Classroom Management

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Classroom Management

• Effective Teaching and Learning Department
• Instructionaltech_at_baker.edu

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Activity - 3 minutes

• Answer the following question What does
  classroom management mean to you?

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Activity - 3 minutes

• Find a partner
• Share your answers
• Develop a shared answer

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Discussion

• What would you like to learn about classroom
  management during this session?

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Goals of classroom management

• Create the best learning environment possible
• Develop student responsibility and
  self-regulation
• - Eggen and Kauchak (qtd in Campbell, 1999)

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Instructor responsibilities

• Ensure an appropriate pace and effective use of
  classroom time through course/session planning
• Keep discussion and activities focused on
  learning objectives
• Maintain positive learning environment
• Prevent, detect, and address disruptive or
  dysfunctional student behavior

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Elements of a positive classroom

• Respect diverse backgrounds and learning styles
• Consistent and fair treatment of all students
• Maintain confidentiality and privacy in student
  records and issues
• Ensure that the classroom is a safe, welcoming
  place for students
• Model appropriate classroom behavior

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Maintain class focus

• Proper planning
• Keep the discussion on topic
• Balance time on activities to learning (course)
  outcomes
• Separate individual student issues from entire
  class issues
• Deal with individuals later
• Address problems immediately

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Activity

• Two volunteers needed

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Course planning

• Begin with the course outcomes
• Identify any additional outcomes
• Target milestone weeks to achieve particular
  outcomes
• Identify assessment methods for determining if
  students met course outcomes

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Session planning

• Outline your course meeting from beginning to end
• Identify lecture areas
• Select appropriate instructional activities
• Develop classroom assessments to determine if
  students are ready to move on or need more time

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Typical lesson outline

• Activation task that explores previous knowledge
  (5-10 minutes)
• Correction, evaluation and re-teaching of
  activation task (10 minutes)
• Teach new material (15 minutes)
• Assess student understanding (10 minutes)
• Closure to allow students to communicate in
  writing what they learned (5 minutes)

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Encouraging preparation and accountability

• Consider requiring
• Graded/ungraded activity
• Reading journal
• Collect and grade homework in class
• Peer review or instructor review
• Short quiz at beginning of session
• Minute papers to summarize homework or lessons
  learned
• 3 Question format 2 from the readings, one from
  last weeks class
• Use other CATs to evaluate where students are
  before beginning

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Make it count

• Find a way to make what you are doing relevant to
  students at all times
• Link course work to professional situations when
  possible
• Students may not become involved in their
  learning if there is no perceived benefit or
  relevance to what they are learning (Kelly,
  2004).

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Classroom challenges

• Academic
• Can be controlled/addressed by instructor
• Non-academic
• Commonly known as affect issues
• Often beyond your control
• Physical
• Maslows Hierarchy of needs
• - (Cummings, 2000)

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Academic challenges

• Speaking in front of others
• Working in a group
• Not knowing how to complete an assignment
• Failing course/program
• Taking tests/quizzes
• Missing assignments deadlines
• Having to get an A

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Roundtable activity-7 minutes

• Gather in groups of 4-5
• Use one sheet of paper
• Write your plan for addressing the issues listed
  on the previous slide
• Read your idea out loud after you are done
• Pass the paper to the next person for their idea

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Non-academic challenges

• Family issues
• Childcare issues
• Unrealistic goals/expectations
• Difficulty fitting in
• Feeling inferior to other students
• Fear of being out of school for so long that they
  arent capable of learning

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Activity

• Two volunteers needed

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Classroom control tips

• Set high expectations for yourself and students
• Communicate your expectations to students early
  and often
• Hold students accountable
• Be consistent
• Involve students in the process of decision
  making when possible

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Group Activity 5 minutes

• Obtain the question sheet from the facilitator
• Compile a list of expectations for the topic
  provided

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Motivational techniques

• Give students choices
• Personalize the curriculum when possible
• Create opportunities for student success
• Focus on improvement, not the end result
• Use varied methods to teach
• Express confidence in student abilities

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When things go wrong

• Address the concern immediately
• Give the student the opportunity to identify the
  issue
• Work through some of the other choices the
  student could have made
• Help student understand consequence for behavior
• Link consequence to behavior and desired change
  in behavior

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Solve a problem-5 minutes

• Form groups of 4-5
• Obtain a scenario from your instructor
• Brainstorm a list of potential solutions to this
  issue
• Write your solutions on the paper provided

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Pass your problem 5 minutes

• Pass your sheet to the group on your left
• Read and review the new scenario
• Discuss and write your solutions to the new
  problem
• Pass the sheet to the next group

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Dos for problem students

• Proximity control
• Teach from your feet, not your seat (Ito, 2002)
• Consider a learning contract to hold students
  accountable
• Move to another activity to refocus attention
  positively
• Pair students for seat work
• Use humor if appropriate

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Donts for problem students

• Ignore the problem
• Punish the entire class
• Act inconsistently
• Over explain or debate about your decision
• Have vague rules or consequences

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Muddiest Point

• On a the last page of your handout, write your
  answer to both of the following questions
• What still confuses you about classroom
  management?
• What do you plan to do as a result of this
  session?

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Questions?