Welcome to Professional Learning for Beginning Alberta Teachers

Classroom Management: What Works?With

Caroline Guibault

Today’s session will begin at 4:00 pm If you require any assistance to login call 1-780-842-8806

Today’s Session

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Classroom Management—What Works

facilitated by Caroline Guilbault, ATA instructor,

caroline.guilbault@rdcrs.ca

Workshop Goals

This workshop will: Examine effective ways to establish

classroom environments that are conducive to learning.

Explore the importance of building positive relationships with and among students.

Provide strategies, tips and hands-on ideas to respond to inappropriate behaviour especially those that are the most challenging.

Quick guide to: LearningNetworkCommunity@WikiSpaces.com

Agenda What tune are you singing? Put a Student in your pocket! Tips, tricks and strategies – the specifics! Parents Theories/theorists and resources Self-reflection

Singin’ the Blues Raise a little Hell—Trooper That Don’t Impress Me Much—Shania Twain The Gambler—Kenny Rogers Who Let the Dogs Out—Baha Men Bad to the Bone—George Thorogood We Shall Overcome—Pete Seeger

Instrumental Popcorn Flight of the Bumblebee Dance of the Sugar Plum Fairies

Put a student in your pocket!

A TeachA Teacher’s Guide to Cooperative DisciplineHow to Manage Your Classroom and Promote Self-Esteem

Linda Albert

The Association of School Counselors notes that 18 percent of students have special needs and require extraordinary interventions and treatments that go beyond the typical resources available to the classroom.

Dunn, N. and Baker, S. (2002)

I need to separate bogus bathroom breaks from genuine ones?◦ http://www.teachnet.com/how-to/manage/

cantwait011399.html I have chronic late/absent students? Students are continually tattling?

What can I do when...

Ideas to Help Make Movement, Response and Behaviour Less Disruptive Teach and use quiet signals. Incorporate wait time to gain and

maintain attention Teach skills of appropriate movement Demonstrate and role play how to

respond and move Use sponge activities—tasks students can

do as the class is getting settled or when they finish early (i.e. brain teasers, puzzles, find-a-word, mazes, etc.)

A Teacher’s Guide to Cooperative DisciplineHow to Manage Your Classroom and Promote Self-Esteem

Linda Albert

What particular issues are plaguing your class or your pocket student? Let’s brainstorm solutions together!

Let’s share and help each other out!

Addressing High Needs Students

PASSIVE

Aggressive

Attention

Problems

Perfectionist

Socially Inept

A Teacher’s Guide to Cooperative DisciplineHow to Manage Your Classroom and Promote Self-Esteem

Linda Albert

A Teacher’s Guide to Cooperative DisciplineHow to Manage Your Classroom and Promote Self-Esteem

Linda Albert

Types of Procedures That Need to be Taught and Reinforced

Entry and exit Arriving late Handing in work Where to find missed assignments

Changing classrooms

What to do if you are not there

Requesting assistance

Borrowing materials

Using the restroom

Handing out materials

Finishing work early

Metzger’s Simple Principles of Survival Don’t escalate, de-escalate. Let students save face. Insist on the right to sanity. Ask for help. Get out of the limelight. Make yourself available. Send positives. If you make a mistake, acknowledge it.

Burke’s Dirty Dozen1. Sarcasm2. Negative Tone of Voice3. Negative Body Language4. Inconsistency5. Favouritism6. Put Downs7. Outbursts8. Public Reprimands9. Unfairness10. Apathy11. Inflexibility12. Lack of Humour

Promote Community in the Class By:

Using democratic processes as often as possible. Using cooperative learning strategies Use team building strategies to create bonds Use discussion, debate and dialogue to allow students

to express themselves

Other ideas?

Connecting With StudentsAssociation for Supervision and Curriculum Development

Allen N. Mendler

What points do the research “bring home?”

Build

positive

relationships

Building positive

relationships with students is important.

Teachers need to

model behaviours

they expect from their students.

A Teacher’s Guide to Cooperative DisciplineHow to Manage Your Classroom and Promote Self-Esteem

Linda Albert

It is your ability to require good behaviour which will determine your eventual success.

Ronald Morrish

Building Community with ParentsAlienate parents and you potentiallyalienate their children.

Some Things to Understand About Parents: They will not all react in a way that we

might expect when their child has behaved inappropriately.

They will not necessarily agree with or back your plans for consequences for misbehaviour.

