Classroom Management

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Classroom Management

• EDUC 4216
• Junior ABQ
• Methods

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Classroom Management

• The ability to create and maintain an orderly,
  productive classroom is essential to effective
  teaching.
• Research confirms the relationship between
  effective classroom management and high student
  achievement.

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• Research shows that effective classroom teachers
  apply a systematic approach, beginning on the
  first day of school.
• Such an approach requires preparation and planning

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• Video Classroom Management
• Comprehensive framework for organizing and
  managing the classroom environment.
• Proactive to prevent problems from arising
  rather than dealing with problems after they
  arise.

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Objectives

• By the end of the workshop, teachers will be able
  to
• Explain what proactive classroom management is.
• Generate a list of five classroom rules following
  a set of guidelines.
• Generate a list of procedures to be taught the
  first week of school.
• Design a plan for teaching a rule procedure to
  students.
• Outline a schedule for the first week of school
  listing rules and procedures to be taught each
  day.
• State and discuss the steps in maintaining a
  management system.
• Create a rubric to help manage and communicate
  with parents.
• Identify types of management techniques to deal
  with inappropriate behaviours.

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Synopsis of Tape

• Carolyn Evertson, Edmund Emmer researchers.
• Effective classroom managers are proactive.
• Use a comprehensive management framework that
  includes three components.

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1) Planning

• Room arrangement
• Rules
• Routines

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2) Implementing and Presenting

• Explicit teaching
• Schedule

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3) Maintaining

• Maintain
• Plan to monitor
• Positive reinforcement

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Note-Taking Guide

• Handout
• Optional

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Videotape Segment 2

• 6 minutes

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Activity Rules and Rationale

• Generate a list of no more than 5 rules for your
  class.
• Meet in a small group (4-5) and discuss rationale
  for rules.
• Select 2-3 rules to report to the whole group.
• Volunteer to compile a list and email to me.

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Videotape Segment 3

• 7 minutes

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Activity

• Handout CM3-Expectations and Procedures for
  Elementary Classroom
• Handout CM5-Examples of Procedures, Elementary
• Generate a list of all the procedures you will
  need to teach students during the first few weeks
  of school (use CM3 as resource).
• In partners, analyze one procedure and determine
  what students will have to know in order to
  follow that procedure.

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Videotape Segment 4

• 8 minutes

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Task for Viewing Segment 5

• Implementing
• Develop a mental set.
• Teach the rule or procedure.
• Provide a model and check for understanding.
• Provide time to practice the rule or procedure.

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Videotape Segment 5

• 10 minutes
• While viewing this segment, take notes on the
  following
• Identify the teaching segment.
• Determine which of the 4 guidelines are being
  used.

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Discussion

• Select new partners and compare answers.
• Discuss why you think a particular strategy was
  effective or ineffective.

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Practical Application

• Select 1 rule or procedure that you will
  introduce on the first day of school.
• Plan a strategy for teaching that rule or
  procedure.
• Use the four guidelines to inform your plan.

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• The next segment shows examples of teachers
  reviewing rules and procedures taught previously.
• Remember that initial teaching and practice alone
  do not necessarily guarantee mastery of a rule or
  procedure.

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Massed vs. Distributed Practice

• In the initial stages of learning, practice
  sessions need to be frequent and spaced close
  together (massed practice) which increases the
  speed of learning.
• As students begin to master the skill, the time
  between practice sessions is lengthened
  (distributed practice).
• Distributed practice increases student retention.

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Videotape Segment 6

• 5 minutes
• Look for examples of massed and distributed
  practice in this segment.

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Activity

• Handout CM7-Sample Rules/Procedures to Teach the
  First Week of School.
• Write a plan for the first week of school that
  includes rules and procedures you will teach each
  day.
• Schedule time for distributed practice.

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Videotape Segment 7

• 5 minutes

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Checklists

• Handout CM9-Preparation for the Beginning of
  school.
• Handout SM11-Checklist for Accountability
• Checklists provide extra assistance as you plan
  for the first days of school and design ways to
  increase student accountability.

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Having a Good Day Rubric

• Another way to develop rules and ensure student
  accountability.
• Select 3-5 rules/routines that are essential to a
  safe, cooperative, efficient classroom.
• List these skills, one in each cell of the
  criteria column.
• Add a descriptor to match each of the 4 levels.

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Measures of Accountability

• Develop the rubric on the first day of school.
• Have students collectively decide on the criteria
  to use.
• Collectively match a descriptor to each level.
• Glue a copy of the rubric in each students
  agenda.
• Students can report their progress to parents
  daily using the rubric.
• Teachers may also use the rubric to report to
  parents.
• Rubric criteria can be modified to meet specific
  needs.

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Classroom Management Guidelines

• When problems arise - discipline.
• Clear, appropriate strategies.
• Consequences
• Consistent
• Fair
• Parental involvement

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Classroom Management Techniques

• Nonverbal
• Verbal
• In groups, brainstorm nonverbal and verbal
  strategies.
• Select one person to present your ideas.