning activity to anotherWithitness1ithitness refers to a teachers awareness of what is going on in the classroom' tea!her has ()ithitness* if+1hen discipline problems occur, the teacher consistently taes action to suppress the misbehavior of e/actly those students who instigated the problem1hen two discipline problems arise concurrently, the teacher deals with the most serious firstThe teacher decisively handles instances of off%tas behavior before the behaviors either get out of hand or are modeled by othersWithitness ,!ontin"ed-1hen handling misbehavior 2 mae sure all students learn what is unacceptable about that behavior)etting angry or stressed does not reduce future misbehavior#eal with misbehavior without disrupting the learning activity.ones st"dy of off/tas0 1eha&iors334 of off%tas behaviors tae one of several formsTaling out of turn"lowning#aydreaming(oving about without permissionAntisocial, dangerous behaviors mae up a fraction of the time students spend off%tasro2imity and %ody 3ang"age*ye contact, facial e/pressions, gestures, physical pro/imity to students, and the way you carry yourself will communicate that you are in calm control of the class and mean to be taen seriously05e free to roamAvoid turning bac to classCooperation thro"gh !omm"ni!ation6erbali$e descriptions of behaviors and never value !udgments about individuals6erbali$e feelings but remain in control#+ N+T 'S* SA7"AS(#o not place labels 8good or bad9#o not get students hooed on praise Praise the wor and behavior 2 not the students themselvesSpea only to people when they are ready to listenClassroom R"les 4or Cond"!t&ormali$ed statements thatprovide students with general guidelines for the types of behaviors that are re-uired and the types that are prohibitedA few rules are easier to remember than many rules*ach rule in a small set of rules is more important than each rule in a large set of rulesNe!essary !lassroom r"les of !ond"!t(a/imi$es on%tas behaviors and minimi$e off%tas 8esp0 disruptive9 behaviorsSecures the safety and comfort of the learning environmentPrevents the activities of the class from disturbing other classes(aintains acceptable standards of decorum among students, school personnel, and visitors to the school campusEsta1lishing a (%"sinessli0e* 'tmosphere0 0 0 +r, :#ont Smile until "hristmas;' %"sinessli0e 'tmosphereTae advantage of the first days of class*stablish an environment in which achieving specified learning goals taes priority over other concernsIt is much easier to establish this environment from the beginning rather than later5 steps0 (inimi$e transition time?0 'tili$e a communication style that establishing non%threatening, comfortable environment@0 "learly establish e/pectations for conduct%eginning a ne) year6termTae advantage of initial uncertainty7ide your :fences;P,AN for a favorable beginning"lassroom/lab organi$ation+ngoing routines'se learning activities with easy%to%follow, uncomplicated directions'se a disclosure statement7is!los"re 8tatement'sed to clearly communicate e/pectations to students and parents7efer bac to the guidelines throughout the termNot a legally binding documentComponents of 7is!los"re 8tatement5asic "ourse +utline)rading ProceduresInclude procedures for maing up missed wor, e/tra credit, homewor e/pected, etc0Attendance Policies 8should be consistent with school policy9+ther class rules, policies, proceduresSafety considerations as necessaryAccommodation for disabilities statementSignature of student and parent/guardianRoom6la1 arrangement(ae sure all students can see and hear clearly 8and you can see them clearly9Arrangement is determined by learning activity 8lecture, class discussion, small group wor, etc09Allow room and easy access for pro/imity controlThin through class procedures and learning activities and arrange the room in the best possible way7ealing )ith mis1eha&ior4"n!tions of %eha&ior*very behavior has a function&our primary reasons fordisruptive behavior in the classroomPowerRevengeAttentionWant to be left alone (i.e., disinterest or feelings of inadequacy)4"n!tions of %eha&ior(any misbehaviors e/hibited by students are responses to a behavior e/hibited by the teacher#o not tolerate undesirable behaviors no matter what the e/cuse'nderstanding why a person e/hibits a behavior is no reason to tolerate it 'nderstanding the function of a behavior will help in nowing how to deal with that behavior7ealing )ith off/tas0 1eha&iors7emain focused and calmA organi$e thoughts*ither respond decisively or ignore it all together#istinguish between off%tas behaviors and off%tas behavior patterns"ontrol the time and place for dealing with off%tas behaviorProvide students with dignified ways to terminate off%tas behaviors7ealing )ith off/tas0 1eha&iorsAvoid playing detective'tili$e alternative lesson plans'tili$e the help of colleagues'tili$e the help of guardians#+ N+T 'S* "+7P+7A, P'NISB(*NTA form of contrived punishment in which physical pain or discomfort is intentionally inflicted upon an individual for the purpose of trying to get that individual to be sorry he or she displayed a particular behaviorModifying off/tas0 1eha&ior patterns'se the principle of :*/tinction;1henever the positive rein forcers for a persons voluntary behavior pattern are removed or cease to e/ist, the person will begin to discontinue that behaviorSpecify the e/act behavior pattern to e/tinguishIdentify positive reinforcers for the behaviorPlan to eliminate positive reinforcement*stablish a realistic time scheduleImplement