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8/13/2019 Classroom Management for Teachers 1-09
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Class room Managementfor Teachers
Developed by
Mitchie Neel
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Why Are We Here?
Learn
Improve
Sustain
Confirm
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The Buckets
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Discipline v. Management
Discipline: The reaction to misbehaviorAFTER it has occurred.
Management: Actions that preventmisbehavior from occurring.
Management is identifying the problem andsearching for the solution.
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SEARCHING FOR
SOLUTIONS
Managementvs. Discipline
Three students
Two pencilsBoth pencils belong to Mary
Mary lends to Bob
Mary changes mind - lends to Chuck
Bob and Chuck argue
Teacher questions Bob
Bob and Chuck argue again
Mary adds two cents
All three are now arguing at once
What would you do?
Whats the problem?
Whats the solution?
ManagementorDiscipline?
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Effective Manager Characteristics!
Plan
Routines
Rules Positive Consequences
Negative Consequences
Behaviors are Taught
Comfortable
Consistent
Parental Involvement
High Expectations
Climate of Management
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RESEARCH
Researchers:
Harry WongThe First Days of SchoolCarol Cummings Thomas Good Jere Brophy
Daniel Duke C. M. Charles Walter Doyle
Merrill Harim Carolyn Evertson Edmund Emmer
Gracie Rice George Luby Robert Marzano
SOPRIS WEST - Spec. Ed. materials
Research shows:There are clear differences between the management practices of the
more effective teacher and the less effective teacher.
When teachers learn to use the practices of the more effective teacherstheir classroom management problems decrease.
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Classroom Managementthat Works:
Research-Based Strategiesfor Every Teacher
Robert J. Marzano
The newest and mostcomprehensive source ofinformation on what REALLYis effective and will get results!
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Critical Role of Classroom
Management
One of the most important of
the various roles of a
classroom teacher Effects of a School & Teacher
on Students:
Average S/Average T=50
Least S/Least T=3
Most S/Least T=37 Most S/Most T=96
Least S/Most T=63
WOW!
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Critical Role of Classroom
Management
Three Major Roles of aTeacher:
1. Making wise choicesabout the most effectiveinstructional strategies toemploy
2. Designing classroomcurriculum to facilitatestudent learning
3. Making effective use ofclassroom managementtechniques
Effective teaching and learning cannot take place in a
poorly managed classroom!
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Critical Role of Classroom
Management
Meta-Analysis ResearchMethod
Combines results from anumber of studies
Allows generalizations notpossible in review of singlestudies
Four Key Management
Factors: Rules & Procedures
Disciplinary Interventions
Teacher StudentRelationships
Mental Set
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Rules and Procedures
Separates the unsuccessful
from the experts
Refers to expectationsregarding behavior
Rule: General expectations
or Standards
Procedures: Communicates
expectations for specificbehaviors
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Rules and Procedures
Research and Theory
28 Percentile Difference
between classrooms withand without!
Best involve explanation
and group input
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Rules and Procedures
Action Step 1
Identify specific rules and
procedures for yourclassroom.
Categories:
General expectations
Beginnings and endings
Transitions and interruptions Group work
Seatwork and teacher-led
activities
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Rules and Procedures
Action Step 2
Involve students in the
design of rules andprocedures.
Discussion(s) with
students
Real life examples/connections
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Disciplinary Interventions
Research
Ranking of + and Consequences
Categories of DisciplinaryBehaviors
Action Steps
1. Employ specific techniques thatacknowledge and reinforceacceptable behavior and
acknowledge and provide negativeconsequences for unacceptable
behavior.2. Establish clear limits for
unacceptable behavior and aneffective system to record thesebehaviors.
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Teacher-Student Relationships
Research
Keystone to the other factors
Two dimensions to balance: Dominance: Clarity of
purpose & strong guidance
Cooperation: Concern forthe needs and opinions ofothers
Impact of severe problemsfacing students
Program: TESA
15 teacher behaviors
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Teacher-Student Relationships
Action Step 1:
Use specific techniques toestablish and appropriatelevel of dominance in theclassroom.
Rules and procedures
Disciplinary interventions
Exhibiting assertive behavior(eye contact, erect posture,
facing students, facialexpression, tone of voice,persisting)
Establishing clear learninggoals
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Teacher-Student Relationships
Action Step 2:
Use specific behaviors that
communicate an appropriatelevel of cooperation.
Providing flexible learning
goals
Taking a personal interest in
students
Using equitable and positiveclassroom behaviors
Responding appropriately to
students incorrect
responses
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Teacher-Student Relationships
Action Step 3:
Be aware of the needs of
different types of students. Passive
Aggressive
Attention problems
Perfectionist
Socially inept
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Mental Set
Research
Withitness
Emotional Objectivity Action Steps
1. Employ specific techniques tomaintain or heighten yourawareness of the actions ofstudents in your classes
(withitness).2. Employ specific techniques to
maintain a healthy emotionalobjectivity with students.
