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Management Strategies    Adrienne
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Management Strategies Adrienne Presentation Transcript

  • 1. Western Massachusetts Writing Project Summer Institute 2004
    • Inquiry Project Assignment
    • Presented by: Adrienne S.
    • July 28, 2004
  • 2. Inquiry Question
    • What kinds of classroom management strategies encourage respectful behavior in the urban classroom?
  • 3. 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
  • 4. Why are students disrespectful?
    • Feelings of powerlessness and hopelessness.
    • Low self-esteem.
    • Inconsistent rules and consequences in the classroom.
    • Boredom
  • 5. 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
  • 6. 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.
  • 7. 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.
  • 8. 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.
  • 9. 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)