Title: Classroom management refers to all of the things that a teacher does to organize students, space, ti
1Classroom management refers to all of the things
that a teacher does to organize students, space,
time, and materials so that learning can take
place.
2Getting your attention
- I will raise my hand or ring a bell
- You will Freeze
- Then raise your hand and turn eyes and ears
towards me - Listen for instruction
-
3Welcome
- Todays presenters
- Todays participants
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5Group Activity
- What are the components of a well structured
classroom?
6Agenda
- Environment
- Procedures and routines
- Classroom Expectations
- Materials/Time
- Responding to appropriate and inappropriate
behavior
7Classroom Environment
- Should be structured and well-organized
- Plan for traffic flow in, out and around the room
for easy student and teacher access to all areas - Minimize congestion in high-traffic areas
- Organize materials for distribution, storage and
safety - Arrange seating so that students can easily form
pairs and small groups - Ensure students are able to see you without
having to move their chairs
8Classroom set up
9Student folders
10Easily located materials
11Areas of the classroom
- Define what activities will occur in different
regions of the room by using dividers, chair
arrangements and signs (pictures, words, symbols)
12Physical environment reminders
- Avoid seating students towards windows
- Have designated work spaces
- Have a designated area for 11 or small group
work - Minimize overcrowding (seating, traffic flow,
etc.) - Seating assignments
- Wall space
- Dividers
- Visual and auditory
- Temperature
13- Contrary to what many people believe, the 1
problem in the classroom is not discipline it
is the lack of procedures and routines. Classroom
management has nothing to do with discipline. - Harry K. Wong
14Routines and Procedures
- What is a procedure?
- A method or process for accomplishing things in
the classroom. - Remember that a smooth running classroom depends
on your ability to teach procedures - What are the benefits of establishing procedures?
- A series of procedures and routines creates
structure for the classroom - When students know how the classroom operates,
the class suffers fewer interruptions - A class with few interruptions is a class that
advances learning - (Wong, Professional Reference for Teachers)
-
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17Examples
Example 2
- Leaving the classroom
- You must have a pass
- Only one person per pass
- Quickly and quietly walk to your destination
- Be respectful to any adults and students you may
meet - No wandering the hallways
Mrs. Krauses 2nd grade classroom
18Establishing routines and procedures
- Determine what activities the classroom will need
procedures for - Plan procedures from the beginning of the day
through dismissal - All expectations must be clear, not vague or
ambiguous, and then taught, practiced, and
reinforced - Smooth classroom management is dependent on
procedures becoming so well established and
automatic that they become routine - Teaching routines and procedures should be taught
through modeling, practicing, reviewing, and
re-teaching, as needed throughout the school year
19Quick Reference 3 step approach
- Explain State, explain, model and demonstrate
the procedure - Rehearse Rehearse and practice the procedure
under your supervision - Reinforce Re-teach, rehearse, practice and
reinforce the classroom procedure until it
becomes a student habit or routine - Goal practice procedures until they become
routines
20Example
- What do you like about this procedure?
- Would you make any changes? If so, what?
- What school activities could we develop a
procedure for?
Mrs. Krauses 2nd grade classroom
21Activity
- Flip chart activity
- In your table groups, from the list weve
created, develop a specific procedure for 1of the
listed activities - When your are finished, post your list on the
wall - Select a team member
- to share with the group
22Examples
- End of the day procedure
- Fill out your student planner.
- Gather all materials needed to complete homework.
- Get belongings from the hallway.
- Load backpack.
- Quietly put up your chair.
- When the teacher tells you line up in ABC order.
- You only leave when the teacher says so.
Mrs. Krauses 2nd grade classroom
23Mrs. Krauses 2nd grade classroom
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25Rules Consequences
26Mr. St. Peters Classroom Rules
- Raise your hand to speak
- Do not hit or kick others
- Be sure your desk is not a mess and make sure
your area is well kept and clean, throw trash in
the waste basket. If your desk is a mess you will
receive a consequence for disorganization. - No getting out of you seat without permission
- Do not forget materials
- Use appropriate language and volume when inside
the classroom - Do not disturb others
- When finished with an assignment do not ask what
to do next - All rules will be reviewed on the first Monday of
each month
27Classroom expectations key elements
- The class should be included in the initial
rule-making phase - Expectations should be brief and to the point
- Expectations should be stated positively
- Attention should be called to classroom
expectations as often when they are being
followed as when they are being broken - Expectations should change depending on the
situation and activity - Students should be provided with advance notice
which expectations are in effect - Classroom expectations should be posted
28- Flip chart activity
- In your groups develop Training Rules for
todays training - Some tables will complete Lecture Rules and
other tables will complete Group Activity Rules - The presenter will assign which Rules you will
complete - Write rules on flip chart and post on wall
- Assign a team member to share with the group
29Quick Reference 3 step approach
- Explain State, explain, model and demonstrate
the procedure - Rehearse Rehearse and practice the procedure
under your supervision - Reinforce Re-teach, rehearse, practice and
reinforce the classroom procedure until it
becomes a student habit or routine
30Examples
31Examples
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35Activity- Delete???
