After a moment, start thanking participants and resquest them to be silent.
When the green light is on, activity starts. Time to start to share ideas.Yellow – 30 seconds left.Red – Time to be quiet. If you are still sharing something, finish your idea and then look to the front.
Classroom management and discipline silent signal
Classroom Managementand Discipline:Aren’t they the same?presented by Luis Franco Adapted from: “Classroom Management is not Discipline” by Harry and Rosemary Wong And “Control or chaos: managing classes of primary children in a positive way.” by Carol Read
Think for a moment… •What are your expectations for this workshop? •What would you like to find out about Classroom Management and Discipline?
What is discipline? What is classroom management? How are they related?
What did you notice? “Yelling” “Traffic light”
The Pizza Restaurant Bob the pizza owner. Bob the teacher.
Differences Classroom Discipline Management Uses procedures Concerns how concerning how students behave things are done. (class rules – guidelines). Uses procedures Has penalties and that have no rewards. penalties or rewards.
Why are procedures important? Simplifies Ss’ task of succeding in school. Minimum of confusion and wasted time. They are the foundation that set the classroom up for achievement in subsequent tasks. Focus on learning.
Procedures to consider… entering the classroom beginning of the period or day returning to class after an absence arriving to class late formation of cooperative groups
•responding to questions•seating arrangement•collecting/returning student work•getting materials without disturbingothers•keeping their workspace clean
Planning a procedure Think of a class that was challenging for you to manage in the past: Which of the procedures stated above could have been included? Write down a minimum of three steps you could have used to teach this procedure.
The Three-Step Approach toTeaching Classroom Procedures Explain: model and demonstrate the procedure. Rehearse: practice the procedure under your supervision. Reinforce: Re-teach, rehearse, practice, and reinforce the procedure until it becomes a student habit or routine.
Responding to behaviorTransactional Analysis (Berne) A key concept: STROKES
Responding to behavior in class:The “ABCD strategy” (Carol Read) A – “Appropriate” – when Ss are on task. B – “Bearable” – doing things that are not stopping you from teaching and other students from learning. C – “Caution handle with care” – Off- task behavior is repeated. It may interrupt other students. D – “Disruptive”– prevents the class from continuing.
A - Appropriate B - Bearable C- Caution D - Disruptive Description Description Description Description Response Response Response Response
Summary What’s the difference between discipline and classroom management? Which one should come first: discipline or classroom management? Why? What is the ABCD strategy? What would you like to remember about this workshop to put in practice the next time you teach?