the plan*valuate the effectiveness by observing behaviorModifying off/tas0 1eha&ior patterns'se the principle of :Shaping;7einforce behaviors that are similar to the behavior to be learnedSubse-uent actions that are more lie the behavior to be learned than previous actions are reinforcedSubse-uent actions that are less lie the behavior to be learned than previous actions are not positively reinforced'ttention 8ee0ing %eha&iorAttention%seeing students prefer being punished, admonished, or critici$ed to being ignored)ive attention to this student when he or she is on%tas and cooperating:"atch them being goodC; 2 and let them now you caught themo)er 8ee0ing %eha&iorPower%seeing students attempt to provoe teachers into a struggle of willsIn most cases, the teacher should direct attention to other members of the classe!avior"Ra#bling $$ wandering around and off t!e sub%ect. &sing far$fetc!ed e'a#(les or analogies. P)**+,- R-*P).*-*" Refocus attention by restating relevant (oint. /irect questions to grou( t!at is bac0 on t!e sub%ect As0 !ow to(ic relates to current to(ic being discussed. &se visual aids, begin to write on board, turn on over!ead (ro%ector. *ay" 1Would you su##ari2e your #ain (oint (lease?1 or 1Are you as0ing...?1 e!avior"*!yness or *ilence $$ lac0 of (artici(ation P)**+,- R-*P).*-*" o"hange teaching strategies from group discussion to individual written e/ercises or a videotape o)ive strong positive reinforcement for any contribution0 oInvolve by directly asing him/her a -uestion0 o(ae eye contact0 oAppoint to be small group leader0e!avior"3al0ativeness $$ 0nowing everyt!ing, #ani(ulation, c!ronic w!ining. P)**+,- R-*P).*-*" oAcnowledge comments made0 o)ive limited time to e/press viewpoint or feelings, and then move on0 o(ae eye contact with another participant and move toward that person0 o)ive the person individual attention during breas0 oSay. DThatEs an interesting point0 Now letEs see what other other people thin0D e!avior"*!ar(s!ooting $$ trying to s!oot you down or tri( you u(. P)**+,- R-*P).*-*" oAdmit that you do not now the answer and redirect the -uestion to the group or the individual who ased it0 oAcnowledge that this is a !oint learning e/perience0 oIgnore the behavior0 e!avior" Hec0ling4Arguing $$ disagreeing wit! everyt!ing you say5 #a0ing (ersonal attac0s. P)**+,- R-*P).*-*" Redirect question to grou( or su((ortive individuals. Recogni2e (artici(ant6s feelings and #ove one. Ac0nowledge (ositive (oints. *ay" 1+ a((reciate your co##ents, but +6d li0e to !ear fro# ot!ers,1 or 1+t loo0s li0e we disagree.1 e!avior"7randstanding $$ getting caug!t u( in one6s own agenda or t!oug!ts to t!e detri#ent of ot!er learners. P)**+,- R-*P).*-*" oSay. DFou are entitled to your opinion, belief or feelings, but now itEs time we moved on to the ne/t sub!ect,D or oD"an you restate that as a -uestionGD or oD1eEd lie to hear more about that if there is time after the presentation0D e!avior")vert Hostility4Resistance $$ angry, belligerent, co#bative be!avior. P)**+,- R-*P).*-*" oBostility can be a mas for fear0 7eframe hostility as fear to depersonali$e it0 o7espond to fear, not hostility0 o7emain calm and polite0 Heep your temper in chec0 o#onEt disagree, but build on or around what has been said0 o(ove closer to the hostile person, maintain eye contact0 oAlways allow him or her a way to gracefully retreat from the confrontation0 e!avior")vert Hostility4Resistance $$ angry, belligerent, co#bative be!avior (continued)P)**+,- R-*P).*-*" Say. DFou seem really angry0 #oes anyone else feel this wayGD Solicit peer pressure0 #o not accept the premise or underlying assumption, if it is false or pre!udicial, e0g0, DIf by D-ueerD you mean homose/ual000D Allow individual to solve the problem being addressed0 Be or she may not be able to offer solutions and will sometimes undermine his or her own position0 Ignore behavior0 Tal to him or her privately during a brea0 As a last resort, privately as the individual to leave class for the good of the group0 e!avior"7ri(ing $$ #aybe legiti#ate co#(laining. P)**+,- R-*P).*-*" oPoint out that we canEt change policy here0 o6alidate his/her point0 oIndicate youEll discuss the problem with the participant privately0 oIndicate time pressure0 e!avior"*ide 8onversations $$ #ay be related to sub%ect or (ersonal. /istracts grou( #e#bers and you. P)**+,- R-*P).*-*" /on6t e#barrass tal0ers. As0 t!eir o(inion on to(ic being discussed. As0 tal0ers if t!ey would li0e to s!are t!eir ideas. 8asually #ove toward t!ose tal0ing. 9a0e eye contact wit! t!e#. *tanding near t!e tal0ers, as0 a near$by (artici(ant a question so t!at t!e new discussion is near t!e tal0ers. As a last resort, sto( and wait. 8!hool oli!iesBow to stay out of trouble%e familiar )ith the Instit"tion poli!ies from the start!Policies relating directly to students"Attendance/Tardy PolicyAcademic/)rading PoliciesTelephone use 8school phones, cell, pagers9Student #ress and )rooming PoliciesSafe School Policies1eapons, fighting, intimidation, verbal abuse, etc0Alcohol, Tobacco, and #rug PoliciesSe/ual Barassment Policyoli!ies yo"ll need to 1e a)are of as a tea!herInternet/*mail use policiesPolicies regarding the reporting of abuse, neglect, suicide threats, etc0*mergency procedures&ire, earth-uae, bomb threat, intruder, etc0&ield Trip policiesAccident reporting procedures7eporting academic progressPurchasing guidelinesSubstitute teachers7e-uests for, planning, etc0'se of videos, movies, and instructional materialsReferen!es"angelosi, Iames S0 8