- Flip chart activity
- Get into your table group and write down 4-5
rules for your class/program. - Be prepared to share
36Rules and Consequences
- Rules are most effective when there are
consistent and predictable consequences to face
if students break them and rewards if students
follow them. - When you see a violation of one of the rules,
immediately and quietly give out the penalty as
you continue with the lesson or class work. - Turning cards
37Materials
- Be prepared with necessary materials and daily
assignments/tasks - Materials should be organized and stored in a
manner so that they are easily accessed and
returned - Storage tubs, student notebook or file folder
with defined sections, individual cubbies, etc. - Use hands on materials, increase engagement
- Be aware of
- Degree of choice
- Level of engagement based on student interests
- Exs
- Vary input/output
- Vary modalities- lecture, visual, auditory, hands
on - Written, oral, demonstrate, draw, etc.
38Easily located materials
39Time
- Minimize down time
- Consistent daily posting
- Daily schedule
- Current task and expectations
- Establish consistent procedures for distributing
and collecting papers/materials - Consider
- Duration of activities
- Variety of activities lecture, group work, ind.
work, desk work, academic/preferred, etc. - Sequence of activities i.e. less preferred then
preferred - Incorporate breaks as needed, and/or complete
tasks in chunks - Provide warnings before transitions
40Minimize downtime through procedures
- Establish a procedure for the beginning of the
period or day - When class starts, the first priority is to get
students working, not to take attendance or
answer individual questions - __________________________________________________
______ - Have an assignment posted before the students
enter - Have it posted in the same consistent location
every day - This way, the students know that they are
expected to get to work immediately upon entering
the classroom - Must dos and may dos
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42Attention Management
- Too much time is often wasted regaining students
attention beginning, during or ending an activity - Well structured classrooms have a procedure for
gaining students attention - Examples
- Teacher raises hand
- Eyes on the speaker
- Lips closed
- Ears listening
- Sit/stand up straight
- Hands and feet quiet
- Clap once if you can hear me
- Freeze
- What are some attention getting strategies you
use in your class? - Marshall (2005) Discipline without Stress,
Punishments or Rewards
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44Responding to appropriate inappropriate behavior
45Responding to appropriate behavior
- Monitor for students performance throughout the
day - Respond positively and immediately to appropriate
behavior - Establish eye contact
- Respond positively with enthusiasm and sincerity
- Recognize and acknowledge the appropriate
behavior - Be specific
- Use a variety of praise statements
- Pair verbal praise with tangible reinforcement if
necessary - Exs ?
Taken from LRBI Checklist High Rates of Positive
Responses Preliminary Strategies
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48Example of using praise
- During story time, Mr. Weatherby selects those
students who are listening to be his helpers.
John and Ralph, you are listening. Come help me
pass out the crackers. As he scans the
classroom, he notices that several other students
are waiting quietly. Looking in their direction,
he says, I like the way the front row is waiting
for us to start. Thanks.
49Responding to inappropriate behavior Setting
limits
- Setting a limit is not the same as issuing an
ultimatum - Limits are not threats, Take that cap off right
now, or youll get detention - Limits offer choices with consequences
- Purpose of limits is to teach, not to punish
50Limits will be most effective when they are
- Simple and clear
- Reasonable
- Enforceable
51Setting limits- 5 step approach
- 1. Explain which behavior is inappropriate
- ? Stop that right now!
- ? Yelling across the room is disruptful to the
other students working. - 2. State what the student should be doing
- ? You know what youre supposed to be doing
right now. - ? You can raise your hand or walk up to my desk
if you would like to speak with me
52Setting limits
- 3. Instead of issuing an ultimatum, tell the
student what his/her choices are, and what the
consequences of those choices will be - Positive Choice If/then statement, followed by
- Negative Choice If/then statement
- ? Do this or else youll lose recess for the
rest of the week! - ? If you raise your hand or come up to the
desk, then I will be happy to help you with the
assignment, if you continue to yell out then we
will have to talk about it during your recess
time.
53Setting limits
- Allow time
- Im not leaving until you give an answer right
now! - Ill give you a minute to think about your
choices and then Ill come check back with you. - Be prepared to enforce your consequences
- ? Not following through with keeping him in at
recess when the behavior continues. - Following through, keeping him in at recess to
talk about his classroom behavior.
54Setting limits example
- When you have your head down on the desk you are
not following directions and are off task. - I would like you to begin working on problem 2
on the Math worksheet. - If you complete the assigned assignment you will
be able to enjoy some free time outside with the
your classmates, if you choose not to complete
the assignment we will need to stay inside and
finish while the others go outside. - It is your choice. I will check back with you in
a few moments.
55Responding to inappropriate behavior
- Anticipate difficulties, be prepared and have a
plan - Acknowledge and reinforce appropriate behavior,
and intervene early before inappropriate behavior
escalates - Establish and communicate clear and predictable
consequences - Be consistent
- For more significant behavior difficulties, be
aware of environmental factors and the function
of the behavior - Debrief with student and staff as appropriate
56Questions? Comments?Thank You!!!