Classroom management

Содержание

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What is Classroom Management?

It’s effective discipline
It’s being prepared for class
It’s motivating your

What is Classroom Management? It’s effective discipline It’s being prepared for class
students
It’s providing a safe, comfortable learning environment
It’s building your students’ self esteem
It’s being creative and imaginative in daily lessons
And . . .

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. . . It’s different for EVERYONE!!

WHY?
Teaching Styles
Personality/Attitudes
Student population
Not all management strategies

. . . It’s different for EVERYONE!! WHY? Teaching Styles Personality/Attitudes Student
are effective for every teacher
Try different strategies to see if they work for you

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Why is Classroom Management Important?

Satisfaction and enjoyment in teaching are dependent upon

Why is Classroom Management Important? Satisfaction and enjoyment in teaching are dependent
leading students to cooperate
Classroom management issues are of highest concern for beginning teachers

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Principles for successful classroom management

Deal with disruptive behaviors but also manage to

Principles for successful classroom management Deal with disruptive behaviors but also manage
minimize off-task, non-disruptive behaviors
Teach students to manage their own behavior
Students learn to be on-task and engaged in the learning activities you have planned for them
It is more natural to be off-task than on

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Techniques for Better Classroom Control

Focus attention on entire class
Don’t talk over

Techniques for Better Classroom Control Focus attention on entire class Don’t talk
student chatter
Silence can be effective
Use softer voice so students really have to listen to what you’re saying
Direct your instruction so that students know what is going to happen

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Techniques for Better Classroom Control

Monitor groups of students to check progress
Move around

Techniques for Better Classroom Control Monitor groups of students to check progress
the room so students have to pay attention more readily
Give students non-verbal cues
Engage in low profile intervention of disruptions
Make sure classroom is comfortable and safe

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Techniques for Better Classroom Control

Over plan your lessons to ensure you fill

Techniques for Better Classroom Control Over plan your lessons to ensure you
the period with learning activities
Come to class prepared
Show confidence in your teaching
Learn student names as quickly as possible

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Transition vs. Allocated Time

Allocated time: the time periods you intend for your

Transition vs. Allocated Time Allocated time: the time periods you intend for
students to be engaged in learning activities
Transition time: time periods that exist between times allocated for learning activities
Examples
Getting students assembled and attentive
Assigning reading and directing to begin
Getting students’ attention away from reading and preparing for class discussion

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Transition vs. Allocated Time

The Goal:
Increase the variety of learning activities but decrease

Transition vs. Allocated Time The Goal: Increase the variety of learning activities
transition time.
Student engagement and on-task behaviors are dependent on how smoothly and efficiently teachers move from one learning activity to another

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Withitness

Withitness refers to a teacher’s awareness of what is going on in

Withitness Withitness refers to a teacher’s awareness of what is going on in the classroom
the classroom

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A teacher has “withitness” if:

When discipline problems occur, the teacher consistently takes

A teacher has “withitness” if: When discipline problems occur, the teacher consistently
action to suppress the misbehavior of exactly those students who instigated the problem
When two discipline problems arise concurrently, the teacher deals with the most serious first
The teacher decisively handles instances of off-task behavior before the behaviors either get out of hand or are modeled by others

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Withitness (continued)

When handling misbehavior – make sure all students learn what is

Withitness (continued) When handling misbehavior – make sure all students learn what
unacceptable about that behavior
Getting angry or stressed does not reduce future misbehavior
Deal with misbehavior without disrupting the learning activity

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Jones’ study of off-task behaviors

99% of off-task behaviors take one of several

Jones’ study of off-task behaviors 99% of off-task behaviors take one of
forms
Talking out of turn
Clowning
Daydreaming
Moving about without permission
Antisocial, dangerous behaviors make up a fraction of the time students spend off-task

