classroom management for teachers 1-09

8/13/2019 Classroom Management for Teachers 1-09

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Class room Managementfor Teachers

Developed by

Mitchie Neel


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Why Are We Here?

Learn

Improve

Sustain

Confirm


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The Buckets


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Discipline v. Management

Discipline: The reaction to misbehaviorAFTER it has occurred.

Management: Actions that preventmisbehavior from occurring.

Management is identifying the problem andsearching for the solution.


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SEARCHING FOR

SOLUTIONS

Managementvs. Discipline

Three students

Two pencilsBoth pencils belong to Mary

Mary lends to Bob

Mary changes mind - lends to Chuck

Bob and Chuck argue

Teacher questions Bob

Bob and Chuck argue again

Mary adds two cents

All three are now arguing at once

What would you do?

Whats the problem?

Whats the solution?

ManagementorDiscipline?


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Effective Manager Characteristics!

Plan

Routines

Rules Positive Consequences

Negative Consequences

Behaviors are Taught

Comfortable

Consistent

Parental Involvement

High Expectations

Climate of Management


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RESEARCH

Researchers:

Harry WongThe First Days of SchoolCarol Cummings Thomas Good Jere Brophy

Daniel Duke C. M. Charles Walter Doyle

Merrill Harim Carolyn Evertson Edmund Emmer

Gracie Rice George Luby Robert Marzano

SOPRIS WEST - Spec. Ed. materials

Research shows:There are clear differences between the management practices of the

more effective teacher and the less effective teacher.

When teachers learn to use the practices of the more effective teacherstheir classroom management problems decrease.


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Classroom Managementthat Works:

Research-Based Strategiesfor Every Teacher

Robert J. Marzano

The newest and mostcomprehensive source ofinformation on what REALLYis effective and will get results!


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Critical Role of Classroom

Management

One of the most important of

the various roles of a

classroom teacher Effects of a School & Teacher

on Students:

Average S/Average T=50

Least S/Least T=3

Most S/Least T=37 Most S/Most T=96

Least S/Most T=63

WOW!


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Management

Three Major Roles of aTeacher:

1. Making wise choicesabout the most effectiveinstructional strategies toemploy

2. Designing classroomcurriculum to facilitatestudent learning

3. Making effective use ofclassroom managementtechniques

Effective teaching and learning cannot take place in a

poorly managed classroom!


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Management

Meta-Analysis ResearchMethod

Combines results from anumber of studies

Allows generalizations notpossible in review of singlestudies

Four Key Management

Factors: Rules & Procedures

Disciplinary Interventions

Teacher StudentRelationships

Mental Set


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Rules and Procedures

Separates the unsuccessful

from the experts

Refers to expectationsregarding behavior

Rule: General expectations

or Standards

Procedures: Communicates

expectations for specificbehaviors


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Research and Theory

28 Percentile Difference

between classrooms withand without!

Best involve explanation

and group input


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Action Step 1

Identify specific rules and

procedures for yourclassroom.

Categories:

General expectations

Beginnings and endings

Transitions and interruptions Group work

Seatwork and teacher-led

activities


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Action Step 2

Involve students in the

design of rules andprocedures.

Discussion(s) with

students

Real life examples/connections


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Disciplinary Interventions

Research

Ranking of + and Consequences

Categories of DisciplinaryBehaviors

Action Steps

1. Employ specific techniques thatacknowledge and reinforceacceptable behavior and

acknowledge and provide negativeconsequences for unacceptable

behavior.2. Establish clear limits for

unacceptable behavior and aneffective system to record thesebehaviors.


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Teacher-Student Relationships

Research

Keystone to the other factors

Two dimensions to balance: Dominance: Clarity of

purpose & strong guidance

Cooperation: Concern forthe needs and opinions ofothers

Impact of severe problemsfacing students

Program: TESA

15 teacher behaviors


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Action Step 1:

Use specific techniques toestablish and appropriatelevel of dominance in theclassroom.

Rules and procedures

Disciplinary interventions

Exhibiting assertive behavior(eye contact, erect posture,

facing students, facialexpression, tone of voice,persisting)

Establishing clear learninggoals


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Action Step 2:

Use specific behaviors that

communicate an appropriatelevel of cooperation.

Providing flexible learning

goals

Taking a personal interest in

students

Using equitable and positiveclassroom behaviors

Responding appropriately to

students incorrect

responses


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Action Step 3:

Be aware of the needs of

different types of students. Passive

Aggressive

Attention problems

Perfectionist

Socially inept


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Mental Set

Research

Withitness

Emotional Objectivity Action Steps

1. Employ specific techniques tomaintain or heighten yourawareness of the actions ofstudents in your classes

(withitness).2. Employ specific techniques to

maintain a healthy emotionalobjectivity with students.


