Synthesis of Research

WHAT WE KNOW ABOUT MANAGING

CLASSROOMS

Carolyn M. Evertson and Alene H. Harris

Opening Questions:

How many people consider classroom management significant in teaching?

After doing your practicum, how important is classroom management and in what aspect?

Outlinesummarize the article

discuss how this works in real classrooms

table activities

future inquiry

A shifted focusFrom controlling students’ behavior to:

teachers creating, implementing and maintaining a classroom environment that supports learning

Studies about Timeamount of time learning varies from school to school

half or less of the school day is used for instruction

often associated with student achievement

Effective Classroom Management:

conserves instruction time by planning activities

setting and conveying both procedural and academic expectations

sequencing, pacing, monitoring and providing feedback for student work

KEY ISSUE: Use of time!

Warning for Teachers

teachers must be aware of:procedural displaymock participation

What can teachers do to engage their students?

Group Management Strategies by Kounin

with-it-ness

overlapping

smoothness and momentum

group alerting

Lessons that engage students

higher students engagement in recitation

lower during seatwork

alternating cycles of two shorter segments

students engagement differs among teachers

engagement during recitation produce similar rates

Teachers’ role:must recognize both academic and social dimensions of classroom tasks

make clear their expectations and procedures for student participation

ex: how to answer questions

recognize the interrelated nature of classroom management and the curriculum

Communicationsclass activities reveals need for classroom management system that is:

visibleestablishedmonitoredmodifiedrefinedreestablished

Handling Misbehaviorclassroom management will not stop all misbehavior

unobtrusive techniques:proximityname dropeye contactpunishment?

repeated misbehavior

Other strategies

Meichenbaum’s ideas:combination of modeling and self-verbalization help

Doug and Lynn Fuchs’ ideas:combination of goal-setting and self-recording techniques help

ACTIVITY TIME!

Get into 3 Groups

Three different Tables

Wait for instructions!

Three topics to Consider:

school disciplineschool and community cultures affect values and decision teachers make

quality of academic workengagement does not equal content acquisition

classroom management in different contexts

inclusion of different learners

Final Inquiries

How can classroom management and organization support students’ substantive learning?

What is the nature and quality of the learning that is supported?

The End

Thank you for participating! :)