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Proximity and Body Language

Eye contact, facial expressions, gestures, physical proximity to students,

Proximity and Body Language Eye contact, facial expressions, gestures, physical proximity to
and the way you carry yourself will communicate that you are in calm control of the class and mean to be taken seriously.
Be free to roam
Avoid turning
back to class

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Cooperation through communication

Verbalize descriptions of behaviors and never value judgments about individuals
Verbalize

Cooperation through communication Verbalize descriptions of behaviors and never value judgments about
feelings but remain in control
DO NOT USE SARCASM
Do not place labels (good or bad)
Do not get students hooked on praise
Praise the work and behavior – not the students themselves
Speak only to people when they are ready to listen

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Classroom Rules For Conduct

Formalized statements that provide students with general guidelines for

Classroom Rules For Conduct Formalized statements that provide students with general guidelines
the types of behaviors that are required and the types that are prohibited
A few rules are easier to remember than many rules
Each rule in a small set of rules is more important than each rule in a large set of rules

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Necessary classroom rules of conduct

Maximizes on-task behaviors and minimize off-task (esp. disruptive)

Necessary classroom rules of conduct Maximizes on-task behaviors and minimize off-task (esp.
behaviors
Secures the safety and comfort of the learning environment
Prevents the activities of the class from disturbing other classes
Maintains acceptable standards of decorum among students, school personnel, and visitors to the school campus

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Establishing a “Businesslike” Atmosphere

. . . Or, “Don’t Smile until Christmas”

Establishing a “Businesslike” Atmosphere . . . Or, “Don’t Smile until Christmas”

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A Businesslike Atmosphere

Take advantage of the first days of class
Establish an environment

A Businesslike Atmosphere Take advantage of the first days of class Establish
in which achieving specified learning goals takes priority over other concerns
It is much easier to establish this environment from the beginning rather than later

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5 steps

Take advantage of the new school year or term to set

5 steps Take advantage of the new school year or term to
the stage for cooperation
Be particularly prepared and organized
Minimize transition time
Utilize a communication style that establishing non-threatening, comfortable environment
Clearly establish expectations for conduct

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Beginning a new year

Take advantage of initial uncertainty
Ride your “fences”
PLAN for a

Beginning a new year Take advantage of initial uncertainty Ride your “fences”
favorable beginning
Classroom/lab organization
Ongoing routines
Use learning activities with easy-to-follow, uncomplicated directions
Use a disclosure statement

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Disclosure Statement

Used to clearly communicate expectations to students and parents
Refer back to

Disclosure Statement Used to clearly communicate expectations to students and parents Refer
the guidelines throughout the term
Not a legally binding document

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Components of Disclosure Statement

Basic Course Outline
Grading Procedures
Include procedures for making up missed

Components of Disclosure Statement Basic Course Outline Grading Procedures Include procedures for
work, extra credit, homework expected, etc.
Attendance Policies (should be consistent with school policy)
Other class rules, policies, procedures
Safety considerations as necessary
Accommodation for disabilities statement
Signature of student and parent/guardian

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Room/lab arrangement

Make sure all students can see and hear clearly (and you

Room/lab arrangement Make sure all students can see and hear clearly (and
can see them clearly)
Arrangement is determined by learning activity (lecture, class discussion, small group work, etc.)
Allow room and easy access for proximity control
Think through class procedures and learning activities and arrange the room in the best possible way

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Dealing with misbehavior

Dealing with misbehavior

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Functions of Behavior

Every behavior has a function
Four primary reasons for disruptive behavior

Functions of Behavior Every behavior has a function Four primary reasons for
in the classroom
Power
Revenge
Attention
Want to be left alone (i.e., disinterest or feelings of inadequacy)

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Functions of Behavior

Many misbehaviors exhibited by students are responses to a behavior

Functions of Behavior Many misbehaviors exhibited by students are responses to a
exhibited by the teacher
Do not tolerate undesirable behaviors no matter what the excuse
Understanding why a person exhibits a behavior is no reason to tolerate it
Understanding the function of a behavior will help in knowing how to deal with that behavior

