Classroom Management For Beginning Teachers

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Classroom Management For Beginning Teachers
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Purpose
The purpose of this presentation is to get new
teachers thinking about what makes and efficient
and effective classroom setting. This is an
introduction to get you thinking about what you
will need to set up and have ready before your
students arrive on the first day. This power
point also provides information on determining
and teaching appropriate procedures for each part
of your day. This power point is just an outline
so that you can customize your classroom to fit
your style, while still maintaining its
effectiveness.
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Classroom Management
How to manage a classroom effectively is the
biggest quandary teachers face because they try
so hard to accommodate the needs of every child
each day by using flexible group practices. A
cookie cutter approach to managing children is
not feasible, simply because every classroom is
unique. Effectively managing your classroom is
not something that will occur over-night. It
takes time, energy and preparation to develop a
productive, fluid management system. It is
certainly worth all of the time and energy you
can give it, because effective management can
make the difference between purposeful movement
and chaotic misdirection.
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Goals of Setting Up a Classroom for Students
Needs

• Keep in mind three goals as you plan the
  arrangement for you classroom
• You must consider the physical size of your
  students.
• Your classroom should be able to accommodate
  all children, including but not limited to those
  with special needs.
• Your classroom should support the emotional,
  social, cognitive and physical needs of your
  children.

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Set Up of Your Areas

• Visual access of all children should be
  available at all times.
• Pathways should be clear. Students should be
  able to move quickly and efficiently and safely.
• A sufficient space needs to be provided for
  lining up at the door.
• It is pertinent and worthwhile to create a
  physical environment that is complimentary to
  both you and your students.
• The classroom should have defined learning areas
  that are clearly labeled. These areas should
  include, small group, whole group, direct
  instruction, etc.
• Desks should be arranged in groups to allow for
  collaboration among students.
• Locate your outlets, computer jacks, phone
  jacks, etc. before placing furniture.
• Determine designated areas for display of
  student work, instructional bulletin boards, etc.

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Whole Group Area

• Material for instruction should be visible to
  all.
• A large floor space should be considered for
  class meetings, calendar, shared reading, etc.
• This area should be free of clutter and
  distractions.
• This area is highly versatile and should be
  able to accommodate a variety of activities.
• The whole group area should provide intellectual
  growth and stimulation.

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Small Group Instruction Areas

• Small group instruction area should be clean
  and free from clutter.
• This area should be organized to the teacher
  can spend the maximum amount of time on-task with
  the students.
• This area is usually a small table with enough
  chairs to accommodate up to six students.
• Materials should be readily accessible.

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Organization

• The physical space of the classroom must allow
  for orderly work spaces and environment.
• Each space should be clearly labeled.
• Centers should be stored in tubs or baskets and
  should be placed in a designated area.
• Everything in the classroom should have a
  defined place and students need to be made aware
  of those places.
• Teachers should have a personal storage space
  for items that are not currently available to
  students.
• Students should have a storage space for their
  personal items as well as their learning
  materials.
• Lessons should be planned in advance and
  materials for students should be readily
  available.

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Expectations

• It is important to establish expectations about
  ways children will learn in the upcoming year.
• Teaching expectations is crucial because
  children need to be aware of the teachers
  outlook.
• Expectations provide a guide for success.
• Clear expectations will minimize behavior issues
  in your classroom.
• Providing expectations will aid in the
  effectiveness of your teaching.
• A teacher should have high expectations for all
  of the students in the classroom.

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Inform Students What is Expected of Them

• From the beginning of the year students need to
  know what is expected of them and how to
  accomplish their tasks.
• When students know what you expect of them,
  behavior problems will be minimal.
• Students will be successful at fulfilling
  teachers expectations if they are provided with
  the following
• acceptable areas for completing activities
• consistent time frames for activities
• familiar routines
• daily agenda
• classroom procedures

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Routines

• Students need consistency to learn.
• Teachers need to keep students busy at all
  times.
• Provide jobs for students to alleviate
  administrative tasks, collecting paperwork,
  keeping the room clean.
• A routine is important because it helps
  children to know what is coming next and makes
  transitioning much easier.
• If your children understand their routine, then
  they can function in the event of your absence.
• Routines provide structure.

