Learning action cell -CLASSROOM MANAGEMENT

Classroom Management Strategies for Effective Instruction 1

2 Terminal Objective: At the end of the session, the participants shall be able to identify effective classroom management strategies for effective instruction.

3 Enabling Objectives: More specifically, they shall be able to: 1.Identify the characteristics of effective teachers 2.Understand why children misbehave and identify effective strategies for dealing with student misbehavior 3.Identify techniques for organizing and managing effective learning environments 4. Identify resources and materials dealing with positive and effective classroom management

4 PPST Domain 2 Learning Environment Strand 2.6 Management of Learning behavior PPST Indicator 2.6.2 Managed learner behavior constructively by applying positive and non-violent discipline to ensure learning focused environments

PRE-TEST 1. It is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. A. Classroom rules B. Classroom norms C. Classroom management D. Classroom discipline

2. The following are characteristic of an effective teacher except ______ A. Establishes good control of the classroom. B. Does things right, consistently. C. Affects and touches lives. D. Believes that punishment is more effective than discipline.

3. What are classroom norms? A. Traditional subjects taught in school. B. Things every classroom should contain. C. The set of expected behaviors for students that govern how they act in (and sometimes out of) the classroom. D. Decorations that change depending on the season.

4. When should you introduce your classroom norms and expectations to students? A. As soon as they enter your classroom for the first time. B. After they've gotten used to their new classroom. C. Whenever you get around to it. D. None of the following

5. All of these statements are correct, EXCEPT: A. After a teacher establishes classroom norms, he/she should make sure that they are clear and understood by every student. B. Teachers can manage classrooms better by involving students in rule-making, documenting the rules, and setting consequences for breaking them. C. When establishing classroom norms and expectations the students' age and grade level should be taken into account. D. There is no appropriate interventions to assist students with behavior problems.

6.These are a set of rules and guidelines that are imposed by the teacher that the class must follow. A. Classroom rules B. Classroom Norms C. Classroom Management D. Classroom Discipline

7.These are behaviors and attitudes that are typical of or approved within a group. A. Classroom rules B. Classroom Norms C. Classroom Management D. Classroom Discipline

8. It dictates how students are to behave A. Classroom rules B. Classroom Norms C. Classroom Discipline D. None of the Above

9.It refers to the activities that we ask our students to do daily or automatically. A. Routines B. Procedures C. Norms D. Discipline

10.It refers to how we want our students to complete routines. A. Routines B. Procedures C. Norms D. Discipline

1. C 2. D 3. C 4. A 5. D 6. A 7. B. 8.C 9. A 10. B

For column K, write all the things you know about Classroom Management For column W, write all the things you want to know about Classroom Management The last column L will be filled out at the end of the session. K (What I Know) W (What I Want to Know) L (What I Learned)

Activity: Describe a well-managed classroom 18

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Characteristics of a Well-Managed Classroom… Students are deeply involved with their work Students know what is expected of them and are generally successful There is relatively little wasted time, confusion, or disruption The climate of the classroom is work-oriented, but relaxed and pleasant. 22

23 A well-managed classroom is… A task oriented environment A predictable environment Is ready and waiting for students

Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students .

CLASSROOM MANAGEMENT The term also implies the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers.

CLASSROOM MANAGEMENT Classroom management is vital for successful teaching.

PROCESS APPROACH TO CLASSROOM MANAGEMENT The goal is to:

Develop caring, supportive relationships with and among students. Organize and implement instruction in ways that optimize students’ access to learning

Use appropriate interventions to assist students with behavior problems.

Use group management methods that encourage students’ engagement in academic tasks. Promote the development of students’ social skills and self–regulation.

Dr. Tracey Garrett also describes classroom management as a process consisting of key tasks that teachers must attend to in order to develop an environment conducive to learning.

The tasks of classroom management according to Tracey include: (1) organizing the physical environment. (2) establishing rules and routines

(3) developing caring relationships. (4) implementing engaging instruction. (5) preventing and responding to discipline problems

34 Brainstorming Activity… Think of as many responses to the following statement as you can… An effective teacher is…..

35 The Effective Teacher… Establishes good control of the classroom Does things right, consistently Affects and touches lives Exhibits positive expectations for ALL students Establishes good classroom management techniques

36 The Effective Teacher… Designs lessons for student mastery Works cooperatively and learns from colleagues Seeks out a mentor who serves as a role model Goes to professional meetings to learn Has a goal of striving for excellence

37 The Effective Teacher… Teaches with proven research-based practices Knows the difference between an effective teacher and an ineffective one

