ss classroom management june 27 2010

8/9/2019 SS Classroom Management June 27 2010

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ClassroomManagement

In the Sunday School Classroom


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The single most

important principle I

have learned aboutclassroom

management is that itis 80% about the

teacher.


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While there are

extremes that we face in

our managing children

most problems arise

from things that can

easily be fixed.


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Classroom management

is like management in

every other sphere of

life.


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The same principles

apply to relationships,

finances, work,

recreation and personal

care.


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When we teach others

we, for the most part,

teach in all three areas

of creation

Spirit-Soul-Body


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For this reason our

understanding of

classroom management

is also in the framework

of Spirit-Soul-Body.


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While this may be

beginning to sound a bit

mystical it is very

practical.


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Success in classroom

management in all three

of these vital areas

begins with our attitude.

It will be expressed in all

three of these areas.


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So what is our attitude to

be?


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THE SPIRIT


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1. Serving in the Spirit of

Jesus:


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1. Serving in the Spirit of Jesus:

Have this attitude in

yourselves which wasalso in Christ Jesus,

Philippians 2:5


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who, although He existed

in the form of God, didnot regard equality with

God a thing to be

grasped,

Philippians 2:6


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but emptied Himself,

taking the form of a bond-servant, and being made

in the likeness of men.

Philippians 2:7


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Being found inappearance as a man, He

humbled Himself bybecoming obedient to the

point of death, even death

on a cross.

Philippians 2:8


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For this reason also, God

highly exalted Him, andbestowed on Him the

name which is above every

name,

Philippians 2:9


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so that at the name of

Jesus EVERY KNEE WILL

BOW, of those who are in

heaven and on earth and

under the earth,Philippians 2:10


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Notice that Jesus authority

came directly from his

attitude of humility

expressed through serving

God and others.


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Successful classroom

management is about

having the authority to bring

order to the class.


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Recognizing our absolute

dependence on God to give

us that authority brings us to

the wonderful understanding

that we must be often inprayer for our class and the

individual students in it.


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All success in life

begins with prayer.


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Prayer is the

essence of Humility


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if My people who are

called by My name willhumble themselves, and

pray. . .

2 Chronicles 7:14


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THE SOUL


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2. Fulfilling our

responsibility as

work done forJesus.


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2. Fulfilling our responsibility as

work done for Jesus.

Whatever you do in

word or deed, do allin the name of the

Lord Jesus

Colossians 3:17


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Successful

classroommanagement is

primarily

preparation.


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Preparation takes

time.


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People who are

successful at worktake the time to fully

do what is needed

to succeed.


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They do it for

money which is astrong motivator.


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work done for Jesus.The primary problem

we face in volunteerwork is lack of

motivation to do whatit takes to succeed.


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work done for Jesus.If we understand that our

primary motivation in work

or volunteering is to be

giving a gift to the Lord we

will find the motivation weneed.


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work done for Jesus.Doing anything out of duty

will not result in excellence.

We must have a sure

conviction we are called to

do the work and do it withpassion. This results in

excellence.


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work done for Jesus.In fact our service in

ministry is a perfect

opportunity to demonstrate

excellence for no other

reason than our love forGod and others.


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work done for Jesus.Excellence for God should

be our goal not only in our

classroom but in every area

of our lives.


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3. Teachability a

willingness to be a learneras well as a teacher.


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3. Teachability

And the instructions which youhave heard from me along

with many witnesses, transmitand entrust as a deposit to

reliable and faithful men who

will be competent andqualified to teach others also.

2 Timothy 2:2


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3. Teachability

When I first started teaching I

had the privilege of finding outfairly quickly that, in spite of

my education, I did not have a

clue about how to teach.


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3. Teachability

Rather than reacting in pride I

asked for help. I sought it fromteachers that I saw knew how

to manage their classrooms

how to do it.


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3. Teachability

I sometimes went into their

classes to watch them inaction.


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3. Teachability

I spent time watching

instructional videos thatfocused on classroom

management.


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3. Teachability

Just this last week I had anexcellent teacher say to some

others he was introducing meto that almost everything he

did to successfully manage his

class he learned from me.


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3. Teachability

The Bible is so practical inthis.

We learn fromothers.

We teach others..