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Dealing with off-task behaviors

Remain focused and calm; organize thoughts
Either respond decisively or

Dealing with off-task behaviors Remain focused and calm; organize thoughts Either respond
ignore it all together
Distinguish between off-task behaviors and off-task behavior patterns
Control the time and place for dealing with off-task behavior
Provide students with dignified ways to terminate off-task behaviors

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Dealing with off-task behaviors

Avoid playing detective
Utilize alternative lesson plans
Utilize the help of

Dealing with off-task behaviors Avoid playing detective Utilize alternative lesson plans Utilize
colleagues
Utilize the help of guardians
DO NOT USE CORPORAL PUNISHMENT
A 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 behavior

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Modifying off-task behavior patterns

Use the principle of “Extinction”
Whenever the positive rein forcers

Modifying off-task behavior patterns Use the principle of “Extinction” Whenever the positive
for a person’s voluntary behavior pattern are removed or cease to exist, the person will begin to discontinue that behavior
Specify the exact behavior pattern to extinguish
Identify positive reinforcers for the behavior
Plan to eliminate positive reinforcement
Establish a realistic time schedule
Implement the plan
Evaluate the effectiveness by observing behavior

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Modifying off-task behavior patterns

Use the principle of “Shaping”
Reinforce behaviors that are similar

Modifying off-task behavior patterns Use the principle of “Shaping” Reinforce behaviors that
to the behavior to be learned
Subsequent actions that are more like the behavior to be learned than previous actions are reinforced
Subsequent actions that are less like the behavior to be learned than previous actions are not positively reinforced

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Attention Seeking Behavior

Attention-seeking students prefer being punished, admonished, or criticized to being

Attention Seeking Behavior Attention-seeking students prefer being punished, admonished, or criticized to
ignored
Give attention to this student when he or she is on-task and cooperating
“Catch them being good!” – and let them know you caught them

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Power Seeking Behavior

Power-seeking students attempt to provoke teachers into a struggle of

Power Seeking Behavior Power-seeking students attempt to provoke teachers into a struggle
wills
In most cases, the teacher should direct attention to other members of the class

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Behavior: Rambling -- wandering around and off the subject. Using far-fetched examples

Behavior: Rambling -- wandering around and off the subject. Using far-fetched examples
or analogies.

POSSIBLE RESPONSES:
Refocus attention by restating relevant point.
Direct questions to group that is back on the subject
Ask how topic relates to current topic being discussed.
Use visual aids, begin to write on board, turn on overhead projector.
Say: "Would you summarize your main point please?" or "Are you asking...?"

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Behavior: Shyness or Silence -- lack of participation

POSSIBLE RESPONSES:
Change teaching

Behavior: Shyness or Silence -- lack of participation POSSIBLE RESPONSES: Change teaching
strategies from group discussion to individual written exercises or a videotape
Give strong positive reinforcement for any contribution.
Involve by directly asking him/her a question.
Make eye contact.
Appoint to be small group leader.

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Behavior: Talkativeness -- knowing everything, manipulation, chronic whining.

POSSIBLE RESPONSES:
Acknowledge comments

Behavior: Talkativeness -- knowing everything, manipulation, chronic whining. POSSIBLE RESPONSES: Acknowledge comments
made.
Give limited time to express viewpoint or feelings, and then move on.
Make eye contact with another participant and move toward that person.
Give the person individual attention during breaks.
Say: "That's an interesting point. Now let's see what other other people think."

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Behavior: Sharpshooting -- trying to shoot you down or trip you up.

Behavior: Sharpshooting -- trying to shoot you down or trip you up.

POSSIBLE RESPONSES:
Admit that you do not know the answer and redirect the question the group or the individual who asked it.
Acknowledge that this is a joint learning experience.
Ignore the behavior.

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Behavior: Heckling/Arguing -- disagreeing with everything you say; making personal attacks.