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The StudentsResponsibility for
Management
Common theme: Studentsshould be given the message
that they are responsible fortheir own behavior and thatthey should be provided withstrategies and training torealize that control.
Research
Responsibility strategies = adecrease of 25 percentilepoints in disruptive behavior
Strong research support BUTnot done frequently!!!
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The StudentsResponsibility for
Management
Action Step 1
Employ general classroom
procedures that enhance
student responsibility.
The classroom meeting
Using a language of
responsibility
Written statements of
belief
Written self-analyses
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The StudentsResponsibility for
Management
Action Step 2
Provide students with self-
monitoring and control
strategies.
Designed for specific
students for whom the
general plan isnt working
Communicate intent ofhelping student succeed
Process described
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The StudentsResponsibility for
Management
Action Step 3
Provide students with
cognitively based
strategies.
Social skills
Problem solving
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Getting Off to a Good Start
Research
Review of Programs
Action Steps1. Arrange and decorate your
room in a manner that supportseffective classroommanagement.
2. Begin with a strong first day ofclass.
3. Emphasize ClassroomManagement for the first fewdays.
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Management at the School Level
Things are always better
when were all on the
same page.Management issues are
no different!
Effective management is
a composite ofinteracting elements.
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The School
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Management at the School Level
Action Step 1
Establish rules and procedures forbehavioral problems that might be causedby the schools physical characteristics orthe schools routines.
Action Step 2
Establish clear schoolwide rules andprocedures regarding specific types ofmisbehavior.
Action Step 3
Establish and enforce appropriateconsequences for specific types ofmisbehavior.
Action Step 4 Establish a system that allows for early
detection of students who have highpotentials for violence and extremebehavior.
Action Step 5
Adopt a schoolwide management program.
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Building a Solid Plan - Classroom
Routines
Rules
Positive Consequences
Negative Consequences
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ROUTINES
RULES
POSITIVE
CONSEQUENCES
NEGATIVE
CONSEQUENCES
If you do not have a plan,
you are planning to fail.
Establishing a Management Plan:
Routines
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THE PROBLEM IS NOT DISCIPLINE
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Building Your Plan:
Procedures/Routines
A rule is a DARE to be broken, whereas a procedure is not. A
procedure is a DO, a step to be learned.
Students must know from the very beginning how they are expectedto behave and work in a classroom work environment.
Procedurehow you want something done
Routinewhat the student does automatically without prompting or
supervision
Establish a consistent system for dealing with a recurring task in the
classroom.
1) Identify tasks needing procedures.
2) Break each task into simple steps.
3) Teach the procedure to the students until it becomes routine behavior.
Wong, p. 167-173
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Wong, p. 174 -193
Three Steps to
Teaching Procedures
1. Explain classroom procedures clearly.
State, explain, model, and demonstrate the procedure.
Define the procedure in concrete terms.
Demonstrate the procedure; dont just tell.
Demonstrate a complex procedure step by step.
2. Rehearse classroom procedures until they become routines.
Rehearse and practice the procedure under teacher supervision anddirection.
Repeat procedure until it becomes routine.
3. Reinforce a correct procedure and reteach an incorrect one..
Reteach, rehearse, practice, and reinforce the classroom procedure until itbecomes a student habit or routine.
Determine whether students have learned the procedure or whether theyneed further explanation, demonstration, or practice.
Reteach the correct procedure if rehearsal is unacceptable and give
corrective feedback. Praise the student when the rehearsal is acceptable.
PROCEDURE FOR LINING - UP
1. Assume the listening position.
2. Stand up on command.
3. Put your chair under your desk.
4. Listen for further instructions.
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DO NOW:
Selecting and Writing Routines
1. Review the lists of routines/procedures and check the ones you need for
your classroom.
2. Transfer the checked items to the Routines Worksheet.
3. Add other routines you will need that are not listed.
4. Share your list with neighbor.
You have 5 minutes.
4. In the samples, review how a routine is broken down into simple tasks.
5. Pick a routine and develop the steps you will need to teach it to your
students.
6. Share with a neighbor.
You have 5 minutes.
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ROUTINES
RULES
POSITIVE
CONSEQUENCES
NEGATIVE
CONSEQUENCES
If you do not have a plan,
you are planning to fail.
Establishing a Management Plan:
Rules
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WHY RULES ARE
NECESSARY
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ESTABLISHING
BEHAVIOR RULES
RULES
Establish a fair and consistent way to deal
with both positive and negative behavior.