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• Sample Schedule
• 745-815 Settling -in Activities
• Silent reading
• Book response
• 815-900 Morning Meeting/Circle Time
• Calendar
• Big book/Read Aloud
• Poems/Songs
• Science/Social Studies Theme Instruction
• 900-1030 Literacy Workshop
• Guided Reading
• Literacy Centers
• 1030-1045 Recess
• 1045-1115 Lunch
• 1115-1230 Writing Workshop
• 1230-115 Math
• 115-155 Activity
• 155-215 Compliments/Appreciations

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• Establish and Maintain Consistent Procedure
• In school, procedures are techniques that
  inspire children to learn and promote effective
  teaching.
• If procedures are created and perpetuated , both
  teacher and student will sustain positive and
  worthwhile interactions.
• Procedures guarantee understanding, consistency
  and personal responsibility.
• Teachers need to implement procedures because
  they
• Are non-threatening and the learner can remain
  up-shifted
• Contribute to independence through
  self-direction.
• Develop behavior.
• Assure the teacher continues to be objective and
  maintains consistency.
• Present and practice procedures at the beginning
  of the year and regularly review as the year
  continues
• Ensure that procedures are accessible to students
  by either posting them on chart paper or creating
  a procedure notebook for each student to consult
  in order to proceed independently.

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When You Will Need Procedures

• Arrival/Dismissal
• Line procedures
• Transitions
• Gatherings and Class Meetings
• Student seating
• Independent work
• Collaborative work
• Movement of materials and papers
• Getting teacher help
• Use of restrooms
• Quieting the class
• Emergency procedures

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Use Active Listening Hands are still. Feet are
still. Eyes are watching. Mouth is quiet. Ears
are listening.
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• The Three-Step Approach to Teaching Classroom
  Procedures
• (Harry K. Wong and Rosemary T. Wong)
• Explain
• Define the procedure.
• Demonstrate the procedure
• Demonstrate the procedure step by step
• Rehearse
• Have students practice the procedure under your
  supervision step by step. All procedures must be
  rehearsed!
• Have students repeat the procedure until it
  becomes a routine and can perform the procedure
  independently.
• Reinforce
• Re-teach, Rehearse, practice and reinforce the
  procedure until it becomes a student routine.
• If rehearsal is unacceptable, re-teach the
  correct procedure and provide corrective
  feedback.
• Praise the students when rehearsal is acceptable.

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Strategies for Re-directing Inappropriate Behavior

• Establish proximity to the student
• Use eye contact or neutral facial expressions
• Use wait time to alert students to
  unacceptable behavior.
• Ignore behaviors intended to manipulate, engage
  or resist.
• Keep repeating the expectation.
• Move student to a place where they can change
  behaviors.
• Hold class meetings to discuss issues.

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Motivational Procedures

• Piggy banks children can earn money to buy
  items, by exhibiting appropriate behavior.
• Cheer Charts- Students earn stickers for
  exceptional behavior.
• Lunch Bunch- Students can eat lunch with the
  teacher.
• Reading to Another Classroom
• Free-choice Friday- children may select a free
  choice activity during a selected time.
• Extra Recess Time

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Corrective Procedures

• Time out from small group instruction
• Time out at desk
• Student teacher conference
• Time out from a favorite object
• Provide positive practice
• Behavior contracts
• Office referral

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Class Meetings

• Builds a sense of community
• Increases student confidence in learning
• Encourages cooperation and inclusion
• Gives children daily practice in respectful
  communication
• Provides and arena for problem solving and goal
  setting
• Allows students to express thoughts
• Promotes life-long guidelines and life-skills
  and builds good character.

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Class Meeting Format

• Sit in a circle if possible
• Briefly review procedures (this step will be
  necessary each time you meet)
• Use a talking token to decide who may talk.
  (In my classroom I use a stuffed pig and only the
  person with the pig may talk.)
• Set time limits (you may choose to use a timer)
• Start with a positive question for all.
• Allow time for compliments and praise
• Discuss feelings and procedures to help with
  the problem solving of hurt or negative feelings.

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Final Thought
Getting to know your students thoroughly will
help you to build relationships with them. These
relationships will help you to understand
behaviors and why they occur. This will in turn
help you to work through the problems with each
individual child. Providing high expectations and
clear procedures for meeting the goals will allow
students to feel successful with their learning.
Acknowledgement of student success will
intrinsically motivate students to want to expand
their learning. Keeping children upshifted, by
providing the above systems and by making
children feel a sense of belonging and feel safe
will help to prevent most behavior problems in
your classroom. Be prepared, is a great motto,
not only for the boyscouts but also for effective
teachers.
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Clayton, M.K. (2001), Classroom Spaces that Work,
Massachusetts Northeast Foundation for Children.
Denton, P., Kriete, R., (2000) The First Six
Weeks of School, Massachusetts Northeast
Foundation For Children.
Kaufeldt, M., (1999) Begin With the Brain,
Arizona Zephyr Press.
Kovalik, S.J Olsen, K., (Mar 1993) ITI The
Model, Integrated Thematic Instruction ,
Washington self published
Larivee, B. (2005), Authentic Classroom
Management, (2nd ed.), Massachusetts Pearson
Learning
Routman, R. (1991), Invitations to Literacy New
Hampshire Heinemann Educational Books.
Savage, T.V. (1999) Teaching Self-Control
Through Management and Discipline, (2nd Ed.)
Massachusetts Allyn Bacon