Classroom Management

1
Classroom Management

• Session 3

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Victorian Department of Education and Early
Childhood Development

• CLASSROOM MANAGEMENT
• EDUCATION of BOYS
• Session 3

3
Previous Session

• Discipline and consequences
• Teacher-student relationships
• Teacher readiness
• Personal Learning Task

4
Personalised Learning Task

• Choose a strategy you have learnt about in this
  session

Try this strategy in your classroom. Document
the circumstances in which you used this strategy
e.g. during a writing task, time of day, the
management issue etc. Reflect on the impact of
your chosen strategy on your classroom.
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This Session

• Student responsibility
• Getting off to a good start
• Boys and Bad Behaviour What the Research
  Tells Us?
• What Makes Boys Different?
• - Brain difference
• - Social development
• - Learning preferences
• Guiding Principles for Meeting the
  Needs of Boys
• Personal Learning Task

6
Student responsibility

• Whilst the actions of the teacher are important
  in setting the tone of an effective classroom, it
  is also the student who must play an actrive and
  responsible role.

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Student responsibility Group self reflection
activity

• Reflecting on your current beliefs and practices
  
• Do you currently teach students any type of
  self-responsibility strategies? If so, what
  strategies do you teach? If not, what strategies
  could you suggest?

8
Student responsibility The nature of
responsibility

• Three perspectives on responsibility
• If something goes wrong we are to blame. If
  something goes right, we are to be praised.
• Acknowledging that we are the cause of many of
  our thoughts, emotions and actions and how it
  affects others.
• Objectively stating the facts of the situation
  without attempting to blame someone or determine
  who was at fault.

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Student responsibility The nature of
responsibility

• Helping students understand what responsibility
  is and is not
• - a useful place to start teaching about
  personal responsibility is to offer a
  definition and description of responsibility
  for students to discuss
• - regardless of how old students are, it is
  useful to talk with them about responsibility
• - you should use the language of responsibility
  consistently to describe and discuss classroom
  behviour

10
Student responsibility The nature of
responsibility

• Helping students understand what responsibility
  is and is not
• Practical strategies
• The video camera
• In discussing students actions in the
  classroom, you could ask them to pretend that a
  video camera is recording what is happening in
  the classroom. Ask the students what part they
  played in a problem or the successful outcome of
  a problem

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Student responsibility The nature of
responsibility

• Helping students understand what responsibility
  is and is not
• Practical strategies
• The scale of responsibility
• 0 . 100

No responsibility
Taking responsibility
I might have had something to do
with what happened. Ill look carefully
to see if I had a part in this.
It is not my fault. They did it!
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Student responsibility The nature of
responsibility

• Helping students understand what responsibility
  is and is not
• Refer to Handout 6

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Student responsibility The nature of
responsibility

• Helping students understand what responsibility
  is and is not
• Practical strategies
• A statement of student rights
• E.g.
• - I have the right to be treated with respect. I
  do not have the right to treat others
  disrespectfully.
• - I have the right to feel safe in my classroom.
  I don't have the right to make others feel
  unsafe.

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Getting off to a good start

• Effective teachers begin putting in place their
  management plan not only on the first day of
  class but before the first day of school.

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Getting off to a good start Group self
reflection activity

• Reflecting on your current beliefs and
  practice
• In your groups discuss all of the following
  questions?
• 1. What are some of the things you think about
  when organising your classroom at the beginning
  of the year?
• 2. What do you do during the first few weeks
  of school to build strong relationships with
  students?
• 3. What activities will you use to help
  student get to know you and each other?

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Getting off to a good start Before school starts

• Organising and preparing the physical space
• - organising and decorating the classroom can
  contribute highly to a positive learning and
  teaching environment
• - critical to this organisation is the creation
  of an atmosphere of comfort, safety, and order
• - overriding principle is to create a set of
  physical conditions that are an advantage to
  you as a teacher, particular teacher proximity
  the 3 or 4 steps rule

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Getting off to a good start Before school starts

• Organising and preparing the physical space
• Refer to Handout 7

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Getting off to a good start Before school starts

• Organising and preparing the physical space
• Activity specific learning activity organisation
• Group work
• Tests
• Whole class discussion
• Practical and creative work
• Some group work and some individual work
  happening at the same time

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Getting off to a good start Before school starts

• Laying the foundation for strong teacher-student
  relationships
• Some practical strategies
• - sending each student (and possibly parents
  as well) a short personalised note
• - call or send a text message to each student
  welcoming him to your class
• - talk with students previous teachers
• - learn about students interests and activities
  by looking through school file, school
  newsletter or talking to specialist teachers
• - create a get to know you activity for the
  first few days of school

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Getting off to a good start Before school starts

• Preparing for procedures and learning
  expectations
• Some practical strategies
• - make sure that the learning goals for the
  first few weeks of class are clearly displayed
  in a visual way
• - have a warm-up activity ready for students
  to begin the day
• - prepare and practice your welcoming remarks
  for students. You should strive for a balance
  between warmth and structure
• - write down and rehearse the lesson plans for
  the first few days
• - plan for and schedule regular class meeting
  times to provide feedback to you and other
  students

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Getting off to a good start The first day of
school

• Preparing for procedures and learning
  expectations
• Building on the preparation you have done by
• - familiarising students with the classroom
  and saying arrangements
• - using ice-breaker exercises and other
  getting to know you activities
• - starting to establish rules and learning
  expectations