The most successful classes are those in which the teacher has a clear idea of what is expected
from the students and the students have a clear idea of what the teacher expects from
them.
--Harry Wong
Establish Rules That Are:
ObservableStated Positively
Complete Thoughts & Sentences
Reasonable
Choose Rules With Which You Are Comfortable
REMINDERS:
Always reinforce positive before negative.
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RULES OF THE
CLASSROOMFOLLOW THESE RULES AT ALL TIMES.
List rules for your classroom that follow the identified
criteria.
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ROUTINES
RULES
POSITIVE NEGATIVE
If you do not have a plan,
you are planning to fail.
Establishing a Management Plan
Consequences
Consequences
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ESTABLISHINGCONSEQUENCES
The method of dealing with student behavior has little or no effect on how
much change occurred.
No one consequence, positive or negative, is any better than any other
consequence.
WHAT DID MATTER?
Successful behavior management is primarily a matter of
PREVENTING
problems before they occur, not the ability or technique to deal with them
after they emerge.
PROACTIVE
+ -
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ESTABLISHING
CONSEQUENCESCONSEQUENCES
Both Positiveand Negative
POSITIVE
Any action that puts the student in a position to realize that the identified behaviorwas appropriate and acceptable.
NEGATIVE
Any action that puts the student in a position to realize that the identified behavior
was inappropriate and unacceptable.
Research in both education and psychology show:
When a verbal reinforcer follows a response or action, academic or behavior, the
response or action is more likely to occur again.
Whether the reinforcer is positiveor negativehas little if any meaning.
POSITIVEBEFORE NEGATIVE
3 to 1
NO LESS THAN 50/50
+ -
Establishing a Management Plan
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ROUTINES
RULES
POSITIVE NEGATIVE
If you do not have a plan,
you are planning to fail.
Establishing a Management PlanNegative Consequences
Consequences
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ESTABLISHING
CONSEQUENCES
NEGATIVE CONSEQUENCES
Negativeconsequences should be something the students do not like[uncomfortable].
Negativeconsequences should not be physically or psychologically harmful to thestudent [or you].
Choose negativeconsequences:
with which you are comfortable
that are reasonable
that are already established that avoid conflict with the established school, system, or social rules
Choose a maximumof five negative consequences and list them in order ofseverity.
Develop a severe clause to deal with unusual, defiant, or dangerous behavior.
-
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ESTABLISHING
CONSEQUENCES
RECORD KEEPING SYSTEMS
A way to keep up with the type and number of rules broken in a day.
High VisibilityReduces NegativeTeacher Reactions
Stern, Serious, and Loud
Sarcasm
Comfortable
Consistent
Easy to Use
Starts Over Each Day
See Wong, p. 157-158.
-
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NEGATIVE
CONSEQUENCES Create a list of possible consequences to use
in your classroom.
Prioritize them from least to most.
Identify the consequences in order from least
to most severe.
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ROUTINES
RULES
POSITIVE NEGATIVE
If you do not have a plan,
you are planning to fail.
Establishing a Management Plan
Positive Consequences
Consequences
TRASH OR
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TRASH OR
TREASURE
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ESTABLISHING
CONSEQUENCES
POSITIVE CONSEQUENCES
Usual Let Down or Misuse
Anything students like - ASK THEM!!!.
Improvement not perfection should be the standard.
Establish positiveconsequences with which you are comfortable [only those you can handle].
Choose positiveconsequences that provide for use as often as possible.
Choose positiveconsequences that avoid conflict with established school, system, or social rules.
Establish a system with which you are comfortable [one that doesnt bug you].
Choose individual and class positiveconsequences.
Choose positive consequences that are attainable:
+
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EFFECTIVEMANAGEMENT
KEY:
Positivesupport of appropriate student behavior
Negativeconsequences stop inappropriate behavior, but only positive
consequences will change behavior.
REMEMBER:
Positiveconsequences come before negativeconsequences.
3 to 1
NO LESS THAN 50/50
+
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POSITIVE
CONSEQUENCES
Create a list of possible positive consequences for yourclassroom.
Consider individual and whole group.
Consider short term and long term.
Identify the ones you plan to utilize first.
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Other Resources
Disciplinehelp.com
The Tough Kid& The
Tough Kid Toolbox
The Key Elements of
Classroom Management
Classroom Management
for the Elementary/Secondary Teacher
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Sharing Ideas
Strategies to remember
1.
2.
3.
Goal(s) for
implementation
1. 2.
3.
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Follow-up and Next Steps
Select a strategy for
classroom focus.
Implement strategy. What strategy?
Positive results?
Areas of concern?
Talk to a colleague
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Focus on Management NOT
Discipline for Success!
Provid ing the Keys to Li fe long Learning !