Classroom Management Practices


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Classroom Management Practices

  1. 1. Classroom Management Practices for Student Achievement By Farhana N. Shah
  2. 2. Team Builder: A “Kiss” of Appreciation Objective of the team builder: Strengthen the team by showing appreciation for each other’s contributions, while reinforcing how important each person is to the school’s success. 1. 2. 3. Take 3 Hershey Kisses® from the bowl. Keep one for yourself.  Give the other two to people on the team/school who you enjoy working with, want to get the opportunity to work with, wish to thank, and so on.
  3. 3. Our goals for today… • • Know importance of positive relationship building and identify ways to connect with your students. Understand classroom management principles and begin establishing expectations and routines for the new school year.
  4. 4. Today’s itinerary… 10’ Introduction Team Builder: “Kiss” of Appreciation Workshop Objectives and Itinerary Workshop Ground Rules 45’ Classroom Management  Relationship building  Principles of Classroom Management  Expectations and routines for the new school year 5’ Summarizer Workshop Evaluation and Feedback
  5. 5. Workshop Expectations or Ground Rules  Take responsibility for your own learning and be willing to experiment with the ideas and techniques presented.  Be respectful of those speaking (limit sidebar conversations and use of digital devices).  Take risks- participate and enjoy yourself!
  6. 6. Activator
  7. 7. How does positive relations connect to student achievement?  Comfortable and valued  Acceptance of rules and policies  Connection leads to relevance in instruction  Meet social and emotional needs
  8. 8. Teacher Traits for Student Success • Acknowledge • Be them respectful • Be fair • Be real • Be funny/humorous
  9. 9. Most importantly….Value them! In pairs… 1. Read and discuss assigned section. 2. Chart key points about section. 3. Be ready to share with whole group.
  10. 10. Process Activity: Equitable Classroom Practices (ECP) What parts of relationship building traits can be aligned with the 27 ECP? How does the practice of EC/relationship building traits impact student behavior? What is one thing you will do differently this coming school year to build relationship with your students?
  11. 11. “ The most important action an effective teacher takes at the beginning of the year is creating a climate for learning.“ -- Mary Beth Blegan, former U.S. Department of Education teacher-in-residence 11 Farhana N. Shah, ProDeGS, 2011
  12. 12. What is Classroom Management? • Effective Planning with Time Management Skills • Proper and Effective Discipline • Motivation of Students • Classroom environment conducive to learning 12 Farhana N. Shah, ProDeGS, 2011
  13. 13. Importance of Effective Classroom Management • • Ensures students have appropriate learning tools • Provides calm learning environment • 13 Less stressful for teachers Saves instructional time Farhana N. Shah, ProDeGS, 2011
  14. 14. Classroom management not same for everyone… • • Different personalities and attitudes of teachers • Different student population and demographics • 14 Different teaching styles Same strategy not effective for all teachers Farhana N. Shah, ProDeGS, 2011
  15. 15. Classroom Management Principles • Teach behaviors expected in class • Deliver syllabus or class expectations • Establish • Exude 15 routines and procedures confidence- gain respect by students Farhana N. Shah, ProDeGS, 2011
  16. 16. Classroom Rules • Establish classroom rules together. • Create three to five rules you can enforce. • Be consistent. Be fair. • Discipline students quietly and privately, not across the room or in front the whole class. • Make sure parents are aware of classroom rules and procedures. 16 Farhana N. Shah, ProDeGS, 2011
  17. 17. So what is the main issue? GOOFINESS! 80% of the problem is talking 15% is being out of seat 5% is other 17 Farhana N. Shah, ProDeGS, 2011
  18. 18. Solutions: Classroom Management Techniques • Eye contact. • Proximity control (one of the best ways) • Silent Signal • Quiet and gentle reminder • Re-direct a student's attention. • Provide positive reinforcement. 18 Farhana N. Shah, ProDeGS, 2011
  19. 19. Behavior Challenges Reasons for disruptive behavior and how to react Attention seeking: • • • Don’t like being ignored, prefer being punished or criticized Commend them when on-task and cooperative “catch them being good”- let them know. Power seeking • • • 19 Provoke teachers into struggle Stay calm and silent, this shows you are in control Don’t argue with them, Farhana N. Shah, ProDeGS, 2011
  20. 20. Classroom Management… Corrective Procedures Time out from rest of Motivation/Rewards group • Teacher student • Lunch Bunch: eat conference lunch with teacher • Behavior contract • Free-choice day: select • Office referral (vary) a free choice activity on • Parent conference with a selected day teacher/Administration • Extra recess time • Others? • 20 Farhana N. Shah, ProDeGS, 2011
  21. 21. Process Write down a behavior you find extremely challenging. Explain why. Share with someone who you have not shared with yet.  21 Farhana N. Shah, ProDeGS, 2011
  22. 22. •RemembeR…  • If all else fails, try something new… • Discipline management is from your brain, not from your gut. • Don’t make a rule you are not willing to enforce. • (for new teachers)…NEVER let them know you don’t know what you are doing!  22 Farhana N. Shah, ProDeGS, 2011
  23. 23. Necessity of Procedures • Establishes clear expectations and smooth running of classroom • Helps both teacher and students stay organized • Contributes to student’s independence and self-direction 23 Farhana N. Shah, ProDeGS, 2011
  24. 24. Classroom Procedures to Establish Arrival to class Dismissal from class Transitions: in class and out of class Student seating Independent work Movement of materials and paper Use of restrooms Attention-getting Class meetings/small group discussions Emergency procedures 24 Farhana N. Shah, ProDeGS, 2011
  25. 25. The Three-Step Approach to Teaching Classroom Procedures Explain • Define the procedure. • Demonstrate the procedure step by step Rehearse • Have students practice the procedure under your supervision step by step. All procedures must be rehearsed! Have students repeat the procedure until it becomes a routine and can perform the procedure independently. Reinforce • Re-teach, Rehearse, practice and reinforce the procedure until it becomes a student routine. If rehearsal is unacceptable, re-teach the correct procedure and provide corrective feedback. Praise the students when rehearsal is acceptable. 25 Farhana N. Shah, ProDeGS, 2011
  26. 26. Physical Arrangement of Room • Rows • Small groups • U-shaped 26 Farhana N. Shah, ProDeGS, 2011
  27. 27. •Processing Activity: Think-Pair-Share • Think of a classroom procedure in your class • Complete the Classroom Procedures and Routine capture sheet. • Share out 27 Farhana N. Shah, ProDeGS, 2011
  28. 28. Strategies we used today… Activator Small groups Modeling Think Pair Share Collaboration Summarizer Feedback 28
  29. 29. REFERENCES The Skillful Teacher by John Saphier The First Days of School by Harry and Rosemary Wong 29
  30. 30. Summarizer and Evaluation Please complete both the 3-2-1 summarizer and evaluation for today’s training. It has been a pleasure working with you today. 30