Classroom Management

Student “buy-in”

Suspension and Expulsion

Approved ConsequencesCA Education Code48900-48927

Suspension

Includes but not limited to:• Identifies specific

violations• Defines parental role• Used as last resort – other

means first• Provides for remediation –

community service• Addresses terrorist threats

Suspension cont’

• Addresses chemical abuse– Tobacco– Alcohol– Drugs

• Identifies district authority for use of electronic signaling devices– Pagers– Cell phones– Health exemptions

Suspension cont’

• Outlines procedures for law enforcement involvement

• Defines day limit for suspension

• Allows for classroom suspension

• Provides for homework• Describe documentation

procedures

Expulsion

Includes but is not limited to:• Identifies specific acts• Outlines procedures• Places authority with board• Describes district reciprocity• Defines term of expulsion

and reenrollment• Outlines procedures for

students with special needs

Expulsion cont’

• Describes documentation procedures

• Provides for enrollment into another program or district

• Outlines record keeping requirements

• Identifies fiscal impact• Discusses expungement• Addresses right to legal council• Describes hearing procedures• Addresses appeals process

Student Behavior Contract

Components

• Class Rules and Procedures• Consequences for

infractions• Teacher’s Role and

Responsibilities• Teachers are responsible

to students– Quality instruction– Guidance and support

• Teachers are not responsible for students

Class Rules

• Establishing class rules teaches to the Affective Domain in Bloom’s Taxonomy

• Ensures students recognize rules and take responsibility for consequences

• Clarifies Disciplinary Actions– California Education Code– ROCP Operations Handbook– District Policy

Developing Class Rules

• Authorship– Teacher generated– Student generated– Jointly generated

• Student involvement – Promotes “buy-in”– Decreases infractions– Invokes peer pressure for

cooperation

Effective Class Rules

• Short and to the point• Realistic, fair, enforceable• Posted in class for

reinforcement• Phrased in terms of what

student will do• Avoid references to what

students will not do• Avoid references to

teacher

Class Procedures

• Be informative about what students should “do”

• Examples– When & how homework is

assigned– How & when homework is due– How homework is collected,

graded, returned– How homework is formatted– What to do with returned

homework

Class Procedures cont’

• More Examples– What materials are required daily– How are grades earned– Testing procedures– Make up policy– Remediation policy– Attendance policy

Consequences

• Follow all policy– California Ed Code– ROCP Operations Handbook– District and Department

• Be fair, realistic, consistent• Be progressive

– 1st offence– 2nd offence– 3rd offence– 4th offence

Consequences cont’

• Be relevant to rules and procedures

• Be specific not general• Relate to employment

when possible• Consider student

involvement determining consequences if practical

• Protect student dignity by observing confidentiality

Teacher’s Responsibilities

• Provide quality instruction• Provide student feedback

procedures• Accommodate special

needs when reasonable• Provide clear objectives and

expectations• Provide safe learning

environment• Student grievance process

Student Behavior Contract

• Include all components in clear, concise language

• Provide signature & date field for student and teacher

• Provide student with copy• Provide copy to parents if

applicable• Keep copy on file• Post unsigned copy in room

Proactive Classroom Management• 4 F’s: Friendly, firm, fair,

formal• Establish mutual respect• Provide a safe environment• Provide positive feedback

– Be sincere– Praise improved behavior

• Show students you care• Model desired behavior• Be empathetic, not naive

Proactive Classroom Management cont’• Model good

communication– Explain how you feel– Explain what you want– Avoid blame– Talk in a normal voice

• Handle problems in-house• Use campus resources

– Counselors– Coaching staff– Peer assistance

Proactive Classroom Management cont’• Attack the problem, not

the student– Reassure students you still

have confidence in them– Let them know it is their

actions you dislike, not them

• Offer several solutions– Preserve students’ dignity– Students save face– Promotes culpability

• Use “One minute goals”

Perils and Pitfalls

• Put problems in perspective• Avoid displays of temper• Do not tolerate displays of

temper• Don’t hold grudges• Don’t make idle threats• Don’t give ultimatums• Don’t argue in front of class• Don’t wait until problems

are out of control

Perils and Pitfalls cont’

• Be wary of body language– Don’t send mixed messages– Body language is more

powerful than verbal

• Don’t belittle or embarrass students

Praise in PublicCriticize in Private

Impact of Student Perceptions

Pre-Course SurveysPost-Course Surveys

Pre-course Surveys

• Identifies students’– Motivation– Barriers– Short-term goals– Intermediate goals– Long-term goals– Expectations

• Address unrealistic expectations– Disarm potential problems– Establish realistic expectations

Post-course Surveys

• Vehicle for student feedback• Provide indices of

– Teacher effectiveness– Student satisfaction– Student self-assessment

• Revisit students’ goals• Identify areas for revision• Teacher’s self-documentation

of performance

Students don’t care how much you know until they know how much you care.