POSSIBLE

Behavior: Heckling/Arguing -- disagreeing with everything you say; making personal attacks. POSSIBLE
RESPONSES:
Redirect question to group or supportive individuals.
Recognize participant's feelings and move one.
Acknowledge positive points.
Say: "I appreciate your comments, but I'd like to hear from others," or "It looks like we disagree."

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Behavior: Grandstanding -- getting caught up in one's own agenda or thoughts

Behavior: Grandstanding -- getting caught up in one's own agenda or thoughts
to the detriment of other learners.

POSSIBLE RESPONSES:
Say: "You are entitled to your opinion, belief or feelings, but now it's time we moved on to the next subject," or
"Can you restate that as a question?" or
"We'd like to hear more about that if there is time after the presentation."

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Behavior: Overt Hostility/Resistance -- angry, belligerent, combative behavior.

POSSIBLE RESPONSES:
Hostility can

Behavior: Overt Hostility/Resistance -- angry, belligerent, combative behavior. POSSIBLE RESPONSES: Hostility can
be a mask for fear. Reframe hostility as fear to depersonalize it.
Respond to fear, not hostility.
Remain calm and polite. Keep your temper in check.
Don't disagree, but build on or around what has been said.
Move closer to the hostile person, maintain eye contact.
Always allow him or her a way to gracefully retreat from the confrontation.

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Behavior: Overt Hostility/Resistance -- angry, belligerent, combative behavior (continued)

POSSIBLE RESPONSES:
Say: "You

Behavior: Overt Hostility/Resistance -- angry, belligerent, combative behavior (continued) POSSIBLE RESPONSES: Say:
seem really angry. Does anyone else feel this way?" Solicit peer pressure.
Do not accept the premise or underlying assumption, if it is false or prejudicial, e.g., "If by "queer" you mean homosexual..."
Allow individual to solve the problem being addressed. He or she may not be able to offer solutions and will sometimes undermine his or her own position.
Ignore behavior.
Talk to him or her privately during a break.
As a last resort, privately ask the individual to leave class for the good of the group.

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Behavior: Griping -- maybe legitimate complaining.

POSSIBLE RESPONSES:
Point out that we

Behavior: Griping -- maybe legitimate complaining. POSSIBLE RESPONSES: Point out that we
can't change policy here.
Validate his/her point.
Indicate you'll discuss the problem with the participant privately.
Indicate time pressure.

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Behavior: Side Conversations -- may be related to subject or personal. Distracts

Behavior: Side Conversations -- may be related to subject or personal. Distracts
group members and you.

POSSIBLE RESPONSES:
Don't embarrass talkers.
Ask their opinion on topic being discussed.
Ask talkers if they would like to share their ideas.
Casually move toward those talking.
Make eye contact with them.
Standing near the talkers, ask a near-by participant a question so that the new discussion is near the talkers.
As a last resort, stop and wait.

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School Policies

How to stay out of trouble

School Policies How to stay out of trouble

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Be familiar with school policies from the start!

Policies relating directly to students:
Attendance/Tardy

Be familiar with school policies from the start! Policies relating directly to
Policy
Academic/Grading Policies
Telephone use (school phones, cell, pagers)
Student Dress and Grooming Policies
Safe School Policies
Weapons, fighting, intimidation, verbal abuse, etc.
Alcohol, Tobacco, and Drug Policies
Sexual Harassment Policy

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Policies you’ll need to be aware of as a teacher

Internet/Email use policies
Family

Policies you’ll need to be aware of as a teacher Internet/Email use
Educational Rights and Privacy Act (FERPA) Policies
Policies regarding the reporting of abuse, neglect, suicide threats, etc.
Emergency procedures
Fire, earthquake, bomb threat, intruder, etc.
Field Trip policies
Accident reporting procedures
Reporting academic progress
Purchasing guidelines
Substitute teachers
Requests for, planning, etc.
Use of videos, movies, and instructional materials
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