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3. Teachability

The Key is our willingness to

be taught and seeking outopportunities to learn.


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THE BODY


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PracticalFoundations for

a successful

class.


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Preparation


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When I have theworst problems

in my classroom

is when I amunprepared.


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We need to take the

time to have our wholelesson planned. Walking

into the class havingnever read the lesson or

planned the activities isa recipe for disaster.


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No matter what we do

this is true. Preparationis the hidden key to

success in everyendeavor in life.


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Preparation begins with

prayer and ends withplanning. In Sunday

School Classes it takesabout as much time to

prepare as to actually dothe class.


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We cannot see this as

optional. It must be seenas a part of the

commitment to the work.


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UnderstandingOur Students.


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All classroommanagement is

based on

relationship.


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Our first priority in

building a well

behaved class is tobuild a respectful

relationship.


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A little time spent

thinking about what thebest strategies to help

our students behave inclass will pay great

dividends.


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Billy cant seem to sit

still. He is alwaysdisturbing the class.

What can I do?


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ManagementBy Proximity.


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When I went to

school the teacher

always sat the Billysat the back of the

class.


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Unless they have

an Oppositional

Defiant Disorderthat is the worst

thing we can do fora child.


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Proximity increases

compliant

behaviour.


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Keep Billy as close

to you as possible.


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Give Billy a

responsibility that is

his alone.


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Billy please hand

out the pencils and

paper.. Take theattendance. Push

in all the chairs..


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Explain and Model

correct behavior.


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While Sammy is

speaking lets

practice respectfullistening. Lets go

over RespectfulListening.


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Mouths closed

Ears open

Eyes on theSpeaker

(using hand signalsfor each)


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Then have them

practice it with you.

Do it each time youask for them to

listen until itbecomes a habit.


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Use practice

as adiscipline act


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Discipline is

notpunishment.


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Discipline is thepractice of a skill

until it becomes

habitual.


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We need tohave hearts

completely free

of a desire topunish.


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Some childrenwill do their best

to move us into

an angry state.


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We need to prayfor them until we

have the heart

of Jesus forthem.


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When we see a

student not

following correctprotocol make it

teachable momentby practice.


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Class, someone

forgot and needs ourhelp to remember to

raise her hand when

she wants to speak ingroup time.


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Lets practice it with

her. Everyone raise

your hands. Thankyou. Now lets try it

Sarah.


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Reward goodbehaviour with

abundant

praise


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I love the way you

did that Joey. That

is what a modelstudent does.


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Create apositive

classroom

reward system.


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Give some reward

during or at the end

of each class forpositive behavior.


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Thank you for

listening so well

today Tammy. Youget a (Star, Sticker,

to hand out thesnack..)


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Teach forall learning

styles.


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In thinking about each

member of your classtry and understand

what their primary

learning style is andmake provision for it.


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I learned this teaching

adults. I was teachinga computer class and

bombed it royally.


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It taught me an

important lesson thathas helped me in

every aspect of my

teaching.


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About eighty percent

of teachers are visuallearners. About eighty

percent of pastors are

oral learners.


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If we do not make an

intentional choice weteach in the way we

learn.


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I presented my class

almost exclusively inoral format. I missed

eighty percent of my

students


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Most teaching is orally

based. We usually dontneed to emphasize the

oral presentation. Weneed to make sure it has

a visual and physicalaspect.


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I learned to have a

visual component inevery teaching and

sermon.


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Having visuals is vital

In every lesson.


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Having an engaging

object lesson with aphysical object is a

great way to engage

visual learners.


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A large percent of

students in theprimary grades will be

physical (Kinesthetic)

learners. Most will beboys.


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They need to do

something physicallyactive to be engaged

in active learning.


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They can sit for a time

but need somethingactive to do to help

them stay focused.


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Incorporating some

physical activity aboutevery two or three

minutes in a lesson willkeep them engaged and

help them stay out oftrouble.

S d d h


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Stand up and show me

with your body whatDavid looked like when

he faced Goliath.

L d


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Lets pretend we are

Joshua and walk aroundthe room seven times

perfectly quietly andwhen we finish lets

shout!

L t i i th


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Lets imagine we are the

kings coming to give gifts toJesus. We will draw what

our gift is and then takethem to the manger (either

actual or a visual) and give

them to Him.

