CLASSROOM MANAGEMENT AND ORGANIZATION

NAD Teachers’ Convention 2012Martha Havens, Associate DirectorPacific Union Conference

Goals for this Session

Define Management

Components of a Discipline Plan

Difference between Rules vs. Procedures

It is all about TIME / A recipe that works

Our Life as Educators

Management Definitions

Having authority

The process of engaging people

Management Definitions (cont’d)

Space

Time

Materials

Curriculum and

Believe it or not we manage our personal Life!!!

Components of a Discipline Plan

General Classroom Rules

Procedures

Rewards

Consequences

"If you do not have a plan, you are planning to fail.”

A Sample of General Rules

Kindness

Work

Quietness

Cleanliness

Reflect the teacher’s philosophy and expectations for behavior in His or Her Classroom.

RULES are IMPORTANT

but

PROCEDURES RULE

PROCEDURE ROUTINE = STRUCTURE

Samples of Procedures

Responding to an earthquake/fire drills/ other alerts

Knowing the schedule for the day/class Finding directions for each assignment Listening to/responding to questions Entering/leaving the classroom Getting to work immediately When you are tardy End of period class dismissal Participating in class discussions When you need pencil/paper Checking out classroom materials

Martha’s Approach to Teaching the Best Time Procedures:

1. Preparing Time

2. Working Time

3. Brain Breaking Time

1. Preparing Time

Teacher models preparation. What do I do during this period? What materials do I need to do my work? Where do I work? What do I do when I’m finished? Alone or in a team? Ready? If not…

Ask Questions Now

2. Working Time

We start working immediately We use certain voice level We record our work as needed What to do when done? What to do “if stuck” When done we pick up, put away

3. Brain Break Time

Stop working Relax/Cool off! Talk to a friend Talk to the teacher Take a drink If time, play a quiet game

When Done with your Assignment

Do more, get ahead

Do other work

Help a friend

Free Table, if open

What to do if teachers are busy or I’m stuck and the teacher is busy

Ask a friend

**Look up the teacher’s guide

Skip for now, see the teacher later

Do other work

Free table, if open

DEFINITION of Reward: To give or assign to as due; recompense.

Types of Rewards: Group Extrinsic Intrinsic Christian Principle Rewards

Rewards

DEFINITIONS:

Consequences – Something that logically or naturally follows from an action or condition; effect.

Discipline – Training that is expected to produce a specific character or pattern of behavior. Controlled behavior resulting from disciplinary training.

Consequences/Discipline Issues

After Agreeing to Rules and Training to Procedures…

…“A CHANGE of MIND MAY OCCUR”

Student made a mistake! Forgot temporarily!

Student knows the rule, expectation of behavior, but chooses to go against it.

Student has never been in your room before.

Ask these Questions Before Dealing with Discipline…

Is it a temporary situation? More on the “oops” I forgot category/garden variety?

Or is it on the category of the second, third repetition?

“The teacher and student must now discuss the consequences!!”

Or is it totally unacceptable behavior that does not respond to warnings or consequences. It is now consistently occurring? So it is time to apply a different plan? Behavioral contract?…

You Judge This as a Temporary Situation: Here are some options

Move close to the student

Make eye contact and WAIT to see if a change occurs

Give a non-verbal signal to stop behavior (Choose signal carefully)

Call the student’s name or give a verbal instruction to stop the behavior

RE-direct the student to appropriate behavior, citing briefly but clearly what EXPECTED activity is taking place

Consequences to Support the Discipline Plan

What type of consequence would fit?

Time Out Recess penalties Payments to teacher (with points, classroom

money, etc.) Referrals to office After school make-up time Teacher conference/prior to parent

conference and/or call Card system (Lee Canter/Sid Simon/

Cordwin/Glasser

Types of Behavioral Contracts

A Simple Behavioral Contract

A Complex Behavioral Contact

Final Thoughts on Classroom Management and Discipline

You are the adult. Maintain dignity. Do not let a student’s problem be in charge of the room. It is already in charge of the student. You be in charge of yourself, the classroom, and your response to the situation.

Respond, do no react, to the situation. The student needs assistance in some way. If you can do that, do it. If you also need assistance, get it. It’s not a big deal. You can not do everything all the time.

You are not alone! There is a higher power!