1. Michael L. Fowler AET 545 13 July 2015 Dr. Christine Nortz
Classroom Management The Key to Teaching Successfully
2. 1.) to clarify the meaning and significance of classroom
management 2.) to establish the provisions that must be taken care
of in providing the proper learning situation 3.) to explain how to
maintain desirable classroom discipline; and 4.) to present some
strategies and guidelines in good classroom management and
discipline. This Tutorial is designed:
3. Think about the following classroom scenarios and write down
the procedures you would use to deal with them. Compare you
responses with peers at your school. Are there differences? Are
there similarities? Are these issues you encounter at your school.
A student continues to use his cell phone to send text messages
during class time. A student is disrespectful to her peers, rolls
her eyes when they speak, and mocks her classmates language. A
student is obviously depressed. He is unclean, has no interest, and
even though he comes to class regularly, he is rarely present
mentally. You have found out that several students submitted
identical homework assignments. Activity
4. Management, Discipline & Teachers
5. Four areas where teachers can take action as they shape the
classroom environment: Discipline and control. The physical
classroom and our involvement in its design as we try to shape the
learning environment. Designing the syllabus as an organizational
tool which allows both careful planning and improvisation. Building
cultural sensitivity into our curriculum as a component in our
quest for social and moral growth of both instructors and students.
Areas For Classroom Management
6. What undesirable student behaviors have you encountered in
your class? Strategies for addressing discipline issues: Define
expectations and policies early. Be careful not to embarrass a
student in front of his peers . Consider possible causes of
discipline issues. Encourage appropriate behavior, discourage
disruption. Stay cool, but make sure to draw lines. Document
disruptive behaviors. Discipline
7. Take a moment and visualize the best teacher you have
encountered. Think of all the positive attributes that teacher
displayed. Write down the traits and characteristics you feel thats
important to be a successful teacher. Do you possess any of the
attributes, traits, and characteristics that wrote down? What is an
effective teacher?
8. Excellent Communicators They make Flexible Mistakes and have
bad days. Organized Positive Sometime they feel: Patient Stressed
Honest Helpless Fair Overwhelmed and not appreciated Consistent
Caring Effective Teachers are:
9. Think about resources that can help with classroom
management. How does your school address absenteeism, cheating,
unsatisfactory performance, bullying, and harassment. Write down 5
possible techniques that you can use to address the above concerns.
1. 2. 3. 4. 5. Thinking & Writing Activity
10. Classroom types Normal classroom Science Lab Computer Lab
Auditorium Lecture classroom The Classroom
11. Is there a design that is ideal for the classroom? What
does it look like? Do you teach in an ideal classroom? What are
other items you feel make up and ideal classroom? 1. 2. 3. 4. 5.
The ideal classroom
12. What is the optimum number of students in a classroom? Most
experts agree that classes containing less than 20 students yield
the best results for student learning and retention. What would be
the best class size for you? Why? What is the average class size at
your school? At what point does a class become to big or to small?
What are the implications? Write down your responses and discuss
them with peers at work. Number of students
13. Positive attitude They havent learned the appropriate
behavior. They want to know the classroom structured and safe. They
are signaling the teacher to teacher behavior differently. Being
Positive Negative attitude They are bad students They dont want to
learn They are trying to hurt the teacher.
14. Always greet students at the classroom door Use proximity
control Pause Maintain eye contact Always use the students name Use
a firm yet soft voice Never yell Hold up a hand Have full silence
before you continue Classroom Management list
15. From The first 60 days of teaching by Robert L. DeBryun We
must always choose to respond professionally, rather than react
personally
16. Breaux, A., & Whitaker, T. (2006). Seven Simple
Secrets. Larchmont, NY: Eye on Education. DeBruyn, R. L. (2001).
The First 60 Days of Teaching. Manhattan, KS: The Master Teacher,
Inc. Fisher, J., Hoover, G., & McLeod, J. (2003). The Key
Elements of Classroom Management. Alexandria, VA: Association for
Supervision and Curriculum Development. Rutherford, P. (2002). Why
Didnt I Learn This in College? Alexandria, VA: Just ASK
Publications. Smith, R. (2004). Conscious Classroom Management. San
Rafael, CA: Conscious Teaching Publications. Resources for this
tutorial