Many will expect that you should treat all students the same way.

Some parents think their children can do no wrong.

Advice for Dealing with Difficult Parents Realize that an angry parent is better

than an absent parent. Frame the difference between being fair

and treating everyone the same. Remember that being a good teacher is

about teaching better behaviour, it is not about placating the angry or reinforcing the irresponsible.

Curwin and Mendler

Advice for Dealing with Difficult Parents, continued Don’t argue, yell, use sarcasm or act

unprofessionally. Acknowledge legitimacy of the complaint. Call parent before you send her to the office. Diffuse power struggles with parents. Focus on the future. Make the parent think that the consequence

could have been worse. Curwin and Mendler

Help Parents Refocus

Parents have come to believe that the best way to support teachers is by focussing on daily incidents. Hence, they make statements such as, “If he does anything wrong, I want to hear about it.” Frame your answer by saying something like, “I don’t anticipate that your son will be giving me concern. If you can take care of what happens at home, I’ll take care of what happens at school. That’s my job. I promise I will let you know about any serious problems which arise.”

Allen Mendler

Communicate with Parents

Phone calls Meet the teacher Send newsletters Create videotapes Welcome suggestions Back and forth folders Rotate parent involvement Use dialogue journals Bulletin board feature Have a parent book shelf

You Need to See Failures as Opportunities to Learn Margaret Metzger

Conscious Discipline, 7 Basic Skills for Brain Smart Classroom ManagementBecky Bailey

Class Rules? Yay or nay? Why?

What Does the Research Say About the Need for Rules?The research strongly supports that every teacher needs rules and procedures but not every teacher needs the same rules and procedures.

Marzano (2004)

Rules Should… Be made within the first three weeks of

school. Involve a consensus decision making model. Be consistent with high expectations. Be rehearsed and modeled. Provide for flexibility. Be posted in the classroom. Be published in newsletters.

Evaluate Your Rules Using These Criteria

Specific Positive Make sense Few in number Enforceable

According to Curwin and Mendler, framing (or reframing) is a way to respond to misbehaviour based on the assumption that the motivation for a particular behaviour is positive but expressed in a negative way.

It focuses on behaviour rather than the person.

Framing is the best strategy for responding to any difficult situation. It de-escalates rather than escalates conflict.

Steps in Framing

1.Assume that no matter how bad the behaviour, the student is not motivated by negative forces.

2.The response identifies the problem behaviour.

3.Often involves a question.4.Invites rather than commands a

response.

How to Frame Responses Ask questions Be calm Give the student space Avoid becoming personal, focus on the

behaviour Use non-confrontational voice tone and

language.

A Teacher’s Guide to Cooperative DisciplineHow to Manage Your Classroom and Promote Self-

EsteemLinda Albert

Robert Marzano

Yes or no?

Treating all students the same way is not as effective as treating them equitably.

Yes or No?

It is important to recognize that different students respond to different interventions.

Robert Marzano

Yes or No?

Being aware of diverse needs is critical in terms of managing high needs students.

Robert Marzano

If you are looking for more research and theory on classroom management, here are some other “experts”◦ William Glasser ◦ Curwin and Mendler◦ Ronald Morrish◦ Barbara Coloroso

More theorists…

Create a community with a positive climate and positive relationships.

Post, practice and model your class rules. Teach and rehearse procedures Use non-verbal signals, proximity and eye

contact. Practice reframing.

Let’s review!

When You Are Having Difficulties, Ask These Questions:

What is my role in the problem? What do I bring to this situation (be honest)? How might my behaviour or my reaction have

triggered this problem? Am I influenced by race, gender or other factors? What from my background is being triggered? Why am I threatened by this behaviour? Am I being authoritarian? What is my responsibility in dealing with the

problem?

3–2–1 3 Big Ideas

◦ 3. ◦ 2. ◦ 1.

2 Points to Ponder◦ 2. ◦ 1.

1 Action to Take (pocket student or other)◦ 1.

Discipline isn’t what you do when children misbehave; it’s what you do so they won’t.

Ronald G Morrish

Discipline is about giving children what they need; not what they deserve.

Robert G Morrish

Screen Share

Classroom Management—What Works? was facilitated by

Caroline Guilbault, ATA instructor,

caroline.guilbault@rdcrs.ca

Thank you for joining us today. The next session, “Engaging Students: The Art of Effective

Instruction ” is scheduled for December 2, 4:00pm

Please plan to join us then. Goodnight.