Section III : Establishing a Classroom Management System Built on Mutual Respect and Caring Environment

When a teachers plan an exciting curriculum and actively engage students in learning activities, the students are much less likely to spend time off task or distracting others. Major studies on classroom management have found that teachers who are able to maximize instructional time and clarify their expectations for students spend much less time on classroom disciplines. (Everton & Harris,2002).

SCOPE OF SECTION III

• MODELING AND BUILDING MUTUAL RESPECT: TEACHER/STUDENT, STUDENT/STUDENT INTERACTION

• ESTABLISHING ROUTINES AND SMOOTH TRANSITIONS

• USING INDIVIDUAL CONFERENCES ANG GOAL SETTING

• USING CONTRACTS TO BUILD INTRINSIC MOTIVATION

• IMPLEMENTING CLASS MEETINGS

MODELING AND BUILDING MUTUAL RESPECT: TEACHER/STUDENT,

STUDENT/STUDENT INTERACTION

Modelling, practice, and rehearsal are the cornerstones for establishing a warm and caring environment. The basic rule for any classroom is “Always be respectful of others.” Respect includes honouring other people’s personal space, belongings, opinions, and efforts to be recognized and accepted in the classroom .

The steps for modelling and building mutual respect in the

classroom.

Establish classroom expectationsBegin the school year by talking to

students about the meaning of respect as well as respectful attention and verbal interactions.

Practice respectful interactionsPrepare a series of situations that are

likely to occur in the classroom. Ask students to think about how they might react to each situation, then both of you and the students act out a scenario using the students’ suggestion.

Classroom Scenarios Michael wants to walk next to his friends in the line going to the cafeteria. When his group is called to line up, he moves to the front and pushes in next to his friends, displacing several students who are already in line.

Chart non respectful words and possible substitutions

Ask the students to think about words that do not

show respect and to identify other words that can

be substituted to solve problems and show respect.

What respect is ...

Listening to the other person’s point of view

Being willing to compromise

Being honest

Being open to a solution

What respect is NOT ...

Interrupting while another person is talking

Thinking, “Its my way or nothing”

Coloring the facts to sway opinion your favor

Closing your mind to constructive discussion.

Create a classroom chart of problem-solving procedures

Lead a discussion of ways in which problem can be

solved, and help students brain storm approached

they might use to achieve a mutually acceptable

solution.

Steps1. Agree to be honest, not call names, not interrupt,

and work hard to solve the problem.2. Listen to the other person’s story, restate what he

or she said, and ask how that person feels about it.

3. Each person tells what he or she wants and is willing to solve the problem.

4. Gather all the wants and willing from both sides of the dispute and try to find the solution.

5. Summarize the solution and say what you will do if something like this happens again.

Use classroom situations to further the students’ understanding

As situation arise in the classroom, model respectful

interaction and teach approaches to problem-solving.

If additional procedures is needed, they can be taught

and added to the classroom chart of problem-solving.

ESTABLISHING ROUTINES AND SMOOTH TRANSITIONS

Routines help students understand when things will happen and what is expected of them. The teacher must carefully set expectations as well as the consequences for students who make poor choices (Glasser & Dotson,1998).

Routine Expectations

Entering the classroom Place coats & sweaters in closet, lunchboxes on back shelf,homework in home work file

Classroom Duties Check duty board for your name and

perform your duties as needed.

Help Needed Stand up your “help” sign and wait for

assistance going on with other work while you wait.Others...

Example of Classroom Routines ..

The steps for establishing and implementing classroom

routines.

Involves students in setting classroom routines

Discuss the purpose of classroom routines and

decisions that need to be made about them. List

their suggestions and include yours, after you

explain them.

Choose a set of routinesFrom the list, choose three to five with

which to begin.Explain that these routines will be tried

and evaluatedbefore they kept or change.

Discuss natural consequences Talk about making choices and what

happens whenwe choose to break a rule or not follow a

routine.

Chart routinesCreate a chart listing routines and

students’ names.

Conduct periodic evaluation and reset routinesas necessary

Monitor the effectiveness of routines, and chart

infractions as well as students’ choices. Deal with the students who regularly

ignore routinesor make poor choices.

Remember that not all students have the same ability to make good choices. Discuss infractions privately

with the student. Make it clear that you see the

problem as poor choice-making.

Respond rather that reactWhen you discuss infractions or set up

new routines be sure that you respond to the problem

instead reactto it.

USING INDIVIDUAL CONFERENCES AND GOAL-

SETTING

A learning community focuses on collaboration, setting personal goals, and self-reflection. Two important tools for establishing and meeting these outcomes are individual conferences and goal-setting. Students become self-reflective only after they recognize both their strengths and areas for improvement (Bridges,1995).

The steps for implementing individual conference and goal-

setting

Explain the purpose of individual conference andgoal setting.

Involve students in a discussion about what conferences are, how often they will occur and

their purpose.

