Classroom Management: A Professional Development Presentation

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Classroom ManagementA Professional Development
Presentation

• By Dianne Egrie

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THINK BACK

• Teachers need to be aware of their own formative
  learning experiences because these may affect
  their classroom decision making and instruction
  in subtle but important ways
• 
  (Brophy,1994)

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Classroom Observations

• Observations may be conducted in order to better
  analyze and understand the behavioral needs of
  the students before establishing a management
  plan.

• The teacher must
• Be able to collect information
• Know what behaviors to look for
• Have a conceptual or theoretical
• framework to guide analysis

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Teacher to Student Relationships

• At risk students are most vulnerable to the
  effects of their relationship with their
  teachers. Their sense of school community is
  hindered by
• Adjustment issues
• Academic difficulties
• Poor personal/social match between student and
  institution
• Isolation no positive teacher relationships

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Teacher to Student Relationships

• Teacher values that help to build positive
  relationships include
• Accepting personal responsibility for student
  success
• Being persistent with all students
• Holding all students to high
• standards
• Practicing an extended teacher
• role

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Building Community

• Research shows that students who are accepted by
  their peers have more positive attitudes toward
  school and have a greater chance of achieving at
  their potential level.
• A strong sense of classroom community allows
  students to feel safe, valued, supported and
  respected.

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What is wrong with this picture?
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Physical Arrangement

• Arrange desks according to types of tasks
  students will perform
• Teacher must have easy access to all parts of
  room
• Keep student desks away from high-traffic areas
• Plan display space for student work
• Avoid clutter!

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Teacher Expectations

• Teacher expectations are predictions of future
  behaviors or academic achievement, based on what
  is currently known about the students.
• Expectation effects are the effects on student
  outcomes that occur due to the actions taken by
  teachers in response to the expectations. Ex
  self-fulfilling prophecy effect

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Tips for Establishing Positive Expectations

• Visualize students being successful
• Communicate expectations clearly
• Reflect about, and revise, management plan as
  needed
• Dont take student behavior personally
• Demonstrate interest in every student
• Consult and problem solve with colleagues

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Classroom Rules

• When establishing classroom rules, the
• teacher must consider
• Who will give input into the rules?
• Will the rules be effective?
• What are the consequences?
• How will students learn the rules?
• How will students practice the rules?

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Responding to Rule Violations

• Dont make assumptions
• Show cultural sensitivity
• Align discipline methods with instructional
  methods
• Give warnings before consequences
• Make consequences educational
• Assist students in developing alternative
  strategies
• Be consistent!

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Procedures

• Procedures are methods for accomplishing daily
  routines and specific activities that occur
  frequently in the classroom.
• Procedures for each type of activity must be
  communicated, taught and practiced by students.

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Procedures

• Procedures need to be established for
• Use of room areas and equipment
• Use of school areas
• Whole-class, small group, or seatwork
• Start and end of school day
• Transitions
• Substitute teachers
• Firedrills

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Teaching Procedures
Discuss need for procedure
Solicit student ideas
Teacher reinforces correct behavior
Students practice procedure
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Cooperative Groups

• Cooperative groups may help students to learn
  more actively and may help to ameliorate the
  discrepancy between their academic abilities.
• To avoid problems
• Make sure that tasks are meaningful and
  appropriately challenging for all students
• Teach self management strategies
• Establish clear procedures for follow up tasks
  during wait time.

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Self Management Skills

• Self management skills allow students to monitor
  their behavior, empowering them to control
  themselves and their learning.
• Students need support in learning to manage

attention time on task behavior self
monitoring social skills goal setting peer
teacher interactions
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Transitions

• GOLDEN RULES!

• Minimize disruptions and delays during
  transitions.

Prepare students, by reminding them of
procedures, and supervise them !
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Motivation

• 3 types of motivation should be
  considered
• Extrinsic motivation
• Intrinsic motivation
• Motivation to learn

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Motivation

• Always use procedures that address both extrinsic
  and intrinsic motivation
• Help students to understand why tasks are
  important for them to complete
• Stimulate student motivation to learn, by
  modeling curiosity and interest in learning, and
  minimizing performance anxiety
• Students should always feel like they have
  at least one good reason for engaging in a
  task

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Parental Involvement

• Parents attitudes have a
  strong influence over childrens behaviors and
  learning in the classroom, therefore it is
  critical to gain parent support in reinforcing
  classroom discipline
• procedures.

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Learning Can be Fun!

• Find a balance in
• classroom
• management by
• maintaining control
• without being
• rigid.

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REFERENCES

• Jones Jones. Comprehensive Classroom
  Management Creating Communities of Support and
  Solving Problems. Pearson New York, 2004.
• Good, T. Brophy, J. Looking in Classrooms.
  6th Ed. Harper Collins New York, 1994
• Choate, J. Successful Inclusive Teaching Proven
  Ways to Detect and Correct Special Needs.
  Pearson MA, 2000
• Sprick, R., Garrison, M., Howard, L. CHAMPs A
  Proactive and Positive Approach to Classroom
  Management. Pacific Northwest OR, 1998.