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Management Strategies    Adrienne
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Management Strategies Adrienne






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    Management Strategies    Adrienne Management Strategies Adrienne Presentation Transcript

    • Western Massachusetts Writing Project Summer Institute 2004
      • Inquiry Project Assignment
      • Presented by: Adrienne S.
      • July 28, 2004
    • Inquiry Question
      • What kinds of classroom management strategies encourage respectful behavior in the urban classroom?
    • Why do I care about this subject?
      • Disrespect in the classroom hurts teachers and students.
      • Disrespect happens in our schools too often.
      • Students need more models of respectful behavior
    • Why are students disrespectful?
      • Feelings of powerlessness and hopelessness.
      • Low self-esteem.
      • Inconsistent rules and consequences in the classroom.
      • Boredom
    • Why are students disrespectful?
      • Lack of motivation.
      • Unable to deal productively with feelings of anger, frustration, depression, fatigue, etc.
      • Feel attacked or confronted
      • Classroom curriculum seems irrelevant and unimportant
    • Effective Classroom Strategies
      • Explain rules and short and long term consequences for breaking rules.
      • Discipline students privately when possible.
      • Avoid direct confrontation and yelling.
      • Postpone deadlines due to compelling circumstances.
      • Get to know who your students are.
    • Effective Classroom Strategies
      • Help build their confidence. Tell them they are good, not just their school work.
      • Provide models. Don’t just tell, show!
      • Explain how disrespectful behavior hurts people/How would you like it if….?
      • Keep parents updated and involved.
    • References
      • Howard, N.A. & Norris, M.R. (1994). Source, characteristics, and perceived effectiveness of classroom rules . (Report No. PS024399). Kentucky. (ERIC Document Reproduction Service No. ED 396 855).
      • McEwan, B. (1996). It is as much the how as the what: Examining my own practices for teaching classroom management . Paper presented at the annual meeting of the American Educational Research Association, New York, NY. (ERIC Document Reproduction Service No. ED 397 011)
      • Farrell, Edwin., Peguero, George., Lindsey, Rasheed., & White, Ronald. (1988). Giving voice to high school students: pressure and boredom, ya know what I’m sayin’? American Educational Research Journal , 25(4), 489-502.
      • Matus, Don. E. (1999). Humanism and effective urban secondary classroom management. The Clearing House , 72(5), 305.
    • References
      • Butroyd, Robert, Somekh, Bridget. (2001) The Teachers' Role in Inculcating Values through a Mandated Curriculum: Isolation and Instrumentalism in High School Science and Language Arts Classrooms in England . United Kingdom; England. Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). (ERIC Document Reproduction Service No. ED453171)
      • Merrett, F. & Wheldall, K. (1993). How do teachers learn to manage classroom behavior? A study of teachers’ opinions about their initial training with special reference to classroom behavior management . Educational Studies, 19 (1), 91-106.
      • Matus, Don E. (1990). Urban High School Classroom Management: A Humanistic Approach. Massachusetts: Urban Education. (ERIC Document Reproduction Service No. ED395049)