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The StudentsResponsibility for

Management

Common theme: Studentsshould be given the message

that they are responsible fortheir own behavior and thatthey should be provided withstrategies and training torealize that control.

Research

Responsibility strategies = adecrease of 25 percentilepoints in disruptive behavior

Strong research support BUTnot done frequently!!!


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Management

Action Step 1

Employ general classroom

procedures that enhance

student responsibility.

The classroom meeting

Using a language of

responsibility

Written statements of

belief

Written self-analyses


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Management

Action Step 2

Provide students with self-

monitoring and control

strategies.

Designed for specific

students for whom the

general plan isnt working

Communicate intent ofhelping student succeed

Process described


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Management

Action Step 3

Provide students with

cognitively based

strategies.

Social skills

Problem solving


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Getting Off to a Good Start

Research

Review of Programs

Action Steps1. Arrange and decorate your

room in a manner that supportseffective classroommanagement.

2. Begin with a strong first day ofclass.

3. Emphasize ClassroomManagement for the first fewdays.


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Management at the School Level

Things are always better

when were all on the

same page.Management issues are

no different!

Effective management is

a composite ofinteracting elements.


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The School


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Management at the School Level

Action Step 1

Establish rules and procedures forbehavioral problems that might be causedby the schools physical characteristics orthe schools routines.

Action Step 2

Establish clear schoolwide rules andprocedures regarding specific types ofmisbehavior.

Action Step 3

Establish and enforce appropriateconsequences for specific types ofmisbehavior.

Action Step 4 Establish a system that allows for early

detection of students who have highpotentials for violence and extremebehavior.

Action Step 5

Adopt a schoolwide management program.


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Building a Solid Plan - Classroom

Routines

Rules

Positive Consequences

Negative Consequences


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ROUTINES

RULES

POSITIVE

CONSEQUENCES

NEGATIVE

CONSEQUENCES

If you do not have a plan,

you are planning to fail.

Establishing a Management Plan:

Routines


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THE PROBLEM IS NOT DISCIPLINE


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Building Your Plan:

Procedures/Routines

A rule is a DARE to be broken, whereas a procedure is not. A

procedure is a DO, a step to be learned.

Students must know from the very beginning how they are expectedto behave and work in a classroom work environment.

Procedurehow you want something done

Routinewhat the student does automatically without prompting or

supervision

Establish a consistent system for dealing with a recurring task in the

classroom.

1) Identify tasks needing procedures.

2) Break each task into simple steps.

3) Teach the procedure to the students until it becomes routine behavior.

Wong, p. 167-173


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Wong, p. 174 -193

Three Steps to

Teaching Procedures

1. Explain classroom procedures clearly.

State, explain, model, and demonstrate the procedure.

Define the procedure in concrete terms.

Demonstrate the procedure; dont just tell.

Demonstrate a complex procedure step by step.

2. Rehearse classroom procedures until they become routines.

Rehearse and practice the procedure under teacher supervision anddirection.

Repeat procedure until it becomes routine.

3. Reinforce a correct procedure and reteach an incorrect one..

Reteach, rehearse, practice, and reinforce the classroom procedure until itbecomes a student habit or routine.

Determine whether students have learned the procedure or whether theyneed further explanation, demonstration, or practice.

Reteach the correct procedure if rehearsal is unacceptable and give

corrective feedback. Praise the student when the rehearsal is acceptable.

PROCEDURE FOR LINING - UP

1. Assume the listening position.

2. Stand up on command.

3. Put your chair under your desk.

4. Listen for further instructions.


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DO NOW:

Selecting and Writing Routines

1. Review the lists of routines/procedures and check the ones you need for

your classroom.

2. Transfer the checked items to the Routines Worksheet.

3. Add other routines you will need that are not listed.

4. Share your list with neighbor.

You have 5 minutes.

4. In the samples, review how a routine is broken down into simple tasks.

5. Pick a routine and develop the steps you will need to teach it to your

students.

6. Share with a neighbor.

You have 5 minutes.


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ROUTINES

RULES

POSITIVE

CONSEQUENCES

NEGATIVE

CONSEQUENCES



Establishing a Management Plan:

Rules


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WHY RULES ARE

NECESSARY


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ESTABLISHING

BEHAVIOR RULES

RULES

Establish a fair and consistent way to deal

with both positive and negative behavior.