38 In summary… An effective teacher… Has positive expectations for student success Is an extremely good classroom manager Knows how to design lessons for student mastery

39 The Effective Teacher… Can explain the district’s, school’s, and department or grade level’s curriculum Realizes that teaching is not a private practice Is flexible and adaptable Listens, listens, listens Understands the research process

40 Understanding Our Students Dealing With Student Behavior in Today’s Classrooms

41 If the classroom is a fish bowl… Piranha Catfish Goldfish

42 Piranha….. Are usually the “trouble-makers” Can be passive aggressive or overtly aggressive Have negative attitude Have attendance problems Are “at risk” Etc., etc., etc ……

43 Catfish….. Go with the flow Are usually good-natured, but have limited motivation Are social beings Tend to cooperate; follow MOST rules Perform to the average or just enough to stay out of trouble with mom/dad Etc., etc., etc ……

44 Goldfish….. Are in the top 10-15% of their class Are “teacher pleasers” Are highly motivated to perform well Show enthusiasm for learning May be “over achievers” and /or high achievers Etc., etc., etc …….

45 Why it’s important to understand students’ needs and interests As a teacher, you might think it’s obvious that you should get to know your students, but how well do you really know the young people who are sitting in your classroom? Taking a bit of time and care to get to know them as individuals can make you a more effective and impactful teacher. Beyond just finding out your students' names, ages, friendship groups and family backgrounds, it’s important to dig a bit deeper and discover their learning interests and strengths.

Best Classroom Management Strategies Have a Friendly Aura Teachers should generally be social and approachable human beings. Even on bad days, teachers should try to be the most optimistic in the classroom environment and not let their bad moods radiate to the rest of the class.

Best Classroom Management Strategies Lead by Example The most effective way for teachers to instill good student behavior is by leading through actions, not words. That’s because students’ minds are still developing, so they learn more from experiences. Therefore, doing simple things like avoiding electronic use, talking politely, and respecting everyone in the class can have a significant impact on molding better student behavior. Teachers can manage classrooms better by involving students in rule-making, documenting the rules, and setting consequences for breaking them. Teachers should also reward good behavior and talk more positively about students.

Best Classroom Management Strategies Commend Students for Job Well DONE Students love to feel appreciated when they have put some effort toward doing the right things, and it keeps them motivated toward a good path. Therefore, teachers should regularly acknowledge class or student efforts to encourage positive participation and behavior in the classroom.

Best Classroom Management Strategies Reward Excellent Behavior Teachers should reward good behavior from the entire class or students from time to time to encourage more of it. Rewards can include special parties, outdoor activities during free time, or treats

Best Classroom Management Strategies Set Schedules Students are creatures of habit. As such, teachers should set short- and long-term schedules that allow students to know what is expected of them at each point during the day for more productivity.

Classroom Schedules Avoid “Down Time” Approximately 70% of the school day is geared for academic engagement. Begin each activity on-time. “The best behavior plans are excellent academic lesson plans.” – source unknown 51

Classroom Schedules Budget your academic time Example: 50 mins allotment 5 min. Teacher-directed review 15 min. Introduction of new concepts 10 min. Guided practice, working on assignment 10 min. Independent/Cooperative work 10 min. Teacher-directed corrections 52

Best Classroom Management Strategies Establish Ways to Handle Bad Behavior Bad behavior should never go unchecked in a classroom or students will become hardheaded. Instead, teachers should have creative ways to deal with bad behavior, such as unwarranted class disruptions, to show others that such behavior isn’t acceptable.

Classroom Rules/Norms Classroom rules are a set of rules and guidelines that are imposed by the teacher that the class must follow. Norms are behaviors and attitudes that are typical of or approved within a group. Generally speaking, anything that most members of a group consider to be normal, right, correct, proper and/or appropriate is a norm.

57 Physical Space… Best Classroom Management Strategies

58 Physical Space Arrange desks to optimize the most common types of instructional tasks you will have students engaged in. Desks in Rows, Front to Back Desks in Row, Side to Side Desks in Clusters Desks in U-Shape

59 Physical Space Make sure you have access to all parts of the room. Feel free to assign seats, and change at will. Minimize the disruptions caused by high traffic areas in the class. Arrange to devote some of your bulletin board/display space to student work.

60 Physical Space If needed, arrange for a “Time-Out” space in your classroom that is as unobtrusive as possible. Desks do not have to be in traditional rows, but all chairs should face forward so that all eyes are focused on the teacher

Best Classroom Management Strategies Attention Signals

62 Attention Signal Decide upon a signal you can use to get students’ attention. Teach students to respond to the signal by focusing on you and maintaining complete silence.