H i kid l d d


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Having kids plan and do

skits is a great way toengage them.


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Teach with special

needs in mind.

T h i h i l


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Teach with special

needs in mind.

U i l D i i


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Universal Design is

a method of helping

all children whileaddressing the

special needs ofsome learners.

Att ti S k


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Attention Seekers

S hild h


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Some children have

extreme attentionneeds. Make sure you

ignore wrong behavior

with them as much aspossible.

S hild h


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Some children have

extreme attentionneeds. Make sure you

ignore wrong behavior

with them as much aspossible.

Gi th tt ti


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Give them attention

when they do well.Catch them doing

well!

C ti ll ll th


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Continually call them

to responsibility fortheir behavior.

P i t l i th


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Privately give them

choices to eitherrespond or not

participate.

ADHD


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ADHD

Attention DeficitHyperactivity Disorder

R d


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Read

NORMAL BOY..

All th t t i I


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All the strategies I

shared before aboutphysical learners

apply here.

O iti l D fi t


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Oppositional Defiant

Disorder

In a tr e ODD child


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In a true ODD child

the opposite ofeverything that is

intuitive in behavior

management is

needed.

Often these children


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Often these children

are the victims ofmassive abuse and

cannot trust people.

They do not respond


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They do not respond

to punishment. Theyactually seek out

negative responses to

their behavior.

Intellectual deficits


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Intellectual deficits

As much as possible


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As much as possible

alter some of yourlesson to include

them.

Encourage them to


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Encourage them to

give answers. If theydont know the answer

let them choose a

friend to help them.


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Manage bymovingaround

When incorrect


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When incorrect

behavior begins

move to the area.Often this is all that

is needed.

If you need to speak


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If you need to speak

use no more thanthree words in

correcting behavior.

Please Stop, Please

go there, Dont Hit.

Always make eye


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Always make eye

contact. Dont standabove them but get to

their level to speak.

Dont make it a public

confrontation.

For younger


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For younger

children use the

count1

,2

,3

.

For older children


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For older children

say the expectation

then wait a fewseconds then

repeat it. Continueuntil compliance.

If the child remains


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If the child remains

non-compliant call

for help.

DO NOT ACCEPT


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DO NOT ACCEPT

NON

COMPLIAN

CE.

C


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Children whowill not behave

If a child will not


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If a child will not

behave after

implementing thesepractices use a

series of actionsand consequences.

These need to be


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These need to be

done as privately as

possible.

In our context you


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In our context you

can pray with the

child.

Susie I would like to


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Susie I would like to

pray with you about

what happenedtoday.

Ask for their help


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Ask for their help.

John what could


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John, what could

you do to make this

situation better foryou and the rest of

the class.

Model the


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Model the

expectation.

The Child goes to


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The Child goes to

person asks forforgiveness. Do you

forgive her? Im sorry

means a change. How

will you act next time?

Speak together with


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Speak together with

them with Miriam.

Speak together with


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Speak together with

them with Miriam andtheir parents.

Outline expected


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Outline expected

behavior. Explain thatit is a privilege not a

right to come to

Sunday School.

Remove the child


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Remove the child

from the class for aperiod of time.

There will always a


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There will always a

leader in the class.

If you are not it oneof the students will

be.

Permissiveness is not


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Permissiveness is not

a more loving stance.It guarantees that the

child and the other

children will miss what

God wants them to

learn

On the other hand all


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On the other hand all

the things we do inbehavior management

need to be donewithout anger, ridicule

or public

confrontation

As much as possible


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As much as possible

do everything in akind and private

manner.

If you have not been


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If you have not been

successful in getting achilds compliance

there needs to be ateam approach to

helping them.

Do not let your value


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Do not let your value

as a teacher be basedon the behavior of a

student. Dont sufferin silence. Ask for

help.

Miriam is the go to


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Miriam is the go to

person in such cases.

The parents may have


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The parents may have

insights to help us aswell. They might even

need to come and bewith their child for a

time to help him.

The child may need to


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The child may need to

not attend the classas a consequence

and as a help for theclass.

The point is we need


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The point is we need

to expect and requirethat children be in

compliance so that allstudents in the class

can learn.

ss classroom management june 27 2010

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