The most successful classes are those in which the teacher has a clear idea of what is expected

from the students and the students have a clear idea of what the teacher expects from

them.

--Harry Wong

Establish Rules That Are:

ObservableStated Positively

Complete Thoughts & Sentences

Reasonable

Choose Rules With Which You Are Comfortable

REMINDERS:

Always reinforce positive before negative.


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RULES OF THE

CLASSROOMFOLLOW THESE RULES AT ALL TIMES.

List rules for your classroom that follow the identified

criteria.


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ROUTINES

RULES

POSITIVE NEGATIVE



Establishing a Management Plan

Consequences

Consequences


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ESTABLISHINGCONSEQUENCES

The method of dealing with student behavior has little or no effect on how

much change occurred.

No one consequence, positive or negative, is any better than any other

consequence.

WHAT DID MATTER?

Successful behavior management is primarily a matter of

PREVENTING

problems before they occur, not the ability or technique to deal with them

after they emerge.

PROACTIVE

+ -


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ESTABLISHING

CONSEQUENCESCONSEQUENCES

Both Positiveand Negative

POSITIVE

Any action that puts the student in a position to realize that the identified behaviorwas appropriate and acceptable.

NEGATIVE

Any action that puts the student in a position to realize that the identified behavior

was inappropriate and unacceptable.

Research in both education and psychology show:

When a verbal reinforcer follows a response or action, academic or behavior, the

response or action is more likely to occur again.

Whether the reinforcer is positiveor negativehas little if any meaning.

POSITIVEBEFORE NEGATIVE

3 to 1

NO LESS THAN 50/50

+ -



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ROUTINES

RULES

POSITIVE NEGATIVE



Establishing a Management PlanNegative Consequences

Consequences


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ESTABLISHING

CONSEQUENCES

NEGATIVE CONSEQUENCES

Negativeconsequences should be something the students do not like[uncomfortable].

Negativeconsequences should not be physically or psychologically harmful to thestudent [or you].

Choose negativeconsequences:

with which you are comfortable

that are reasonable

that are already established that avoid conflict with the established school, system, or social rules

Choose a maximumof five negative consequences and list them in order ofseverity.

Develop a severe clause to deal with unusual, defiant, or dangerous behavior.

-


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ESTABLISHING

CONSEQUENCES

RECORD KEEPING SYSTEMS

A way to keep up with the type and number of rules broken in a day.

High VisibilityReduces NegativeTeacher Reactions

Stern, Serious, and Loud

Sarcasm

Comfortable

Consistent

Easy to Use

Starts Over Each Day

See Wong, p. 157-158.

-


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NEGATIVE

CONSEQUENCES Create a list of possible consequences to use

in your classroom.

Prioritize them from least to most.

Identify the consequences in order from least

to most severe.


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ROUTINES

RULES

POSITIVE NEGATIVE




Positive Consequences

Consequences

TRASH OR


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TRASH OR

TREASURE


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ESTABLISHING

CONSEQUENCES

POSITIVE CONSEQUENCES

Usual Let Down or Misuse

Anything students like - ASK THEM!!!.

Improvement not perfection should be the standard.

Establish positiveconsequences with which you are comfortable [only those you can handle].

Choose positiveconsequences that provide for use as often as possible.

Choose positiveconsequences that avoid conflict with established school, system, or social rules.

Establish a system with which you are comfortable [one that doesnt bug you].

Choose individual and class positiveconsequences.

Choose positive consequences that are attainable:

+


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EFFECTIVEMANAGEMENT

KEY:

Positivesupport of appropriate student behavior

Negativeconsequences stop inappropriate behavior, but only positive

consequences will change behavior.

REMEMBER:

Positiveconsequences come before negativeconsequences.

3 to 1

NO LESS THAN 50/50

+


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POSITIVE

CONSEQUENCES

Create a list of possible positive consequences for yourclassroom.

Consider individual and whole group.

Consider short term and long term.

Identify the ones you plan to utilize first.


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Other Resources

Disciplinehelp.com

The Tough Kid& The

Tough Kid Toolbox

The Key Elements of

Classroom Management

Classroom Management

for the Elementary/Secondary Teacher


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Sharing Ideas

Strategies to remember

1.

2.

3.

Goal(s) for

implementation

1. 2.

3.


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Follow-up and Next Steps

Select a strategy for

classroom focus.

Implement strategy. What strategy?

Positive results?

Areas of concern?

Talk to a colleague


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Focus on Management NOT

Discipline for Success!

Provid ing the Keys to Li fe long Learning !

classroom management for teachers 1-09

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