Demonstrate a conferenceWith the help of a willing student, model

the processby conducting a demonstration

conference in whichyou look at a piece of work and set goals

together. Discuss elements of a successful

conferenceTalk about demonstration conference.

Point out thestudent’s involvement, how strengths are

identified,and how goals are set for the next

conference.

Collaboratively design a conference report sheet

Work with students to design a conference report

sheet that will document the elements discussed.

Student’s name_______________ Date of conference_______Academic topics _____________________________________Behavior topics______________________________________Responsibity topics___________________________________Academic goal sets ___________________________________Behavioral goal sets __________________________________Responsibility goal sets _______________________________Other goals set ______________________________________Student’s signature __________________________________Teacher’s signature ___________________________ _______Approximate date of next conference ___________________Comments :________________________________________

Set up conference scheduleExplain how you will set up conferences

and whenthey will take place.

Prepare for the conferencesAt first, it is helpful to ask students to bring

a specificpiece of work to the conference. Before the

conferenceuse the report sheet to briefly note any

strengths orconcern you want to address.

Involve the students in the processBe sure to give the students the chance

to talk during the conference. Ask them to identify their

strengths both academically and behaviourally and note what areas they need to work on.

Keep the process going and growingConference must be scheduled regularly.

Once a month may be a month for most elementary students, but

you may need to meet with others more often.

USING CONTRACTS TO BUILD INTRINSIC MOTIVATION

An individual contract can change student work habits,

Interactions, or behaviours. It is not appropriate for every

Student but is usually reserved for those who need extra

motivation in accomplish goals (Brophy,2004).

The steps for writing and implementing student contract

Identify specific behaviours or goal to be addressed

The students must understand exactly what is

expected, and the teacher must suggest a plan

that the students can follow.

Involve the students in the conversationBefore the teacher ever suggests a

contract, he mustverify that the student is willing to work

on the problem.

Establish the incentiveIncentives must be tailored to each student

but be appropriate for a learning environment. Stay away from material rewards. Instead, offer free reading

time, work with self-selected partner, extra computer time, or the chance to listen to music when completing in-class writing assignments.

Draw up the contractThe contract is formally written, word-

processed, signed, and dated. The elements must be specific and the expectations clear.

I, Andre Jones, agree to complete my assigned work each day before lunch time. For each day that I finish before lunch, Ms.Rivers will allow me 5 extra minutes of free-time activity. If, at the end of the week, I have completed my work everyday Ms.Rivers will allow me to do free-time activities with my friends instead of by myself. I understand that my friends and I must work quietly enough so that we don’t disturb the other students. Signed on this 19th day of September,2006.

_____________________ __________________Student’s Signature Teacher’s Signature

Monitor students progressCheck with the student each day to

monitor progress. Acknowledge progress with a two thumbs-up signal, verbal encouragement, or any other brief celebration.

Follow up on the appointed dateAt the conference, discuss student

progress. If the student has accomplished his goals, follow up with the incentives. If the student has made the progress

but has not met the goals, extend or revise the contract.

Acknowledge the student’s accomplishment

Celebrate the accomplishment with the rest of the learning community. Keep it simple, but let other students know how hard the student has worked and how important it is for him to set goals and accomplish them. Move from the incentive to the intrinsic

The student’s feeling of accomplishment after fulfilling a contract becomes the basis of a discussion between student and teacher.

IMPLEMENTING CLASS MEETINGS

Team-building is vital to developing a community of

learners. Make time each day for the class to express

concerns and celebrate successes. Class meetings provide

a perfect forum for this interaction (Glasser,1969).

The teachers should do the following...

Use the formal process and hold meetings weekly.

Have all students sit in a circle, facing each other.

Model respectful behaviour. Do not dominate the process. Trust your students to lead meetings,

participate in the process, choose the solutions, and make decisions.

The steps for conducting class meetings

Seat students in circleStudents should be seated so they can

make eye contact with everyone in the group. They can

move their desks into circle, sits in chairs around a circle, or sit in circle on the floor.

Explain the purpose and expectations for the meetings

Students should understand that class meetings are a time for mutual respect. Establish a method to make sure that no one, even a teacher, monopolizes thediscussion.

Establish the agendaThe teacher should sets up a class-

meeting agenda box in the room. The students may submit agenda items using a form that they complete.

Begin with complimentsTo set a positive tone, students are given

an opportunity to compliment one another.

Conduct the discussionAllow students to discuss the problems,

share their views and experience as long as they stay respectful and take turns. Teacher will serve as peacemakers.

Brainstorm solutionsStudents suggest solutions, which are

written on the board. The teacher may serve as scribe. All suggestions are written down without any judgement. After the list is complete, the group votes on which solution to try first.

Move through the agendaThe group leader must keep the agenda

moving. Teachers may want to hold class meetings at the end

of the day or right before lunch to ensure that they do not exceed 15-20 minutes for young children or 30-45 minutes for older students (Styles,2001). Review the plan

At the end of the meeting, briefly review the plan and note the next meeting date. Make it clear that an emergency meeting can be called before the next scheduled meeting, if necessary.