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CLASSROOM MANAGEMENT
Presentation by: Cynthia, Liana & Sherwin
Agenda
Video Definition of Classroom Management Characteristics of a Well-Managed Classroom Structure of a Discipline Plan Activity #1 Behavioral Expectations Chapter 19 Activity #2 Procedure and Routines How To Start Your Day Questions/Clarifications Assessment
What is Classroom Management? Classroom Management is a term
used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies to the prevention of disruptive behavior.
Page #87
Suggestions to Help Establish Routine & Respect Expect good behavior Recognize the importance of every student Be patient Be fair and consistent Be ready for a real problem Be positive Have materials ready Give students responsibilities Monitor students attention span Do not leave the group unsupervised
Page #87
Things to Remember… The substitute teacher
must accept the primary responsibility for classroom discipline.
A response to a problem behavior can defuse or escalate the behavior.
Good student behavior enables learning to take place!
Characteristics of Classroom Management
There are four characteristics of a well managed classroom:
1. High level of student involvement with task
2. Clear student expectations3. Relatively little wasted time
or disruption4. Work-oriented but relaxed;
the climate is pleasant
The amount of time students spend actively engaged in learning activities is directly linked to their academic achievement.Page #88
#1 High Level of Student Involvement With Task
Well-Managed Classroom
Students are working independently and/or cooperatively with others, on task and engaged in learning activity.
Poorly Managed Classroom
Teacher is busy but students may not be learning.
Page #88
#2 Clear Student Expectations
Well-Managed Classroom
Students know that tests, projects, and assignments are based on objectives.
Poorly Managed Classroom
Students read material on their own and the teacher tests them. Students are unsure of their own assignments and do not know why they are working on a particular task.
Page #88
#3 Relatively Little Wasted Time or Disruption
Well-Managed Classroom
The teacher has a discipline plan, begins class immediately, and has daily assignments posted.
Poorly Managed Classroom
Rules, punishment and rewards are inconsistently enforced. The teacher wastes instructional time.
Page #88
#4 Work-Oriented but Relaxed (Pleasant Climate)
Well-Managed Classroom
The teacher has students practice procedures until they become routines. The teacher uses an attention signal effectively. The teacher knows how to praise the deed and encourage the student.
Poorly Managed Classroom
Teacher tells students procedures but does not rehearse them. Teacher yells and flicks light switch to get student attention. Teacher does not praise students.
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Why Is Classroom Management Important? Structure!!! The most successful classes are
those were the teacher has a clear idea of what is expected from the students and the students know what the teacher expects from them.
WHAT NEEDS STRUCTURE?
Basic Structure for a Discipline Plan
• Rules -What the expected behaviors are -Shows teacher's overall standards
-Expectations for good work -Desirable behavior within the
classroom• Consequences
-What the student chooses to accept if a rule is broken• Rewards
-What the student receives for appropriate behavior
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General Guidelines for Classroom Rules
• No more than five rules are strongly suggested
• Consistent with school rules• Understandable• Doable• Manageable
Page #89
General Guidelines for Classroom Rules
• Always applicable• “No Talking” rule
• State positively when possible• State behaviorally• Consistent with your own
philosophy• 3 f's of discipline: fast, firm and
fairPage #89
ACTIVITY
Positive Consequences
• REWARDS that result when students abide by the rules
• Encourages students to continue the appropriate behavior
• Creates a positive environment• Increases student self-esteem • Reduces behavior problems
Page #90
Negative Consequences
• PENALTIES that result when students break the rules
• Consequences should be appropriate to the infraction and consistent with school policy
• Avoid consequences that are related to the academic grade
• It must be doable and manageable Page #90
Implementing Negative Consequences
• Explain them ahead of time• Remind students that a
negative consequences is the result of his or her choice
• When a rule is violated, address the negative behavior immediately
• NEVER stop the lessonPage #90
Ways to Provide Negative Comments
• Chalkboard/Clipboard: • Go to designated area and write
student's name.• Ticket: • Piece of paper with the student's
name and the number if the rule broken. You keep record in grade book.
Page #90
Corporal Punishment
•No physical punishment of any kind may be inflicted upon any pupil as punishment for student's behavior.
Page #90
BEHAVIOR EXPECTATIONS
Page #91
Classroom
Hallways and Walkways
Playground
Bathrooms
Cafeteria
Library and Computer Lab
Assembly
Buses
Behavior Expectations
•In ALL settings:•Be Respectful•Be Responsible•Be Safe
Page #91
DISCOURAGINGINAPPROPRIATE
BEHAVIORS
Chapter 19
Department of Education’s school admin rule to promote & maintain a SAFE and SECURE education environment.