Best Classroom Management Strategies Discipline, Routines and Procedures Students must know from the very beginning how they are expected to behave and work in a classroom environment. DISCIPLINE dictates how students are to behave PROCEDURES and ROUTINES dictate how students are to work

65 Important Aspects of a Well-Disciplined Classroom… Discipline Procedures Routines Effective teachers introduce rules, procedures, and routines on the very first day of school and continue to teach and reinforce them throughout the school year.

Best Classroom Management Strategies Routines and Procedures Routines The ACTIVITIES that we ask our students to do daily or automatically.(Example: hand in or passing homework) Procedures How we want our students to complete routines. Example: In passing homework, how will it look and sound?

67 A PROCEDURE is how you want something done It is the responsibility of the the teacher to communicate effectively A ROUTINE is what the student does automatically without prompting or supervision Becomes a habit, practice, or custom for the student

68 A smooth-running class is the responsibility of the teacher, and it is the result of the teacher’s ability to teach procedures.

69 Three Steps to Teach Procedures… EXPLAIN . State, explain, model, and demonstrate the procedure. REHEARSE . Practice the procedure under your supervision. REINFORCE . Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes a student habit or routine.

70 Discipline with the Body…not the Mouth… EXCUSE yourself from what you are doing RELAX. Take a slow relaxing breath and CALMLY approach the student with a meaningful look. FACE the student directly and CALMLY wait for a response. If there is no response, WHISPER the student’s first name and follow with what you want the student to do, ending with “please”. RELAX and WAIT. 5. If the student does not get to work, RELAX and WAIT. Repeat Step 4 if necessary.

71 Beginning and Ending Routines… Entering Class Goal: Students will feel welcome and will immediately go to their seats and start on a productive task. Greet the students at the door. Have a task prepared for students to work on as they sit down. Do your “housekeeping”. Keep tasks short (3-5 min.) When you’ve finished, address the task.

72 Beginning and Ending Routine Ending Routine Goal: Your procedures for ending the day/class will: Ensure that students will not leave the classroom before they have organized their own materials and completed any necessary clean-up tasks. Ensure the you have enough time to give students both positive and corrective feedback, and to set a positive tone for ending the class.

73 Beginning and Ending Routines, cont. Dismissal Goal: Students will not leave the classroom until they are dismissed by you (not the bell). Explain that the bell is a signal for you. Excuse the class when things are reasonably quiet and all “wrap up” activities are completed. General Rule: Dismiss primary students by rows Dismiss older students by class

74 Ponder This… You don’t build your football team on the day of the game. You don’t drill a well when you get thirsty. And you don’t discuss procedures once an emergency has begun.

75 Classroom Management Plan…

76 Classroom Management Plan… 8 Components: 1) Level of Classroom Structure – based on risk factors of your students. 2) Guidelines for Success – attitudes, traits, or behaviors to help achieve success. 3) Rules – specific, observable, and measurable behavioral objectives 4) Teaching Expectations – What, how, and when expectations will be taught

77 Classroom Management Plan… 5) Monitoring – How you will monitor the progress of the expectations. 6) Encouragement Procedures – How you will encourage students to demonstrate motivated and responsible behavior. 7) Correction Procedures – How you will respond to irresponsible behavior. 8) Managing Student Work – What procedures and systems you will use to manage student work.

78 For Every Activity… Make sure students know your behavioral expectation. Consider the CHAMPs level of structure:

79 CHAMPs… C onversation: Under what circumstances, if at all, can the students talk to each other during the activity. Can students engage in conversations with each other during this activity? If yes, about what? How many students can be involved in a single conversation? How long can the conversation last?

80 CHAMPs H elp – How do students get their questions answered during the activity? How do they get your attention? If students have to wait for help, what should they do while they wait?

81 CHAMPs A ctivity – What is the activity? What is your expected “end product”? This will likely change daily, according to your lesson plans.

82 CHAMPs M ovement – Under what circumstance, if at all, can students move about during the activity? If yes, for what? Pencil Restroom Drink Hand in/pick up materials Other… Do they need permission from you?

83 CHAMPs P articipation – What does appropriate student work behavior during the activity look/sound like? What behaviors show that students are participating fully and responsibly? What behaviors show that a student is not participating?

POST TEST 1. It is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. A. Classroom rules B. Classroom norms C. Classroom management D. Classroom discipline