CLASSROOM MANAGEMENT CREATING A POSITIVE LEARNING CLIMATE
Suzanne Whisler ESU 4 August 9, 2011
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GIVE ONE, GET ONE Think about an example of good classroom
management that you have observed in the classroom. Jot it down on
a note card. When the music begins, stand up and find someone at a
different table. Share your tip. Swap tips with one other partner.
Jot down your partners tips.
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OUTCOMES Classroom Rules Classroom Procedures Consequences
Design an overall plan for discipline
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The First Days of School How to be an Effective Teacher Harry
& Rosemary Wong Unit C Classroom Management
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THE ART & SCIENCE OF TEACHING Chapter 6 What will I do to
establish or maintain classroom rules and procedures? Chapter 7
What will I do to recognize and acknowledge adherence and lack of
adherence to classroom rules and procedures?
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INSTRUCTIONAL DESIGN QUESTION 6: INSTRUCTIONAL DESIGN QUESTION
6: WHAT WILL I DO TO ESTABLISH OR MAINTAIN CLASSROOM RULES AND
PROCEDURES?
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THE CHARACTERISTICS OF A WELL- MANAGED CLASSROOM Students are
deeply involved with their work, especially with academic,
teacher-led instruction. Students know what is expected of them and
are generally successful. There is relatively little wasted time,
confusion, or disruption. The climate of the classroom is
work-oriented but relaxed and pleasant.
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HAVE YOU SEEN ANY OF THESE BEHAVIORS IN THE CLASSROOM?
Disruptive and/or off-task behavior Evidence of insubordination
Power struggles Demonstration of the need for certain students to
take control, draw attention to themselves, and receive negative
psychological pay-offs
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THE FIRST DAYS ARE CRITICAL What you do on the first days of
school will determine your success or failure for the rest of the
school year. You will either win or lose your class on the first
days of school. Wong & Wong, 1998
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THE EFFECTIVE TEACHER Invests time in teaching discipline and
procedures, knowing that this will be repaid multifold in the
effective use of class time. Wong & Wong, 1998
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CLASSROOM RULES Decided in advance 3-5 Clearly communicated
Minimal student involvement If possible, state rules
positively
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THE FIRST DAYS OF SCHOOL READ PP. 147-152 Highlight the
important ideas Round robin sharing, one idea at a time
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PROCESSING TIME Reflect on the information that has been shared
and what you have read regarding classroom rules. Develop a draft
of your classroom rules. Develop a plan for sharing the rules with
your students. You can work alone or with a partner(s) Art and
Science of Teaching pp. 123-129
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THE NUMBER ONE PROBLEM IN THE CLASSROOM IS NOT DISCIPLINE; IT
IS THE LACK OF PROCEDURES AND ROUTINES. (WONG & WONG,
1998).
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THE DIFFERENCE BETWEEN DISCIPLINE AND PROCEDURES Discipline:
Has penalties and rewards. Procedures: Have no penalties or
rewards. Discipline: Concerns how students behave. Procedures:
Concern how things are done. Wong and Wong, 1998
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IDENTIFY BEHAVIORS, PROCEDURES, & ROUTINES TO TEACH
Entering the room How to volunteer a response Asking to leave the
room (restroom, etc.) Transitions Getting ready to leave &
orderly dismissal Organizing personal workspace Making sure items
get home Recording assignments in assignment notebook Others?
Involve students in this brainstorming stage!
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FRONT LOAD EXPECTED BEHAVIORS If you want it, teach it. Teach
vs. Tell Proactive vs. reactive approach Student self-control vs.
constant teacher control Prioritize, teach 2-3 most important per
week until all have been taught
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TEACH EXPECTED BEHAVIORS: FIVE STEPS FOR GETTING KIDS READY 1.
Brainstorm the expectations; determine and teach the content. 2.
Model the behavior. 3. Practice the behavior. 4. Reinforce the
behavior. 5. Re-teach the behavior. If you want it, teach it.
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JIGSAW READING ACTIVITY Number off in your groups 1 through 3
#1s will read pp. 170-172 #2s will read pp. 173-174 #3s will read
pp. 175-177 After you have read your section get into your expert
groups to discuss main points & key learnings. The person with
the most pockets is the jigsaw leader. Get back with your jigsaw
group. Each member presents the main points from their
section.
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PROCESSING TIME What procedures will be necessary to teach in
the first few days for the smooth opening of class? Make a list of
the procedures you want to teach to your students the first few
days of school. The Art and Science of Teaching pp. 125-127
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No matter what grade level or subject you teach, ALL procedures
must be rehearsed. Explain Rehearse Reinforce
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REMEMBER TO... Periodically review you rules and procedures
Make changes as necessary
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INSTRUCTIONAL DESIGN QUESTION 7: INSTRUCTIONAL DESIGN QUESTION
7: WHAT WILL I DO TO RECOGNIZE AND ACKNOWLEDGE ADHERENCE AND LACK
OF ADHERENCE TO CLASSROOM RULES AND PROCEDURES?
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7. WHAT WILL I DO TO RECOGNIZE AND ACKNOWLEDGE ADHERENCE AND
LACK OF ADHERENCE TO CLASSROOM RULES AND PROCEDURES? Action Step 1:
Use simple verbal and non-verbal acknowledgment. Action Step 2: Use
tangible recognition when appropriate. Action Step 3: Involve the
home in recognition of positive student behavior. Action Step 4: Be
with it. Action Step 5: Use direct-cost consequences. Action Step
6: Use group contingency. Action Step 7: Use home contingency.
Action Step 8: Have a strategy for high-intensity situations.
Action Step 9: Design an overall plan for disciplinary
problems.
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THE TWO KINDS OF CONSEQUENCES Positive consequences or REWARDS
result when people abide by the rules. Negative consequences or
PENALTIES results when people break the rules.
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SCAN PP. 153 - 160 OF THE FIRST DAYS OF SCHOOL In one or two
sentences, summarize your plans for consequences in your classroom
Quick-Write
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CRITERIA FOR TEACHING AND RETEACHING BEHAVIORS Be consistent Be
dispassionate Be professional approach student privately never use
sarcasm or ridicule Follow up appropriately Confront the behavior
not the person. Confront the behavior not the person.
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THE IMPORTANCE OF... WITHITNESS aware of what is happening in
all parts of the classroom at all times by continuously scanning
the classroom the disposition of the teacher to quickly and
accurately identifypotential problem behavior and to act on it
immediately (Kounin, 1983; Brophy, 1996, in Marzano, 2003, p. 67)
Focus Number of Studies / Subjects Average Effect Size Percentile
Decrease in Disruptions Withitness3 / 426-1.41742
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IN OTHER WORDS Management By Walking Around (MBWA) On your
feet, not on your seat. Constant monitoring
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WHAT DOES WITHITNESS LOOK LIKE? What recognizable, replicable
behaviors do with it teachers exhibit? Think-Pair-Share
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MORE INFORMATION ON THESE ACTION STEPS CAN BE FOUND ON PP. 136-
148 OF THE ART AND SCIENCE OF TEACHING
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MOST IMPORTANT WORDS The three most important words to a
painter, pilot, or chef are Preparation, preparation, preparation
The three most important words to a teacher are Preparation,
preparation, preparation.
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All battles are won before they are fought. ~Sun Tzu PROCESSING
TIME Begin designing your overall discipline
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FOUR-TWO-ONE Generate four words that capture the most
important aspects of your learning today. Share your four words
with with your table and compile a list of the words you have in
common. From the list, determine two words that you agree capture
the most important aspects. Next, determine the one word or big
idea that best represents the most important learning of the
experience. Chart your words and share out.