Deter students from acts that are: Self desctructive Self defeating Or antisocial
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Class “A” Offenses
UNLAWFUL CONDUCT, VIOLATION OF THE LAW Assault Burglary Dangerous weapons Possession/use/sale of drugs Property damage Robbery Terroristic threatening
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Class “B” Offenses
UNLAWFUL CONDUCT, VIOLATION OF THE LAW Disorderly conduct Gambling Harassment Theft Trespassing
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Class “C” Offenses
DEPARTMENT PROHIBITED CONDUCT, VIOLATION OF D.O.E. RULES OR REGULATIONS Class cutting Insubordination Leaving campus w/o consent Smoking/use of tobacco substances Truancy Possessing/user of laser pen/pointer
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Class “D” Offenses
SCHOOL PROHIBITED CONDUCT, VIOLATION OF SCHOOL RULES Possession/use of contraband Any other conduct prohibited by school
rules
Page #92
LEVELS OF BEHAVIORS
WITH EXAMPLES OF CONSEQUENCES
Level Behav
ior
ClassOffen
se
Violates Authority Corrective Action
Consequences
I D Classroom & School Rules
Teacher *Identify inapproriate behavior*Describe correct behavior*May receive mild consequence
*Verbal correction*Loss of privileges*Detention w/ teacher/adult*Time out*Clean up duty*Apology
II C D.O.E. &School Rules
Teacher & Admin with Parent/Guardian notification
*Identify inapproriate behavior*Describe correct behavior*May receive mild consequence*Parent contacted
*Verbal correction*Loss of priviliges*Detention*Clean up duty*Written apology*Behavior intervention plan*Documented in school’s life
III BA
Law,D.O.E.,& School Rules
Admin & Parent/Guardian with possible Law Enforcement
*Immediate referral to admin*Possible police involvement*Admin to facilitate corrective action
*In-school suspension*Out of school suspension*Behavior intervention plan*Parent escort at school*Restitution
Page #92-93
Procedures & Routines
A smooth running class is based on PROCEDURES which will become ROUTINES.
The TEACHER is responsible for implementing those procedures.
Lack of procedures and routines contribute to ineffective classroom management.
Page #94
In an effectively managed classroom, procedures & routines:
Creates an orderly environment Increase time on-task Reduces classroom disruptions Outlines how things operate in
class, reducing discipline problems
Page #94
Rules
Rules apply to classroom conduct
Page #94
Procedures
Govern the way things get done Saves time Change according to need Specific instruction to accomplish
tasks Can be used for any and all
activities
Page #94
Procedures
Procedures should be determined in advance by the teacher.
Students should follow daily classroom procedures in the same way they follow classroom rules.
Page #94
Routines
Procedures BECOME routines if they are consistently practiced.
Routines contribute to a well managed class.
Page #94
Sample Procedures/Routines See page 95-96 CHAMPS:
Conversation Help Activity Movement Participation Success
QUESTIONS/CLARIFICATION
S?
Assessment
Situation #1: You arrive at school. The students are in the classroom. There are no lesson plans. What do you do?
Assessment
Situation #2: An effective classroom discipline plan positively supports and rewards the appropriate behavior of students. What are some positive actions you can take to keep classroom control?
Assessment
Situation #3: What are some important factors to
consider when you choose consequences for misbehaviors?
Assessment
Situation #4: You are the fifth substitute teacher
for Mrs. Lee’s class this week. What are some effective management skills you can use to keep the focus on learning?
Assessment
Situation #5: You tell the class to line up for math
lab. Cynthia remains in her seat combing her hair. You remind Cynthia to get in line. Her response to you is, “I’m not going.” You become angry.
What is happening here with Cynthia? What should you do in this situation?
Assessment
Situation #6: Alex has passively sat and stared
into space while you have been explaining the assignment. His eyes are glazed and he is not able to focus. Alex sits, staring as other students begin to do their class work. What might be the cause of this situation?
Assessment
Situation #7: Taylor frantically waves her hand and shouts
out to answer your question. She yells, “I know, I know. Call me!” You remind her not to speak out of turn and to wait until she is called upon. She pouts and the other students chuckle. A few minutes later, she is calling out again. You are losing your patience.
What might be motivating this behavior? What reinforces this behavior? What might help this behavior to extinguish?
Assessment
Situation #8: Students at the back of the
classroom are not doing their assignment after you’ve explained the lesson. They appear to be quietly doing their homework for a different subject.
THANK YOU!
